a tale of two cafs – children’s services and new technology
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A Tale of Two CAFs – children’s services and new technology. Christopher Hall, Sue Peckover (University of Huddersfield), Andy Pithouse (University of Cardiff) Sue White (University of Lancaster). E-Assessment in Child Welfare. - PowerPoint PPT PresentationTRANSCRIPT
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A Tale of Two CAFs – children’s services and new technology
Christopher Hall, Sue Peckover (University of Huddersfield),
Andy Pithouse (University of Cardiff)Sue White (University of Lancaster)
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E-Assessment in Child Welfare
Response to failures identified in Victoria Climbie case: Laming Inquiry and ‘Every Child Matters’
The spread of new technology: reflects wider moves towards e-government.
‘Integrated working’ in child welfare services aimed at better information sharing, multi-agency working and early intervention:
Common Assessment Framework Children’s Database (ContactPoint).
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Common Assessment Framework (CAF)
standard tool for all professionals working with children.
based upon ‘Assessment Framework’ already used in social work
wide view of child - key domains: child health and development parenting capacity family and environment factors
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Common Assessment Framework (CAF)(cont’d)
first stage assessment of a child’s needs
identification of services to meet those needs,
existence of a completed CAF will be indicated on ContactPoint, although not the CAF itself.
different versions – paper, template, internet
plans for e-CAF to be developed on a national basis
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Policy Aims of CAF
Systematisation and standardisation of practice
Emphasizes early intervention.
Accountability, especially of universal services
Promote a ‘Common Language’
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Grand claims v strong criticisms
“Practitioners are able to make better decisions and take quicker action … to build a fuller picture of the child’s circumstances … real benefits in service effectiveness and safety” (Minister 8/12/05).
“We are heading towards a situation in which an entire generation of kids won’t know what privacy is” (Liberty 26/6/06).
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Reactions to the CAF
In contrast to Contactpoint, there is little critical comment - surprising, given potential for producing and transferring considerable information about children.
Report on children’s databases (Foundation for Information Policy Research 2006: 32-36) – concern about technical security issues (eg access and search facilities), and difficulties of achieving consent
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Our Research Funded by ESRC (2005-2007)
4 research sites in England: 2 ISA ‘Trailblazers’ and 2 Comparator Local authorities.
Ethnographic orientation: researchers located with teams in Trailblazer sites Observation of meetings, training, decision
making sites Qualitative analysis of cases eg where a CAF has
been completed. Focus groups. Quantitative analysis of cases involving
assessment
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Our Research (cont’d) Funded by the Welsh Assembly
2 pilot local authorities.
Implementation of prototype CAF Participatory model Interviews with professionals and users Before and after analysis. Quantitative analysis changes in information
sharing, especially referrals to children’s social care
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Themes of paper
• ‘Positive’ findings
• ICT Child Welfare Professional
• Implementation and local practices/systems
• Constraining technologies
• Uncertain consent
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Positives
• Welsh study found more consistent information was provided in referrals, reduced number of referrals without more CP inquiries, assessments provided more information on parents and family strengths, resulted in more initial assessments
• English study found particular enthusiasm from groups who appreciated the structure of the Assessment Framework in order promote more holistic assessments
• Some versions encouraged careful evaluative of the assembled information
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Positives (cont’d)
DFES evaluation in 12 pilot sites (Brandon et al 2006): largely positive, although early days, e.g. think beyond traditional mindset, contributing to improved information sharing, replacing other assessments
BUT: extra time needed for practitioners to complete, variable practices between professional groups &
agencies limited capacity of practitioners to complete all
sections of the CAF and engage with children as part of process
requires supportive local processes to enable practitioners to work with new systems without increased resources
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Assumes an ICT child welfare professional
An e-office environment Constant access to a computer, Appropriate ICT skills, Confidential and private spaces to work, and
to store information, The straightforward character of e-
assessment – conceptual skills, information-sharing protocols, e-case files systems etc.
If they don’t, they should
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But
Nearly half of 82 practitioners we interviewed either did not have their own computer at work or shared one with a colleague (often ‘hotdesking’).
Wide variation of ICT skills, confidence and experience
59%thought the computer they used was in a ‘quiet and confidential space’.
Very mobile working practices, eg
community health staff worked in multiple locations (home, school or clinic)
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Local Implementation
• Some local variations based on a national model
• Varying practices in how characterised – especially referral v assessment• who is the audience• who owns it – individual v collective• Not sure what constitutes a good CAF
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Local Implementation (cont’d)
• Certain agencies took lead and set the character - education v health
• Spread of the network - directive- restricted v permissive - wide-ranging
• Written with occupational disposition – gaps, emphasis
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Constraining nature of technology
Technology is not neutral Information v knowledge (Lash 2001)
Narrative Database (Aas 2005)Beginning, mid, end CompressedLinear causality Additive, stackingText HypertextRational argument ActionOrder by author Order up to userCreation Selection
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Constraining nature of technology (cont’d)
Little room for background information/ context / history
The child’s needs now
Not clear how to write the parents’ needs
Subversion – work-arounds
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Uncertain ethic of consent
Promoted as consent-driven – will not happen if not agree
Explicit consent features
Principles of information-sharing
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Uncertain ethic of consent (cont’d)
Both research projects found significant proportion without explicit consent recorded – 16% in Welsh study and 24% English study
CAF as referrals in particular take place without consent.
Similarly there was little recorded parents and children’s views – 33% parents, 25% children in English study; 10% and nil in Welsh study
Time to gain consent
Part of child protection system
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Uncertain ethic of consent
If it is the first assessment, is it to be updated?
If not, what is its status as other interventions develop?
Without a standard approach, how do other readers interpret, especially across local authorities
When is it destroyed?
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Colonisation by the CAF?
CAF is becoming central to standardisation of the child welfare network Consistent approaches to assessment,
information sharing and early intervention
Clearer consent and involvement in information sharing
Electronic storage and manipulation of information
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Colonisation by the CAF? (cont’d)
Colonisation of the child welfare network: Draw in a wide range of groups – what is the
boundary of child welfare
Standardises practice around particular model of assessing children and families
Other ways of viewing families – rights, history, risks
Information becomes byte size and potential for ‘data mashing’
What future surveillance does this promote