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The quality of the assessment of children in need has a significant impact on outcomes for the children concerned. Good assessment contributes to better outcomes, but poor assessment can have tragic consequences. Understanding what makes a good assessment is vital. This book brings together findings from 10 years of UK research that shed light on different aspects of child and family assessment, and examines the evidence for what works in promoting the best outcomes for children. It covers thresholds for assessment and intervention, what information should be collected in assessments, and asse

ABSTRACTThis paper focuses on the process of engaging with families where a child is at risk of harm, and considers a relationship‐based approach to work with 'involuntary clients' of child protection services. Contextualizing the discussion within a broader understanding of the role and importance of relationship‐based practice, a conceptual and ethical framework is outlined that can, it is suggested, support effective relationship‐based work and moral decision‐making with involuntary clients. Making use of psychoanalytic and more broadly psychodynamic insights, along with perspectives drawn from recognition theory, it is argued that relationship‐based practice offers the potential for recognition, respect and reciprocity, and that these three aspects of relationship provide a foundation for ethical engagement with involuntary clients. However, such an approach is not without tensions, so the latter part of the paper considers some of the challenges and dilemmas that accompany the process of trying to engage parents who do not want to be 'worked with'.

Good quality assessment has a significant role to play in contributing to better outcomes for children in need of protection, so it is important to understand what supports best practice. This paper focuses on the role of professional judgement in assessment, and compares two very different national approaches. In England, governmental responses to perceived failings in the child protection system have led to a highly proceduralised and bureaucratised system and a corresponding down playing of the role of professional judgement. In Norway, professional discretion and judgement have been seen as key to the assessment process, and governmental response to criticism of child protection practice has been to support their use through provision of increased resources. However, too much emphasis on professional judgement and too little procedure may be as problematic as the reverse (Report of Auditor General of Norway, 2012). So this paper explores the different ways in which professional judgement is understood and addressed in each system and asks what we can learn from them in terms of best assessment practice. Acknowledging child protection as a 'wicked problem', we propose a model of Grounded Professional Judgement based on notions of epistemic responsibility and accountability to support the exercise of professional judgement in situations of uncertainty.

ABSTRACTChild neglect is a difficult and complex area of practice for social workers and other childcare professionals. To work effectively, practitioners need a good grasp of relevant literature and research – a point underlined by the moves to incorporate 'research mindedness' and 'research literacy' into social work education, training and practice. This paper aims to contribute to the debate around research literacy by looking in more detail at the research and knowledge base informing work with neglected children and their families, and considering the ways in which this can be applied in practice.In the first part of the paper, we provide a critical overview of the main aspects of research knowledge, summarizing 'what we know' currently about child neglect. Next, we look at some of the difficulties associated with this body of knowledge and at some of its limitations. Having noted these concerns, however, we go on to suggest ways in which the research evidence can be used in mainstream social work. We draw out some of the consequences for work with children and with their parents as well as considering the implications for social workers and their agencies.

AbstractNurturing, maintaining, and supporting positive identity formation for children and young people in residential child care are an underresearched area. Reasons for this are varied not least the fact that residential child care is still often not perceived as a positive choice for children and young people. Concerns about cost, value for money, the quality, and effectiveness of care have been exacerbated by findings from recent national and international government commissioned inquiries into allegations of historical abuse experienced by children and young people in residential child care. Their findings raise serious questions about whether residential care can ever be a positive choice, whether it can offer high‐quality care that promotes social, emotional, and psychological well‐being, and in particular whether it can nurture and support positive identity formation. Using an adaptation of Honneth's recognition theory and applying it to residential child care practice, this paper contributes to the growing body of work, which argues that residential child care is a positive choice and that it has a key role to play in positive identity formation. The paper ends with some thoughts regarding implications for policy and practice.

Nurturing, maintaining and supporting positive identity formation for children and young people in residential child care is an under researched area. Reasons for this are varied not least the fact that residential child care is still often not perceived as a positive choice for children and young people. Concerns about cost, value for money, the quality and effectiveness of care have been exacerbated by findings from recent national and international government commissioned Inquiries into allegations of historical abuse experienced by children and young people in residential child care. Their findings raise serious questions about whether residential care can ever be a positive choice, whether it can offer high quality care that promotes social, emotional and psychological wellbeing and in particular whether it can nurture and support positive identity formation. Using an adaptation of Honneth's recognition theory and applying it to residential child care practice, this paper contributes to the growing body of work which argues that residential child care is a positive choice and that it has a key role to play in positive identity formation. The paper ends with some thoughts regarding implications for policy and practice.

Updated and revised edition of the highly successful guide to relationship-based practice in social work. It communicates the theory using illustrative case studies and offers a model for practice. This book will be an invaluable textbook for social work students, practitioners on post-qualifying courses and all social work professionals.

Fully updated edition of THE bestselling book on assessing children in need and their families. Comprehensive and multidisciplinary, it covers all aspects of assessment from early help through to child protection. Explores implications of recent legislation and the very latest issues for practice

Abstract
Decision making is an intrinsic and complex aspect of social work practice, requiring consideration of diverse but connected aspects. Decisions are often required as to whether a situation requires protective state intervention or whether it reaches the criteria for public or charitable services. Such instances of deciding whether or not a situation is 'on one side of the line or the other' are referred to in this article as 'threshold judgements'. This article draws on experiences and material from a range of social work contexts to explore generalisable theory-informed understandings of 'threshold judgements' and 'threshold decisions' to develop knowledge and skills on this topic. The article outlines signal detection theory and evidence accumulation ('tipping point') theory and discusses these as ways to understand the key concepts underpinning threshold decisions in social work. We then argue that although these threshold concepts are a necessary part of decision making in social work, as in many other aspects of life, they are not sufficient. Operationalising such decisions requires some form of sense-making. Naturalistic decision making and heuristic models of judgement are discussed as frameworks for practice which seem to be useful in this context.