Assessments of Children and Families: Learning and Teaching the Skills of Analysis

Abstract

This paper describes a model of teaching and learning the skills of analysis in social work assessments, focusing on children and families. It builds on the work of Dalzell and Sawyer on enhancing analysis in assessment, and on approaches to study skills training in the higher education context. A model is proposed, based on three key principles, of introducing conceptual clarity, developing and practising skills such as hypothesising and writing conclusions, and encouraging transfer of learning through supported opportunities for reflection. A mainly quantitative evaluation, using a self-efficacy scale, independent examination of social workers' assessment reports and marking of student assignments, provided limited, but statistically significant, support for the model. Suggestions for improving effectiveness are discussed: in particular, good reflective support and supervision for social workers are seen as vital in the difficult process of analysing and synthesising wide-ranging information about a child's circumstances.

Keywords:

• Assessment
• Children in Need
• Child Protection
• Training
• Analysis
• Formulation
• Study Skills