01.06.12 If possible, to be completed before proceedings (e.g. in long term neglect cases where the LA has been working with the family) If proceedings are initiated in a crisis, to be completed within 6 weeks from the first hearing. CMC to be listed after this document is completed OXFORDSHIRE CHILDREN, YOUNG PEOPLE & FAMILIES PARENTING ASSESSMENT OF AND THE FAMILY My name is . I am employed by Oxfordshire County Council in the capacity as a Social Worker in the Team. My professional qualification is Bachelor of Arts Degree in Social Work. (Full details of experience, qualifications and contact details are cited in the main Court Reports.) 0.0 INTRODUCTION The Framework for the Assessment of Children in Need and their Families (DoH 2000) details the current assessment framework for safeguarding and promoting children’s welfare. It decides a number of indices in three inter-related domains: Parenting Capacity (ability of parents to meet children’s needs) The Developmental Needs of the Children Family and Environmental Factors This framework has been used as the basis for this Parenting Assessment. The evidence is drawn from: the Local Authority’s observations of contact, two home visits to the household, interviews with and her mother and and her father at the offices in Social Services records stemming from involvements with the family Investigations by the Child’s Guardian Italicized comments under the heading are taken from the assessment framework and indicate general needs and themes for assessment. (For each of the headings write at least 2 paragraphs: Paragraph 1 – your observations under that category Paragraph 2 – your analysis of how this meets the child’s needs/impacts on the child Keep any repetition of the same information under the different headings to a minimum Be as succinct as possible—points made simply and well have the maximum impact Keep the child at the heart of the assessment ) 1. PARENTING CAPACITY 1.2 BASIC CARE: (Basic care is defined as providing for the children’s physical needs, appropriate medical/dental care. It includes provision of food/drink, warmth, shelter, appropriate clothing and adequate hygiene.) 1.3 ENSURING SAFETY: (Ensuring child is protected from harm and danger, including from other unsafe adults or children and from self-harm. Recognition of hazards and danger at home and elsewhere.) 1.4 EMOTIONAL WARMTH: (Ensuring child’s emotional needs are met and giving the child a sense of being specially valued – also includes the child’s needs for secure, stable and affectionate relationships with significant adults, with appropriate sensitivity and responsiveness. Physical contact, comfort and cuddling, demonstrate warm regard, praise and encouragement.) 1.5 STIMULATION: (Promoting learning and intellectual development through encouragement and cognitive stimulation and promoting social opportunities – doing this through interaction, communication, questions, joining in with play, promoting educational opportunities. Enabling the child to experience success/school attendance or equivalent. Facilitating child to met challenges of life.) 1.6 GUIDANCE AND BOUNDARIES: (Enabling child to regulate their own emotions and behaviour. A key task for parents is demonstrating and modelling appropriate behaviour and control of emotions in interactions with others. Providing Guidance which involves setting boundaries so that the child can develop an internal sense of right and wrong (-moral values and conscience)-appropriate social behaviour which reflects wider societies values. The aim is for the child to become an autonomous adult, holding their own values and able to demonstrate appropriate behaviour with others – rather than having to be dependent on rules which are externally imposed on them. This includes not overprotecting children from exploration and learning experiences. Includes social problem solving, anger management, consideration for others, effective discipline and shaping behaviour.) 1.7 STABILITY: (Providing a sufficiently stable family environment to enable a child to develop and maintain a secure attachment to their primary caregiver(s) in order to ensure optimal development. Includes: ensuring secure attachments are not disrupted, consistency of emotional warmth and responding predictably to given behaviours. Parents adapt to the child’s developing and changing needs. Ensuring child keeps in contact with important family members and significant others.) 2.0 THE CHILD’S DEVELOPMENTAL NEEDS 2.1 HEALTH: (Growth and development/physical and mental wellbeing. Impact of genetic factors and any impairments. Receiving appropriate health care – both treatment and prevention. Diet and exercise/’healthy lifestyles’. For older children – teaching and encouraging healthy habits and self care skills – age appropriate information and advice.) 2.2 EDUCATION: (Includes all areas of cognitive development from birth. Opportunities for play and interaction with other children; access to books; to acquire a range of skills and interests; to experience success and achievement. Having an adult interested in educational activities, progress and achievements – who takes account of the child’s starting point and any special educational needs.) 2.3 EMOTIONAL AND BEHAVIOURAL DEVELOPMENT: (Concerns the appropriateness of the child’s responses in feelings and actions, initially to their parents/immediate family and as the child gets older – to others. The nature and quality of early attachments, characteristics of temperament, adaptation to change, response to stress and appropriate degree of self-control.) 2.4 IDENTITY: (Concerns the child’s growing sense of self as a separate and valued person. Child’s view of self and abilities, self image and self esteem – positive sense of individuality. Race, religion, age, gender, sexuality and disability may all contribute to this. Feelings of belonging and acceptance by family, peer group and wider society, including other social groups.) 2.5 FAMILY AND SOCIAL RELATIONSHIPS: (Development of empathy and the capacity to place self in someone else’s shoes. Stable and affectionate relationship with parents/carers, good relationships with siblings, increasing importance of age appropriate friendships with peers and other significant persons in the child’s life and response of family/parents to these relationships.) 2.6 SOCIAL PRESENTATION: (Concerns the child’s growing understanding of the way in which appearance, behaviour, and any impairment are perceived by the outside world and the impression being created. Includes appropriateness of dress e.g. gender, culture and religion; cleanliness and personal hygiene; and availability of advice from parents or caregiver about presentation in different settings.) 2.7 SELF CARE SKILLS: (Acquisition of practical, emotional and communication competencies required for increasing independence. Early practical skills of dressing and feeding, opportunities to gain confidence and practical skills to undertake activities away from the family and independence skills (for older children). Includes encouragement to acquire social problem solving approaches. Special attention should be paid to the impact of a child’s impairment and other vulnerabilities, and on social circumstances affecting these in the development of self-care skills. 3.0 FAMILY AND ENVIRONMENTAL FACTORS 3.1 FAMILY HISTORY AND FUNCTIONING: (Family history includes both genetic and psycho-social factors. Family functioning is influenced by who is living in the household and how they are related to the child; significant changes in family/household composition. History of childhood experiences of parents; chronology of significant life events and their meaning to family members; nature of family functioning, including sibling relationships and its impact on the child; parental strengths and difficulties, including those of an absent parent; the relationship between separated parents.) 3.2 WIDER FAMILY: (Who are considered to be members of the wider family by the child and the parents? Includes related and non-related persons and absent wider family. What is their role and importance to the child and parents and precisely in what way?) 3.3 HOUSING: (Does the accommodation have basic amenities and facilities appropriate to the age and development of the child and other resident members? Is the housing accessible and suitable to the needs of disabled family members? Includes the interior and exterior of the accommodation and immediate surroundings. Basic amenities include water, heating, sanitation, cooking facilities, sleeping arrangements and cleanliness, hygiene and safety and their impact on the Child’s upbringing.) 3.4 EMPLOYMENT: (Who is working in the household, their pattern of work and any changes? What impact does this have on the child? How is work or absence of work viewed by family members? How does it affect their relationship with the child? It includes children’s experience of work and its impact on them.) 3.5 INCOME: (Income available over a sustained period of time. Is the family in receipt of all of its benefits entitlements? Sufficiency of income to meet the families needs. The way resources are used. Are there financial difficulties which directly or indirectly affect the child?) 3.6 FAMILY’S SOCIAL INTEGRATION: (Exploration of the wider context of the local neighbourhood and community and its impact on the child and parents. Includes the degree of family integration or isolation, their peer groups, friendships and social networks and the importance attached to them.) 3.7 COMMUNITY RESOURCES: (Describes all the facilities and services in the neighbourhood, including universal services of primary health care, day care and schools, places of worship, transport, shops and leisure facilities.) 4.0 CONCLUSION …………………………………… , Social Worker Date………………………….. …………………………………….. , Unit Manager Date…………………………….
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