Understanding Need and Risk

1. Understanding Need and Risk

2. GIRFEC • History and Background • Numerous policies relating to Multi-Agency working • Principles • Co-ordinated Support for Families • Timely, proportionate and appropriate intervention • Core Components

3. 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.

4. 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

5. GIRFEC Practice Model

6. 5 Questions What is getting in the way of this child or young persons wellbeing? Do I have all the information I need to help this child/young person? What can I do to help this child or young person? What can my agency do to help this child or young person? Do I need help from other professionals?

7. 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

8. 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?

10. 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

11. Need/Risk Level MINOR TOLERABLE MODERATE SUBSTANTIAL INTOLERABLE

12. Risk Assessment Needs to be methodical and analytical Consider past and present in order to identify future risks Use Evidence Based Practice

13. 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?)

14. 1 = Minor 2 = More Serious 3 = Major 4 = Severe 5 = Fatal SEVERITY PROBABILITY 1 = Minor 2 = Minor 3 = Tolerable 1 = Unlikely 4 = Tolerable 5 = Tolerable 2 = Minor 2 = Possible 4 = Tolerable 6 = Tolerable 8 = Moderate 10 = Moderate 3 = Tolerable 15 = Substantial 3 = Probable 6 = Tolerable 9 = Moderate 12 = Moderate 4 = Highly Likely 16 = Substantial 20 = Intolerable 4 = Tolerable 8 = Moderate 12 = Moderate 15 = Substantial 20 = Intolerable 25 = Intolerable 10 = Moderate 5 = Inevitable 5 = Tolerable Risk Assessment In MorayThe Simple Risk Estimator Matrix

15. Chronologies Recording our Concerns

16. 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.

17. 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

18. 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.

19. 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?

20. 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

21. 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.

22. 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

23. 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

24. Education An 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

25. Social Work Social work chronology may include: • Any referrals made • Significant home visits • Disclosures made by child/siblings • Cancelled visits • Persons present during visits

26. 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

27. Types Single Agency Integrated Evidential