The Underpinning Knowledge
SCARF is modeled on the UK Children In Need and their Families Assessment and Planning Framework, its underpinning knowledge base is therefore the same.
Knowledge is defined as theory, research findings and practice experience or wisdom in which confidence can be placed to assist in the gathering of information, its analysis and the choice of intervention in formulating the child’s plan.
- The understanding of child development
- The understanding of attachment
- Protective factors and resilience
- Children’s perspective and communicating with children
- Parental capacity and measuring “good enough” parenting
- Parents’ perspective and communicating with parents
- Understanding the individual in society
- Understanding the role of the wider family, community and environmental factors
It has long been recognised that children develop along several dimensions, they need to reach a series of milestones along each dimension if optimal outcomes are to be achieved. What happens to children in the early years of life is the foundation of later development. The significance of this must be considered in the assessment.
The wealth of research on attachment reinforces the importance of paying attention to attachment in assessments of all children, irrespective of age. It is known that children who have had good attachment experiences tend to develop appropriate peer relationships and cope well with problems they face. Research indicates that there is a strong association between significant harm and insecure attachment (Bentovim 1998).
As with attachment, resilience is a broadly based concept of some complexity, Evidence suggests strongly that children vary significantly in their responses to positive and negative experiences suggestive of both genetic and environmental influences being important. Research suggests that new experiences that open up opportunities can provide “turning –points’ and may influence resilience developing. One of the key protective factors identified by researchers is successful school experience. Further more having a parent who promotes the importance of education is another vital factor (Utting, 1996). The ability to differentiate the vulnerabilities and strengths of children at different ages and stages of development is critical in assessment.
Children’s own perspectives on their experiences are an important source of knowledge. Increasingly, the validity of children’s views on their lives is acknowledged in research. The responsibility for trying to establish effective communication with children lies firmly with the adult. Innovative materials for use with children and young people of different ages and ability have been developed which assist good communication.
Optimal child development is dependent on the positive role of parents or carers from birth to adulthood. However it is acknowledged that there can be a diversity of family styles. Children’s chances of achieving optimal outcomes will depend on their parents’ capacities to respond appropriately to their needs at different stages of their lives. Determinants of parenting can be summarised as: individual (parental personality, child characteristics), historical, social and circumstantial. Specifically a person’s own childhood experiences will influence how they parent their children. In addition good parenting requires certain permitting circumstances. There must be the necessary life opportunities and facilities. Where these are lacking even the best parents may find it difficult to exercise these skills. Several research studies suggest that among problems likely to affect parenting are mental illness, problem alcohol and drug use and domestic violence. Not all children are equally vulnerable to the adverse consequences of parental problems. Understanding the interaction between parents’ responses and capabilities and children’s needs is a key principle underpinning effective assessment and intervention. Careful account should be taken of the context within which the parent may be experiencing difficulty. If the parent has insight into the problem and finds ways for it not to affect the child/ren this needs to be recognised.
Parents’ views about their contact with child welfare and other statutory services have been well documented, particularly when there have been child protection concerns. Parent worry about losing their children, being perceived as failing, about the later affect of any separation between them and their child/ren. The fear of losing control can be very strong. Parents value child welfare intervention when communication is open, honest, timely and informative. They want services, which are practical and tailored to their individual needs. The service approach should reinforce strengths and not undermine their parenting capacity.
Alongside the theories of individual development are those about the individual in society. Research evidence provides knowledge about the impact of negative factors such as social exclusion, racial and other discrimination, deviancy and unsafe communities on children and families. Stereotyping of families has sometimes blocked good outcomes for children. It is important not to confuse theory with ideology. Fashionable ideologies may dictate the style of work rather than evidenced research and professional and ethical practice.
The role of extended family can be a significant source of support. Conversely they may contribute to the difficulties a family is experiencing. The assessment would be seriously incomplete if it did not examine the strengths and issues of relationships and potential support that may exist within the wider family, the neighbourhood and the local community. Genograms and Eco maps maybe a useful means of doing this with families.
Social isolation, through the absence of both physical and emotional support, is an important factor in limiting adult’s sense of wellbeing and control over their lives. Several important research studies have examined social isolation.
Poverty has also been closely studied and confirmed as one of the most influential factors affecting parenting.
Disability and disadvantage is also important and has not always been well understood. Studies show how often one disadvantage leads to another and serves to show how important it is to assess the wider context.
Overarching theories and approaches that inform practice.
Psychodynamic and learning theories help to understand the inner and outer worlds of children and families, while eco-systems theories provides a very helpful framework to analyse the interconnections between personal and environmental factors which have an impact upon the lives of children and families.
Key Issues for Assessment
- Context gives meaning to behaviour
- Individuals exists in relationships to others
- Relationships and communication are a function of each other
- Current relationships arise out of historical influences
- Interactions revolve around the meaning of one person for another
- There is circularity between a person’s inner and outer world
Reder and Duncan (1999)
This article has been compiled from the Assessing Children In Need and their Families Practice Guidance document produced by the UK Dept of Health in support of the Children In Need and their Families Framework. First publish 2000.
The Practice Guidance document is available on the DoH internet web site.
Underpinning Knowledge Diagram
The Knowledge that informed "Children In Need" & SCARF
