understanding need and risk. girfec history and background –numerous policies relating to...
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Understanding Need and Risk
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GIRFEC
• History and Background– Numerous policies relating to Multi-Agency
working
• Principles– Co-ordinated Support for Families– Timely, proportionate and appropriate
intervention
• Core Components
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GIRFEC in Moray
• Girfec Development Officer appointed 2008.
• LIAP procedures introduced as “ live trial” in 2009.
• All components of GIRFEC now implemented.
• Local Integration Support Officers continue to support practice.
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The Named Person in Moray
• Following extensive consultation the Moray policy on the role of the Named person was introduced in March 2012.
• The full version can be found on the Moray Girfec web pages
• http://www.moray.gov.uk/moray_standard/page_80425.html
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GIRFEC Practice Model
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5 Questions1. What is getting in the way of this child or
young persons wellbeing?
2. Do I have all the information I need to help this child/young person?
3. What can I do to help this child or young person?
4. What can my agency do to help this child or young person?
5. Do I need help from other professionals?
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The Continuum Between Need and Risk
• Wellbeing of the child paramount– Initially assessed in accordance with
SHANARRI
• All children will at times have unmet needs• Needs can become risks if not addressed• Challenge is to assess the level of
need/risk and take action if required to ensure wellbeing is maintained
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Identification of Concerns
• Cause?– Any identified triggers?
• Character?– A specific event? A series of events? An
accumulation of concerns?
• Context?– Vulnerabilities? Where did the event(s) happen?
Circumstances?
• Consequence?– Impact on the child?
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Why Assess Wellbeing?
• Protecting Children – part of everyday practice
• More subtle areas of unmet need can be easily identified but often overlooked
• Impact on behaviour which can be difficult to identify and assess
• Focuses on wellbeing for child as a whole and not just specifics of abuse or neglect
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Need/Risk Level
MINOR
TOLERABLE
MODERATE
SUBSTANTIAL
INTOLERABLE
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Risk Assessment
• Needs to be methodical and analytical
• Consider past and present in order to identify future risks
• Use Evidence Based Practice
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Significant Harm
• Definition
• Dependent upon a number of factors:– Character/Impact/Context– Additional Needs of the Child (i.e.
disability)– Parents Capacity (and impacts on this)– Wider Familial Context (sources of
support?)
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Risk Assessment In MorayThe Simple Risk Estimator Matrix
SEVERITY
PROBABILITY
1 = Minor 2 = More Serious
3 = Major 4 = Severe 5 = Fatal
1 = Unlikely
2 = Possible
3 = Probable
4 = Highly Likely
5 = Inevitable
4 = Tolerable
5 = Tolerable
4 = Tolerable
6 = Tolerable
8 = Moderate
10 = Moderate
6 = Tolerable
9 = Moderate
12 = Moderate
15 = Substantial
4 = Tolerable
8 = Moderate
12 = Moderate
16 = Substantial
20 = Intolerable
5 = Tolerable
10 = Moderate
15 = Substantial
20 = Intolerable
25 = Intolerable
1 = Minor 2 = Minor 3 = Tolerable
2 = Minor
3 = Tolerable
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Chronologies
Recording our Concerns
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Purpose of a Chronology
To document systematically achievements, events, developments and changes in a child’s life, so that the pattern and impact of events on the child over time may be observed
and responded to.
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Definition
A chronology seeks to provide a clear account of all SIGNIFICANT events in a child’s life to date drawing upon the knowledge and information held by agencies involved with the child and
family
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Core aspects of chronologies
• Useful tool in assessment and practice.• Not an assessment in itself but part of the
assessment.• A working tool which promotes engagement.• Accuracy – they rely on good, up-to-date case
recording.• Detail – succinct and accurate.• Flexible – as further information emerges that
explains past history or patterns.
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Core Aspects cont’d
• Reviewed regularly.• Different types are used for different reasons.• There are differences between single agency
and multi-agency chronologies – they have different demands and expectations.
• What action was taken in response to the item recorded?
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Compiling a Chronology
• Deciding on the purpose – professional judgement
• Identifying the key events to be recorded
• Making sure recording is accurate and in date order
• Recording facts, events in the persons life
• Taking account of the perspective of the child
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It is important to note that what might be a key event in one child's life,
such as a periods of good health or good school attendance after a long period of absence or exclusion, will
not even be relevant to another child. In this respect agencies are asked to use their professionals judgement in
completing the chronologies.
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A chronology should:
• Be succinct• Identify key facts• Contain no opinion or judgement• Outline significant events• Be started when a referral is accepted/case is
opened.• Be regularly updated• Be shared with child/young person/parent/carer.• Detail action taken in relation to event
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Content
• Significant changes to a child or young person’s life
• Contact with agencies• Where appropriate, changes to Legal
Status• Family and social relationships• References to where further details can
be found
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EducationAn Education chronology might contain:• School attendance/lateness/explanation• Appropriate dress• Did they have packed lunch?• Who picked them up and were they on
time• If the child is hungry/tired• Emotional/physical state.• Behaviour and explanations
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Social Work
Social work chronology may include:
• Any referrals made
• Significant home visits
• Disclosures made by child/siblings
• Cancelled visits
• Persons present during visits
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Health
A Health chronology may include:
• Attendance at hospital/ GP for significant events
• Non- attendance for appointments
• Unexplained injuries
• Untreated infections, minor injuries
• Recurring attendance for similar reasons
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Types
• Single Agency
• Integrated
• Evidential