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CORE ASSESSMENT RECORD Young person aged 15 years and over


CORE ASSESSMENT RECORD Young person aged 15 years and over 1 of 40 Framework for the Assessment of Children in Need and their Families Name Gender Date of birth Address Telephone number Name of social worker completing assessment: Young person aged 15 years and over Health Education Emotional & Behavioural Development Identity Family & Social Relationships Social Presentation Selfcare Skills Basic Care Ensuring Safety Emotional Warmth Stimulation Guidance & Boundaries Stability CHILD Safeguarding and promoting welfare Family History & Functioning Wider Family Housing Employment Income Familyís Social Integration Community Resources CHILDíS DEVELOPMENTAL NEEDS PARENTING CAPACITY FAMILY & ENVIRONMENTAL FACTORS 2 of 40 CORE ASSESSMENT RECORD Young person aged 15 years and over Undertaking the core assessment 3 Sources of information 4 Details concerning a core assessment 5 Background details concerning the young person 6 Key research sources 7 Young personís developmental needs 8 Health 8 Education 10 Emotional and Behavioural Development 12 Identity 14 Family and Social Relationships 15 Social presentation 18 Selfcare skills 20 Issues affecting parentsí/carersí capacities to respond appropriately to the young personís needs 18 Family and Environmental factors 23 Plan for the child in need 26 Summary of young personís developmental needs and strengths 27 Summary of parenting capacity: Needs and strengths 28 Summary of family and environmental factors: Needs and strengths 29 Analysis of information gathered during the core assessment 30 The young person: Objectives and plans 31 The parent(s)/carer(s): Objectives and plans 32 Wider family and environmental factors: Objectives and plans 33 Views of all parties 34 Parentsí/carersí comments 35 Management information 36 Contents l The Core Assessment Record provides a framework for systematically recording the findings from the core assessment. Whilst the Assessment Record provides some guidance on the areas that should be covered in a core assessment, it is a tool and should not be used as a substitute for a professionally informed assessment process, analysis and judgement. l The questionnaires and scales published in the accompanying materials to the Framework for the Assessment of Child in Need and their Families may be useful in obtaining the information in specific areas (Department of Health, Cox and Bentovim, 2000). The Assessment Record indicates where particular questionnaires and scales may be useful. Practitioners may also choose to use other assessment tools to assist them. l The Core Assessment Record may be completed in a number of different ways. For example, the social worker may wish to discuss each area with the family before completing the record and then share this with the family. Alternatively, having undertaken some or all of the core assessment the social worker may wish to complete the form with the childís parents or carers. l Parents and carers invariably want to do the best for their children. Completing the record will help social workers to recognise the strengths that families have as well as identifying areas where they may need further help. l Completing the core assessment should always be done in a way that helps parents or carers, children and other relevant family members to have their say and encourages them to take part. Space has been provided within the forms for parents/carers and older children to be involved in the assessment. l It is expected that other agencies should be involved as appropriate during the core assessment process. Parental permission to contact other agencies should be obtained except in cases where the safety of the child would be jeopardised (paragraphs 7.27 to 7.38 of Working Together to Safeguard Children provides guidance on this issue). Permissions should be obtained from other agencies to share their information with the family. l It is important that all sections of the Core Assessment Record are considered carefully. The analysis of the information gathered should be recorded in the plan. In some cases it will not be appropriate to complete particular sections, and in such situations the reason why should be recorded in the summary section. The information gathered is then used to develop case objectives and plans. l In competing the record, it should be possible to see what help and support the child and family need, and which agencies might be best placed to give that help. This might include more detailed assessments of specific issues. l Families should be provided with the following information: Complaints procedures date provided Information on access to records date provided Other relevant/available information date provided (please specify) CORE ASSESSMENT RECORD Young person aged 15 years and over 3 of 40 Undertaking the core assessment 4 of 40 CORE ASSESSMENT RECORD Young person aged 15 years and over Dates young person and family members seen Name Date(s) seen Agencies consulted/involved as part of the assessment Agency Person Contact number Questionnaires, Scales or other Instruments used in assessment Questionnaire/Scale/Instrument Date(s) used Specialist Assessments Agency/person who undertook the Purpose of the assessment Date(s) assessment assessment commissioned and completed Sources of information CORE ASSESSMENT RECORD Young person aged 15 years and over 5 of 40 D1 What is the reason for undertaking the core assessment? Details concerning a core assessment D2 Are there specific communication needs for young person/parent (eg. impairment affecting communication or English is not the first language)? If so, what action has been taken to address this ie. use of an interpreter or a signer? Date core assessment started Date core assessment ended The Governmentís Objectives for Childenís Social Services (1999) require the core assessment to be completed within 35 working days. 6 of 40 CORE ASSESSMENT RECORD Young person aged 15 years and over B/K1 Significant relatives who are not part of the young personís household Birth father Parental responsibility Yes n No n Name Address Brothers and sisters Name(s) Age Address Others (please specify ) Name(s) Relationship to child Address Background details concerning the young person (This information supplements the information recorded on the Referral and Initial Assessment Record) B/K2 If the young person has any health conditions, impairment(s) or a genetically inherited condition Ė please give details (include for example: physical disability, sensory impairment, Downís syndrome, encephalitis, autism, sickle cell anaemia, cystic fibrosis) B/K3 Key events which may have had an impact on the young person (for example: death of a close relative, pregnancy, parenthood) B/K4 Other key events experienced by siblings or other family members which may affect the young person CORE ASSESSMENT RECORD Young person aged 15 years and over 7 of 40 Key research sources The Assessment Record is based on research information drawn from a number of sources Assessment Cleaver H, Wattam C and Cawson P (1998) Assessing Risk in Child Protection. NSPCC, London. Department of Health, Department for Education and Employment and Home Office (2000) Framework for the Assessment of Child in Need and their Families. The Stationery Office, London. Department of Health, Cox A and Bentovim A (2000) The Family Assessment Pack of Questionnaires and Scales. The Stationery Office, London. The NSPCC and University of Sheffield (2000) The Childís World: Assessing Children in Need. Training and Development Pack. NSPCC, London. Sinclair R, Garnett L and Berridge D (1995) Social Work and Assessment with Adolescents. National Childrenís Bureau, London. Ward H (ed) (1995) Looking After Children: Research into Practice. HMSO, London. Child development Department of Health (1996) Focus on Teenagers: Research into Practice. HMSO, London. Department of Health (1997) Young Carers: Making a Start. Department of Health, London. Fahlberg VI (1994) A Childís Journey Through Placement. BAAF, London. Jones DPH (forthcoming) Communicating with children who may have been traumatised or maltreated. Rutter R and Rutter M (1992) Developing Minds: Challenge and Continuity across the Life Span. Penguin, Harmondsworth. Smith PK and Cowie H (1993) Understanding Childrenís Development (2nd Edition). Blackwell, Oxford. Varma VP (1991) The Secret Life of Vulnerable Children. Routledge, London. Parenting capacity Cleaver H, Unell I and Aldgate J (1999) Childrenís Needs ó Parenting Capacity: The impact of parental mental illness, problem alcohol and drug use, and domestic violence on childrenís development. The Stationery Office, London. Falkov A, Mayes K, Diggins M, Silverdale N and Cox A(1998) Crossing Bridges ó Training resources for working with mentally ill parents and their children. Pavilion Publishing, Brighton. Reder, P and Lucey, C (1995) Assessment of Parenting: Psychiatric and psychological contributions. Routledge, London. Family and environmental factors Cochran M (ed) (1993) Parenting: an ecological perspective. Lawrence Erlbaum Associates, New Jersey. Cochran M, Larner M, Riley D, Gunnarsson L and Henderson C (eds) (1990) Extending families: the social networks of parents and their children. Cambridge University Press, Cambridge. Jack G and Jordan B (1999) Social capital and child welfare. Children and Society. 13 (5): 242-256. Wallace SA, Crown JM, Berger M and Cox AD (1997) Child and Adolescent Mental Health. In Stevens A and Rafferty J (1997) Health Care Needs Assessment: 2nd Series. Radcliffe Medical Press, Oxford. Iwanec D (1995) The emotionally abused and neglected child. Wiley, Chichester. Stevenson O (1998) Neglected Children: Issues and Dilemmas. Blackwell Science, Oxford. 8 of 40 CORE ASSESSMENT RECORD Young person aged 15 years and over Yes No H1 Young person is normally well n n H2 Experiences frequent accidents n n H3 Has a chronic physical illness/ disability n n H4 Wets or soils without physical explanation n n H5 Has a regular sleep pattern n n H6 Has been appropriately immunised n n H7 Is responsible for own health n n H8 Is an occassional/non smoker n n H9 Is not addicted to illicit drugs n n H10 Alcohol consumption is within the young personís control n n H11 Eats an adequate, nutritious diet n n H12 Has an accurate knowledge about sex and contraception n n H13 Has a responsible, trusted adult to whom he/she can talk about sex and contraception n n H14 Has been/is pregnant or has fathered a child n n H15 Other n n Young personís developmental needs Health Normally well is defined as unwell for 1 week or less in the last 6 months. Young people should have had the following immunisations: BCG (tuberculosis) and for school leavers: Diphtheria, Tetanus and Polio. To gather further information consider using the Alcohol Scale. Young people need factual information about sex and contraception. Half of conceptions to under-age girls result in live births. Parenthood at this age has long term consequences for a young personís life chances. Young personís needs Summary/clarification of young personís needs Basic care Yes No H16 A healthy diet is provided at home n n H17 Parents ensure illnesses and injuries receive appropriate medical attention n n H18 Parent ensures home is hygienic n n H19 Other n n Ensuring safety H20 Periodic bouts of illness have a recognised medical explanation n n H21 Injuries have an understandable accidental cause n n H22 Marks on young personís body have an acceptable explanation n n H23 Other n n To gather further information consider using the Home Conditions Assessment. Black families may have less access to preventative and support services than white families. Poverty and poor social conditions are related to poor health and development and increased risk of accidents. Parental capacity Summary/clarification of family strengths or issues identified Note when issue is not relevant CORE ASSESSMENT RECORD Young person aged 15 years and over 9 of 40 Social workerís summary of the young personís needs in this area and the extent to which parents are responding appropriately Emotional warmth Yes No H24 Parent encourages the young person to take care of his/her own health n n H25 Parent shows approval of the young person taking care of own health n n H26 Parent is sympathetic to the young personís symptoms or injuries n n H27 Accepts young personís sexual orientation n n H28 Other n n Stimulation H29 Parent promotes involvement in physical activity n n H30 Parent advises about health issues n n H31 Ensures information on the risks to health of having unprotected sex (i.e. without a condom) n n H32 Ensures information is available about sexuality and sexual orientation n n H32 Other n n Guidance and Boundaries H34 Parent supports sex education n n H35 Parent supports health education n n H36 Parentsí use of alcohol sets the young person a good example n n H37 Parent uses illicit drugs n n H38 Other n n Stability H39 Parent ensures medical and dental appointments are kept n n H40 Parents support each other in promoting/caring for the young personís health n n H41 Other n n Increasing numbers of young people are suffering obesity. Regular physical exercise is an important preventative measure. Disabled young people may need special help or equipment for exercise. Disabled or young people with a health problem need information and opportunities to help them understand and learn about themselves. When one parent is a problem drinker, the non drinking parent may not always be able to protect the young person. Parental problem drug use is associated with young people using illicit drugs. Parental capacity Summary/clarification of family strengths or issues identified Note when issue is not relevant 10 of 40 CORE ASSESSMENT RECORD Young person aged 15 years and over Education Yes No date Subject level E1 Young personís educational English progress is at expected level Maths Note SATs results n n Science E2 At 16 or over has at least 1 GCSE at grade A-G or a GNVQ n n E3 Young person attends: School/further education n n Full-time/part-time work n n E4 Is excluded from school n n Unemployed less than 6 months n n Unemployed more than 6 months n n E5 Attends school regularly n n (note number of unauthorised days absent in past year) E6 Punctuality is good n n E7 Challenging/disruptive behaviour at school/work/training n n E8 Young person has a friend(s) at school/training/work place n n E9 Has a good relationship with a member of staff n n E10 Responds positively to instruction n n E11 Young personís lack of concentration impedes learning n n E12 Other n n SATs are given to pupils in the summer term of Years 2, 6, & 9 (ages 7, 11 & 14). At 15Ė16 years most young people are performing at level 6-7 at key stage 4. Black pupils often underachieve at school Black pupils are 4 times more likely to be excluded than white pupils. Excluded black children are usually of higher ability with fewer chronic disruptive behaviours than white pupils who are excluded. Non school/work attendance may be related to bullying. Young personís needs Summary/clarification of young personís needs Basic care Yes No E13 Parent tries to ensure regular school/work attendance n n E14 Parent/carer supports and encourages homework n n E15 If the young person is not achieving at school: Is there an Individual Education Plan? n n Is there a statement of Special Educational Needs? n n E16 Other n n Ensuring safety E17 Parent tries to ensure the journey to and from school/work is safe n n E18 Where necessary, parents have taken action over bullying n n E19 Other n n When a parent has a learning disability only 15% of children are similarly affected. Not all young people with impairments will need a statement of Special Educational Needs. Disabled young people may need financial help, equipment or adaptations to enable them to get to school/work. Persistent non school attendance or unemployment can place great strain on families. Parental capacity Summary/clarification of family strengths or issues identified Note when issue is not relevant CORE ASSESSMENT RECORD Young person aged 15 years and over 11 of 40 Social workerís summary of the young personís needs in this area and the extent to which parents are responding appropriately Emotional warmth Yes No E20 Parent shows an interest in the young personís work n n E21 Parent shows approval of educational efforts and achievements n n E22 Parent supports the young person over school/work difficulties n n E23 Parent places great pressure on young person to achieve n n E24 Other n n Stimulation E25 School leavers/unemployed are encouraged to find work n n E26 Parent encourages the young person to learn new skills n n E27 Other n n Guidance and Boundaries E28 Parent tries to ensure prompt school/work attendance n n E29 Supports school rules/discipline n n E30 Attempts to shield and support the young person from family problems that may interfere with schooling/work n n E31 Other n n Stability E31 Parent regularly attends school events/parentsí meetings n n E32 Young personís books/school work are looked after n n E33 Parents agree with each other in supporting education/work ethic n n E34 Other n n Parents own problems may mean they are not always able to offer the intellectual stimulation a young person needs. To gather further information consider using the Family Activity Scale. Examinations can cause great stress. All children need adequate and appropriate stimulation. When a young person has profound or complex impairments it may be helpful to check with a specialist before completing this section. Looking after a parent or sibling may interfere with a young personís work. The key to educational progress is a parent or significant adult who takes an interest in their learning and offers praise and encouragement. Parental capacity Summary/clarification of family strengths or issues identified Note when issue is not relevant 12 of 40 CORE ASSESSMENT RECORD Young person aged 15 years and over Emotional and Behavioural Development Yes No B1 Young person is usually happy n n B2 Frequently withdraws emotionally n n B3 Young person generally feels life is not worth living n n B4 Often stays away from home/out late without parental permission n n B5 Has run away from home n n B6 Young person copes with anger and frustration n n B7 Talks about feelings with a trusted adult(s) n n B8 Inflicts injuries on him/herself (i.e. scratching, cutting, head banging) n n B9 Has/is seeing a mental health professional n n B10 Is preoccupied with violence n n B11 Challenging/disruptive behaviour affects safety of young person n n B12 Bullies others n n B13 Respects the concept of ownership n n B14 Has been cautioned or convicted within past year n n B15 Other n n To gather further information consider using the Strengths and Difficulties Questionnaire and The Adolescent Wellbeing Scale. Depressive feelings and disorders increase in young adult hood. Girls are more prone than boys. Young people may cope with upsetting parental behaviours by withdrawing or running away. A quarter of homeless 16Ė25s left home because of domestic violence. Self harm must be treated seriously and appropriate help sought. Young personís needs Summary/clarification of young personís needs Basic care Yes No B16 Parent/carer assures the young person they will always be there for them n n B17 Family disagreements are resolved in non-violent ways n n B18 Other n n Ensuring safety B19 Tries to ensure young personís general whereabouts are known n n B20 Young person is hit or physically chastised n n B21 Help is sought over unresolvable relationship problems n n B22 Other n n Depression can affect parentís capacity to care about their child. Most at risk are victims of parental aggression or neglect. When a young person is disabled or sensory impaired, behaviours such as rocking or constant screaming must not be dismissed. Consider whether the feelings and behaviour that troubles the young person and parent would benefit from specialist assessment and help. Parental capacity Summary/clarification of family strengths or issues identified Note when issue is not relevant CORE ASSESSMENT RECORD Young person aged 15 years and over 13 of 40 Social workerís summary of the young personís needs in this area and the extent to which parents are responding appropriately Emotional warmth Yes No B23 Young person is comforted when frightened or distressed n n B24 Young person is exposed to frequent criticism/hostility n n B25 Young person is encouraged to talk about fears and worries n n B26 Other n n Stimulation B27 Young person is often exposed to parentsí emotional distress n n B28 Young person is encouraged to share with others n n B29 Other n n Guidance and Boundaries B30 Parent uses a variety of positive methods to gain the young personís co-operation/good behaviour n n B31 There are clear family rules and limits about behaviour n n B32 Parent teaches respect for the law n n B33 Young person is encouraged to help with household tasks n n B34 Parents do not burden the young person with their own problems n n B35 Young person is protected from seeing frightening adult behaviour n n B36 Other n n Stability B37 Young person is responded to in a consistent and predictable manner n n B38 Parents/carers generally support each other in applying family rules n n B39 Other n n Young people who are abused or witness family violence are particularly traumatised. Discussing feelings becomes more difficult when a young person depends on non verbal methods of communication. To gather further information consider using The Parenting Daily Hassles Scale. Positive methods for encouraging cooperation include: praise, negotiation, modelling, rewards, distraction, persuasion and explanation. When young people witness violence they have difficulty in controlling their own emotions and behaviour. Parental capacity Summary/clarification of family strengths or issues identified Note when issue is not relevant 14 of 40 CORE ASSESSMENT RECORD Young person aged 15 years and over Identity Yes No ID1 Young person is self confident n n ID2 Takes pride in his/her appearance n n ID3 Takes pride in achievements n n ID4 Has a sense of his/her own culture n n ID5 Is comfortable with his/her own racial identity n n ID6 Is at ease with his/her sexual orientation n n ID7 Is confident when relating to friends of either sex n n ID8 Chooses own friends n n ID9 Is able to make decisions on appropriate matters n n ID10 Blames him/herself for parentís troubles n n ID11 Feels everything is out of control n n ID12 Other n n Cultural identity develops from all aspects of a personís experience. The way in which black disabled young people define themselves is affected by their personal experience of both racism and disability. Dual heritage does not always result in identity problems/conflicts. Racism and bullying are common place in the lives of black young people. Young personís needs Summary/clarification of young personís needs Basic care Yes No ID13 Clothes and appearance are acceptable to the young person n n ID14 Parents see the young person as having unique strengths and encourages them n n ID15 Other n n Ensuring safety ID16 Young personís dress is appropriate for age, gender, culture and religion and where necessary, impairment n n ID17 Young person is supervised appropriately taking into account personality and developmental level n n ID18 Young person is encouraged to talk about worries and concerns ID19 Young person is supported if exposed to harassment or racism n n ID20 Other n n Young people who grow up in families which experience many stresses and problems will need positive messages to avoid developing a negative self image and poor self esteem. Disabled young people need even more help. Disabled young people have a right to be dressed appropriately but their dress should not impede movement, endanger stability or aggravate their skin. Parental capacity Summary/clarification of family strengths or issues identified Note when issue is not relevant CORE ASSESSMENT RECORD Young person aged 15 years and over 15 of 40 Social workerís summary of the young personís needs in this area and the extent to which parents are responding appropriately Emotional warmth Yes No ID21 Parent often shows spontaneous affection to the young person n n ID22 Shows pride in the young person n n ID23 Young personís efforts/ achievements are praised n n ID24 Friendships are supported where appropriate n n ID25 Other n n Stimulation ID26 Has the opportunity to learn own cultural traditions/language n n ID27 Independence is encouraged n n ID28 Is given control over appropriate aspects of his/her life n n ID29 Other n n Guidance and Boundaries ID30 Is taught respect and toleration n n ID31 Family is tolerant of different cultures, ethnic groups etc n n ID32 Young person is protected from parental mental illness/symptoms n n ID33 Young person is reassured when parentís behaviour is disturbing n n ID34 Other n n Stability ID35 Is included in family celebrations n n ID36 Is accepted as a family member n n ID37 Parent ensures that day to day living has order and stability n n ID38 Other n n For young people to develop a positive self image they need to feel loved and valued for themselves. Young people need positive role models of the same racial/ethnic origins as him/ herself. In all cultures disabled young people may be treated as younger than their actual age; a particular risk for the learning disabled children. Young people often suffer if they are included in the imaginary world of a mentally ill parent. Although at times rebellious and moody, most young people remain integrated within the family culture and participate in important family celebrations. Young people who are routinely rejected come to see themselves as unloved and unlovable. Parental capacity Summary/clarification of family strengths or issues identified Note when issue is not relevant 16 of 40 CORE ASSESSMENT RECORD Young person aged 15 years and over Family and social relationships Yes No F1 Young person has a strong, positive relationship with a parent n n F2 Looks after the family n n F3 Young person has a close friend(s) n n F4 Is not cruel to other people or to animals n n F5 Regularly visits/spends time with friends n n F6 Has an adult in whom he/she confides n n F7 Sexual knowledge and behaviour is age-appropriate n n F8 Has a steady sexual partner n n F9 Young person has own child(ren) n n F10 Is looking after own child(ren) n n F11 Other n n Young unaccompanied asylum seekers experience acute loss. Young people can look after younger siblings and sick parents but should not have overall responsibility. A first love affair has great emotional impact. Breaking up can be very stressful. Close friends can help a young person cope with family problems. Young personís needs Summary/clarification of young personís needs Basic care Yes No F12 When away from home the young person stays with appropriate adults n n F13 Parent/carer spends enough time with the young person to sustain a strong relationship n n F14 Other n n Ensuring safety F15 The relationship between the young person and other children in the family is generally good n n F16 Parent monitors interactions between young person and siblings n n F17 Young person does not witness/ become involved in adult sexual behaviour n n F18 Does not witness/become involved in adult violence n n F19 Other n n Family issues or difficulties experienced by the young person may result in him/ her living with a large number of different people (i.e. family, friends, hospital care, or social services respite care). A disabled child may not protest when left with strangers because they have been handled by many unknown people. Nonetheless it remains a matter for concern. Long lasting rifts with the family are rare. Parental capacity Summary/clarification of family strengths or issues identified Note when issue is not relevant CORE ASSESSMENT RECORD Young person aged 15 years and over 17 of 40 Social workerís summary of the young personís needs in this area and the extent to which parents are responding appropriately Emotional warmth Yes No F20 Parents/carersí relationships with others provides a good example to the young person n n F21 Parent/carer encourages affectionate family relationships n n F22 Other n n Stimulation F23 Young person has sufficient time to pursue his/her own interests n n F24 Is enabled to spend time with friends n n F25 Other n n Guidance and Boundaries F26 Is encouraged to negotiate n n F27 Is discouraged from violent or cruel behaviour n n F28 Is given clear guidance on appropriate sexual behaviour n n F29 Task of caring for the family is kept to a manageable level n n F30 Parent tries to ensure young person does not associate with unsuitable adults/peers n n F31 Other n n Stability F32 There is a stable pattern of care to day to day life n n F33 There is continuity of carers n n F34 A limited number of known, appropriate adults deliver intimate care n n F35 Other n n Love and affection are shown in different ways depending on culture and individual characteristics. A supportive adult can help stressed parents to cope. Other young people may be valuable sources of support and can greatly influence ideas and actions. When a young person is disabled, practical and social barriers can make getting out difficult, but it remains essential to their wellbeing. Young carers can feel stigmatised and get little recognition or respect for their contribution. Of central importance to a young person in all families is a loving and protective relationship. Untrained agency staff are not appropriate people to care for a disabled young person. Parental capacity Summary/clarification of family strengths or issues identified Note when issue is not relevant 18 of 40 CORE ASSESSMENT RECORD Young person aged 15 years and over Social presentation Yes No P1 Young personís language and behaviour do not cause offence or embarrassment outside the family n n P2 Personal hygiene is adequate n n P3 Has control over own clothes and appearance n n P4 Talks/communicates about family without great difficulty n n P5 Young person is self-confident and appropriately open with adults n n P6 Is willing to listen to the advice of trusted and respected adults n n P7 Young person is overly friendly with strangers n n P8 Young person is self-confident and open with peers n n P9 Young person spends time with friends outside the home n n P10 Other n n Young people have well developed social skills. They can readily adjust their conversation and behaviour to suit a variety of different situations. A considerable proportion of money is spent on clothing and toiletries. Young people are very conscious of their appearance and sensitive to criticism, particularly from their peers. Trusted and respected adults can influence young peopleís behaviour. Young personís needs Summary/clarification of young personís needs Basic care Yes No P11 Parents/carers try to ensure that personal hygiene is satisfactory n n P12 Clothes and appearance is in line with the young personís wishes n n P13 Parents try to ensure any body piecing is carried out responsibly n n P14 Parents/carersí behaviour sets a good example to the young person n n P15 Other n n Ensuring safety P16 Parents/carers encourage the young person to behave appropriately with strangers n n P17 Parents/carers teach appropriate behaviour in public settings n n P18 Parents/carers ensure the young person is supported in potentially dangerous settings n n P19 Other n n Young people may be bullied or rejected at school or work because their clothes are soiled and inappropriate, or their personal hygiene is poor. The experience of bullying, racism, harassment or being left out can lead to low self esteem and may affect the young personís behaviour. Parental capacity Summary/clarification of family strengths or issues identified Note when issue is not relevant CORE ASSESSMENT RECORD Young person aged 15 years and over 19 of 40 Social workerís summary of the young personís needs in this area and the extent to which parents are responding appropriately Emotional warmth Yes No P20 Parents/carers encourage the young person to be self-confident n n P21 Praise the young person for good social behaviour n n P22 Family members support each other over decisions on the young personís clothes and appearance n n P23 Other n n Stimulation P24 Parents/carers encourage the young person to bring his/her friends home n n P25 Encourage young person to join in social activities outside the home n n P26 Allow control over clothes and appearance n n P27 Other n n Guidance and Boundaries P28 Give guidance on appropriate Ďgood mannersí and respect for others n n P29 Parents relationships with neighbours and those in authority are generally harmonious n n P30 Family members are engaged in criminal/antisocial activities n n P31 Other. n n Stability P32 Parents/carers engage in regular social activities with other adults. n n P33 The family feels accepted by the local community. n n P34 Other. n n When families are experiencing difficulties young people keep silent because they fear telling someone will result in them Ďgetting into troubleí, or being Ďtaken awayí. Young people often shun social events or keep friends at bay in an attempt to keep the familyís circumstances secret. Difficulties in relating well with adults outside the family, for example teachers, workmates or supervisors may lead to poor relationships, feelings of detachment and poor school results, or progress at work. Parental capacity Summary/clarification of family strengths or issues identified Note when issue is not relevant 20 of 40 CORE ASSESSMENT RECORD Young person aged 15 years and over Selfcare skills Young people without impairments are able to look after their own personal hygiene. Young people are able to prepare simple meals, use the telephone. Can cope appropriately with an emergency. Young people often wish to do things with friends rather than family. Young people who leave home at an early age often do so because of family conflict, abuse, or because parents are no longer prepared to let them stay. Young personís needs Summary/clarification of young personís needs Yes No S1 Young person has age appropriate self care skills ó looks after his/her own personal hygiene n n S2 Understands the consequences of his/her own actions n n S3 Can prepare simple meals n n S4 Is solely responsible for looking after the home n n S5 Can answer and use the telephone n n S6 Young person accepts adult help with day to day tasks with reasonable grace n n S7 Can plan journeys and travel alone n n S8 Can appropriately control own finances n n S9 Makes own social arrangements n n S10 Has slept/lived on the streets n n S11 Lives in own accommodation n n S12 Other n n Basic care Yes No S13 Parent/carer takes main responsibility for the day to day care of the young person n n S14 Parents/carers encourage the young person to take responsibility for aspects of self care appropriate to age/stage of development n n S15 Other n n Ensuring safety S16 A parent/carer monitors the young personís self care to ensure safety n n S17 Young person has overall responsibility for looking after the home n n S18 Other n n When parentsí own concerns overwhelm them young people may be left responsible for organising their own day to day living and that of younger brothers and sisters (i.e. bed-times, meals, getting to school or work, shopping). Parental capacity Summary/clarification of family strengths or issues identified Note when issue is not relevant CORE ASSESSMENT RECORD Young person aged 15 years and over 21 of 40 Social workerís summary of the young personís needs in this area and the extent to which parents are responding appropriately Emotional warmth Yes No S19 Young person is praised for appropriate self care including cooking, shopping etc n n S20 Other n n Stimulation S21 Young person is encouraged to gain appropriate self care skills (i.e. money management) n n S22 Parent and young person with special educational needs are planning for greater independence n n S23 Other n n Guidance and Boundaries S24 Parents place appropriate boundaries on self care activities according to the young personís personality and stage of development n n S25 The young person is taught self care and safety in and out of the home (i.e. how to avoid/cope with every day dangers) n n S26 Young person knows how and who to contact when help is needed to cope with parental issues n n S27 Other n n Stability S28 There are stable arrangements for living n n S29 Parents/carers maintain the main responsibility for the care of the family n n S30 Other n n Parentsí own difficulties may result in young people assuming a major role in looking after the family. Although young people can help look after a sick or disabled parent or younger sisters and brothers, an adult should retain overall responsibility. Young carers may become extremely skilled in carrying out everyday household chores and in looking after themselves. Feeling responsible for the family can lead young carers to feel tied to the home and unable to join in outside leisure and social activities. Parental capacity Summary/clarification of family strengths or issues identified Note when issue is not relevant 22 of 40 CORE ASSESSMENT RECORD Young person aged 15 years and over Social workerís summary of how the above issues have an impact on the parentsí/carersí capacities to respond appropriately to the young personís needs Issues affecting parentsí/carersí capacities to respond appropriately to the young personís needs C1 Illness: Physical n n Mental n n C2 Disability: Physical n n Learning n n Sensory impairment n n C3 Period in care during childhood n n C4 Childhood abuse n n C5 Known history of child abuse n n C6 Known history of violence n n C7 Problem drinking/ drug use n n C8 Other n n Parental issues Yes No Professional/agency Note identity of parent/carer for whom the issue involved is relevant. Record strengths and difficulties CORE ASSESSMENT RECORD Young person aged 15 years and over 23 of 40 Family and environmental factors which may impact on the young person and parenting capacity Family History Yes No FE1 Has a member of the household experienced a stressful childhood? n n Note childhood abuse; in care FE2 Have the family suffered a traumatic loss or crisis which is unresolved? (e.g. bereavement) n n FE3 Other n n Family Functioning FE4 Does young personís impairment/ behaviour have a negative impact on siblings? n n FE5 Young personís impairment/ behaviour affects parent(s) capacity to continue care n n FE6 Does a member of the household experience: poor mental health n n poor physical health n n behaviour problem n n physical disability n n learning disability n n sensory impairment n n problem alcohol/drug use n n FE7 Has an adult member of the household got a history of violence? n n FE8 Are there frequent family rows? n n FE9 Other n n Wider Family FE10 Do wider family provide: practical help n n emotional support n n financial help n n information and advice n n FE11 Is there an adult in the home who helps the parent care for the young person? n n FE12 Other n n Include all household and relevant family members, living in or out of the home, when exploring family history and functioning. To gather further information consider using: The Recent Life Events Questionnaire; A genogram; An ecomap. How parents bring up their children is rooted in their own childhood experiences. Consider whether a separate carersí assessment is required. Both positive and negative parenting styles can be passed from one generation to another. To gather further information consider using: The Adult Wellbeing Scale; The Alcohol Scale. Wider family may extend beyond blood relatives to include people who feel like family to parent or child. Additional details as appropriate Note identity of person for whom the issue is relevant 24 of 40 CORE ASSESSMENT RECORD Young person aged 15 years and over Housing Yes No FE13 Is the family homeless? n n FE14 Is the family vulnerable to eviction or in temporary accommodation? n n FE15 Is the house and its immediate surroundings safe for the young person? n n FE16 Does home have basic amenities? n n FE17 Does home require any adaptations to meet the young personís needs? n n FE18 Is the home overcrowded? FE19 Other n n Employment Yes No FE20 Is a parent in paid employment? n n FE21 Does parentís pattern of work adversely impact on child care? n n FE22 Is employment reasonably secure? n n FE23 Are family members who seek employment adequately supported? n n FE24 Other n n Income FE25 Are all entitled benefits claimed? n n FE26 Are household bills paid regularly? n n FE27 Is the family managing on the income they receive? n n FE28 Does the young person receive an appropriate allowance n n FE29 If in debt, is this increasing? n n FE30 Is the family worried about future financial commitments? n n FE31 Other n n Familyís Social Integration FE32 Does the family feel accepted within their community? n n FE33 Do family members experience discrimination/harassment? n n FE34 Does the family have local friends? n n FE35 Is the family involved in local organisations/activities? n n FE36 Other n n Additional details as appropriate Note identity of person for whom the issue is relevant Basic amenities include safe water, heating, cooking facilities, food storage, sleeping arrangements and cleanliness. The Home Conditions Assessment may help gather this information. Jobs may be lost because parentsí circumstances result in them behaving in a bizarre or unpredictable way. Parentsí circumstances may mean too much family income is used to satisfy parental needs. Adult services may help a disabled parent respond to their childís needs. The family may be vulnerable to future financial problems (i.e. extraordinary medical, funeral expenses, need to help out a relative). Social isolation and rejection by the community may have affected the family for generations. CORE ASSESSMENT RECORD Young person aged 15 years and over 25 of 40 Community Resources Yes No FE37 Are there accessible community resources? n n FE38 Does the family take advantage of community resources? n n FE39 Other n n Additional details as appropriate Social workerís summary of how the family and environmental factors have an impact on the young person and parents/carers Community resources include: shops, recreation areas, health clinics etc. In assessing community resources note: availability, accessibility and standard, and if appropriate to child and family needs. 26 of 40 CORE ASSESSMENT RECORD Young person aged 15 years and over Plan for the child in need l Having completed the information gathering, the following pages should be used to analyse the strengths and needs of the child and family members and to identify goals and specific objectives. This information is then used to formulate a plan of action. The decision about which methods are used and services are provided to achieve specific objectives should be evidence based. The expectations of a plan for a child in need are outlined in paragraphs 4.32 to 4.37 of the Framework for the Assessment of Children in Need and Their Families (2000). l The plan for a child in need has been designed to enable it to be used for all children in need, including these about whom there are concerns they are suffering or likely to suffer significant harm. l The plan should identify how the following will be addressed: l The identified developmental needs of the child; l Issues which impact negatively on parents/carersí capacity to respond to the child and needs of their child, drawing on their strengths; l Wider family and environmental factors which have a negative impact on the family, drawing on strengths in the wider family and community. l The plan should be specific about the actions to be taken, identify who is responsible for each action, and any services or resources that will be required to ensure that the objectives set can be achieved within the agreed time scales. Statutory reviews should take place within statutory time limits and it is good practice for Child In Need plans to be reviewed at least every 6 months. Reviews should be formally recorded. l The outcome section of the table should be completed following a review of the plan. When completing the outcome section record the outcome for each objective and whether the circumstances have; improved, remained the same, or deteriorated. l The last page records which family members and agencies are party to the plan and the date when the plan will be reviewed. This should be signed by the child (where appropriate), family members/carers and the social worker. CORE ASSESSMENT RECORD Young person aged 15 years and over 27 of 40 Summary of young personís developmental needs and strengths Information gathered in the core assessment The young person (where appropriate) and parents should be involved in the assessment Summarise the young personís developmental needs and strengths This space is for young people and parents/carers to write their views of the young personís strengths and needs 28 of 40 CORE ASSESSMENT RECORD Young person aged 15 years and over Summary of parenting capacity: Needs and strengths Information gathered in the core assessment The young person (where appropriate) and parents should be involved in the assessment Summarise how the parental issues, needs and strengths, which have been identified in the core assessment have an impact on the capacity of each parent/carer to respond appropriately to the young personís needs This space is for the young person and parents/carers to write their views of their own strengths and difficulties and what impact they think these have on the young personís development CORE ASSESSMENT RECORD Young person aged 15 years and over 29 of 40 Summary of wider family and environmental factors: Needs and strengths Information gathered in the core assessment Summarise how family and environment issues, which have been identified in the core assessment, have an impact either directly on the young person or on the capacity of the parents/carers to respond appropriately to the young personís needs This space is for the young person and parents/carers to write their views of the strengths and difficulties in their wider family and environment and what impact they think these have on the young personís development The young person (where appropriate) and parents should be involved in the assessment 30 of 40 CORE ASSESSMENT RECORD Young person aged 15 years and over Analysis of the information gathered during the core assessment The analysis should list the factors which have an impact on different aspects of the young personís development and parenting capacity, and explore the relationship between them. This process of analysing the information available about the young personís needs, parenting capacity and wider family and environmental factors should result in a clear understanding of the young personís needs, and what types of service provision would best address these needs to ensure the young person has the opportunity to achieve their potential CORE ASSESSMENT RECORD Young person aged 15 years and over 31 of 40 Young personís Objectives and plan of action Person/Agency Objective to Outcome (to be completed at the review) developmental responsible be achieved needs by (date) The young person: Objectives and plans Health Education Emotional and behavioural development Identity Family and social relationships Social presentation Selfcare skills 32 of 40 CORE ASSESSMENT RECORD Young person aged 15 years and over Parenting Objective and plan of action Person/Agency Objective to Outcome (to be completed at the review) capacity responsible be achieved by (date) The parents/carers: Objectives and plans Basic care Ensuring safety Emotional warmth Stimulation Guidance and Boundaries Stability CORE ASSESSMENT RECORD Young person aged 15 years and over 33 of 40 Family and Objective and plan of action Person/Agency Objective to Outcome (to be completed at the review) environmental responsible be achieved factors by (date) Wider Family and Environmental Factors: Objectives and plans Family history and functioning Wider family Housing Employment and/or income Family social integration Community resources 34 of 40 CORE ASSESSMENT RECORD Young person aged 15 years and over Views of all parties These objectives and plans should have been discussed with all interested parties/agencies Family members/agencies who are party to the plan Name (please print) Signature Contact Number If the objectives and plans have not been discussed with any of the parties/agencies concerned, please give reasons What steps will be taken and who is responsible if any party/agency wants to alter these objectives and plans? Date plan reviewed in supervision Signature of Line Manger/Supervisor Agreed date for the review: Lead professional/agency for the review: CORE ASSESSMENT RECORD Young person aged 15 years and over 35 of 40 Parentsí/carerís comments I have seen the contents of this assessment form Parent/carerís signature Date Parent/carer signature Date Parents/carers comments on the assessment Have all relevant family members been given a copy of the assessment record? Yes n No n If not, what arrangements have been made to ensure this happens? Social Workerís Signature Date 36 of 40 CORE ASSESSMENT RECORD Young person aged 15 years and over Management information Ethnicity of the young person: Caribbean n Indian n White British n White and n Chinese n Black Caribbean African n Pakistani n White Irish n White and n Any other n Black African ethnic group Any other n Bangladeshi n Any other n White and n Not given n Black background White background Asian Any other Asian background n Any other mixed background n If other, please specify Immigration status if applicable: Asylum seeking n Refugee status n Exceptional leave to remain n Home Office registration number: (H6) Details of immunisations: Has the young person been appropriately immunised? Yes n No n Young people should have had the following immunisations: BCG (tuberculosis) and for school leavers: Diphtheria, Tetanus and Polio. (H14) Childbirth The girl has been/is pregnant Yes n No n The boy has fathered a child Yes n No n Child protection register: Is the young personís name on the Child Protection Register? Yes n No n Category Date of registration Has the young person previously been on the Child Protection Register? Yes n No n Category Date of registration Date of deregistration CORE ASSESSMENT RECORD Young person aged 15 years and over 37 of 40 Court Order(s) Is the young person the subject of a court order? Yes n No n Was the young person previously subject of a court order? Yes n No n Type of Order(s) Date Order(s) made: Type of Order(s) Date Order(s) made Date Order(s) revoked/changed Education details of the young person (E1) SATs results show young person at the end of Key Stage 4 (child of 16) performs at level 6Ė7 for: English Yes n No n Maths Yes n No n Science Yes n No n (E2) At 16 years, number of Higher grade GCSEs (E5) Number school days missed within past year through unauthorised absence (E4) Young person is excluded from school Yes n No n (B14) Offending within the past year Number of cautions within the past year Number of convictions within the past year Additional Management Information 38 of 40 CORE ASSESSMENT RECORD Young person aged 15 years and over Additional Notes CORE ASSESSMENT RECORD Young person aged 15 years and over 39 of 40 Additional Notes 40 of 40 CORE ASSESSMENT RECORD Young person aged 15 years and over © Crown Copyright 2000 ISBN 0 11 322423 0 Document available http://www.dh.gov.uk/en/Policyandguidance/Healthandsocialcaretopics/ChildrenServices/index.htm


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