CAF Assessment Tool

  1. Introduction

Developing a working relationship with children and family members will not alwaysbe easy to achieve and can be difficult especially when there have been concerns aboutsignificant harm to the child. However resistant the family or difficult the circumstances,it remains important to continue to try to find ways of engaging the family inthe assessment process. Use of mediation may be helpful in assisting professionals andfamily members to work together. The quality of the early or initial contact will affectlater working relationships and the ability of professionals to secure an agreedunderstanding of what is happening and to provide help.

It is important to approach this assessment, on a full understandingof what is happening to the child, young person or parent/carer in the context of the family unit and the widercommunity. View the nature of the interactions between the child, young person or parent/carer withfamily and environmental factors and identify both positive and negative influences.

  1. Preparation

2.1Prior to beginning any assessment it is important to first consider:

  • The purpose of the assessment, the outcome expected from it? What information is already available
  • How you will begin and end sessions
  • The needs of the family with regard to communication, ability levels, and literacy skills
  • The families’ knowledge of the assessment process
  • The acceptance of the family for the need for the assessment and their willingness to deal with issues
  • Any risk to yourself or others involved in the assessment

2.2Start of the assessment. Explain:

  • How the sessions will be recorded and the accuracy of information checked
  • How information from other agencies will be gathered and shared,
  • Confidentiality agreements,
  • What will happen if any child protection concerns arise during the assessment process

  1. Health Sections

Discuss all elements of each individual general health.

  • Do family member appear to be in good health?
  • Are they accessing primary health services?
  • Do they have any health concerns?
  • Does the child / young person physical skills seem to be developing normally for their age, for example crawling, walking, vision and hearing seems normal.
  • How well can individuals speak, communicate, read and write, express their feelings?
  • Physical development and mobility- What is the general mobility of individuals? Do they have active lifestyles?
  • Communication – How do the family interact with each other?

3.1Emotional Health and Wellbeing

  • How well do individuals cope with everyday life? What are their attitudes and temperaments?
  • Do they find it easy to talk to people?
  • How does your child or young person express their feelings?
  • Do your child / young person respond differently to different people?
  • Do individuals have affectionate relationships within their family?

3.2 Behaviour

Discuss how the parent’s mange the behaviour of the children:

  • Are there structures/ routines /boundaries in their children lives? Are these age appropriate /realistic?
  • How flexible are the parents? Are they able to negotiate with each individual child?
  • Do the parents use praise as an incentive?
  • Do parents use threats, sanctions or physical violence?
  • Is one child in particular seen as ‘a problem’? Why might this be? How will you discuss this?
  • Are there attachment issues with the parents which may mean that they cannot meet the emotional needs of their own children?
  • Are there any attachment difficulties, how might these be helped? Might the child feel responsible for the breakdown of any relationships, how does this manifest itself? What have you seen to support your hypothesis?
  • Are there any behaviour traits/power imbalances/domestic violence/stereotypical behaviours present? How does this affect the child?
  • Identify and self- esteem – Do individuals have a sense of belonging?
  • Family and social relationships – How do individuals interact with each other are there positive or negative influences from others?
  • Self- Care skills – Do individuals have the ability to independently are for themselves?
  1. Parenting Capacity and Learning
  • Basic care – Are individuals needs being met? Are they being protected from harm?
  • Emotional Warmth – Are individuals valued? Are they in contact with people important to them?
  • Guidance – Is there appropriate guidance and boundaries in place to help individuals learn? How do children respond to no?
  • Understanding – Are individuals able to solve problems?

Explore both the parent’s background and views on education and employment:

  • Views on own experiences of education - academic ability, response to authority, relationships with teachers, levels of support and importance placed on education by their own parents, qualifications gained and the impact of this on self- esteem/employability
  • Relevance to their child's education – do they support/encourage school/home work. What are their views on the child’s academic strengths? How do they support their own child/ren’s education? Do they have good relationships with the school? Do they attend parent’s evenings, school functions, plays etc.?
  • Present employment – attitude to and views of own employment
  • Do they discuss their child’s future career prospects with them?
  • How do they access career support and advice for their child?
  1. Family and Environmental

5.1Home Conditions:

  • How many addresses have the family had in the last ten years/
  • What has been the impact of these moves on the children?
  • Were the moves planned?

5.2Income:

  • Do the family have enough income and how is it managed?
  • Are the family in debt?
  • Are there any power imbalances regarding money?
  • What would help to sort out the finances?
  • What impact does the financial situation have on the parent’s ability to manage the family?
  • Are there any debts relating to drug/ alcohol misuse? How much does the habit cost? How is it paid for? Were any of the parents’ coerced into using drugs/alcohol, how did the dependency start? Do the parents see it as a problem? How does this impact on buying food, clothes for the family?
  • Social and Community – How does the wider community impact on individuals / family? Do they like where they live?
  • Family History – Are the family able to attribute the current difficulties to specific events or circumstances? Are there any other elements that have an impact on the family, criminality, domestic abuse etc.?
  1. End of Assessment
  • Have concerns been raised and covered? Are there any outstanding areas of concern – can these realistically be addressed?
  • Have you and the parents reached the same conclusions as to what is required to meet the needs of family members? What are the difference of opinion and why?
  • What still needs to change in order for them to improve as an individual or as a family unit?
  • How and who needs to be involved and within what timescales? Remember to set clear outcomes which are child/ family focused, measurable and clearly identify who ‘owns’ the action.

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