There is not a clear cut off line from where the assessment ends and the intervention begins in child and family work.

Following is a number of approaches to intervention that have been selected because they are consistent with values of self-determination, respect, dignity empowerment and social justice: values commonly drawn upon in child and family work (Tilbury, et al., 2007).

The Systems approach is based on the theory that whatever happens in any part of a system, it impacts on all other parts of the system to a greater or lesser extent. For example, unhappiness within families produces unhappy family members; hence every individual in that family is affected. This also implies that every individual family member has a responsibility in improving the level of happiness in the family. 

A systems approach allows for consideration of a range of variables impacting on a subject which would include the individual and family; school; work and peers; the community and societal influences.

The goal of the systems approach is to achieve equilibrium between the individual and their social environment. Helping individuals to build bridges between the needs that they have and the available resources they have access to or are capable of achieving.

Family therapy approach

There are numerous family therapies that are based on psychodynamic and system theories, however solution focused approach has recently emerged as being an effective way of helping families.

The solution based approach focuses on solutions rather than problems. This approach promotes brief interventions that focuses on what is happening now, rather than why it is happening.

Strength approach

Strength based therapy emerged in contrast to the problem focused theories of the past. Its main value is focusing on the strengths of the individual, the family, the community, and the available resources.  With an emphasis on self-direction, personal responsibility, it allows clients to gain a greater sense of progress. Efforts are concentrated on the future and building resilience rather than seeking to remedy the problems of the past.

Cognitive Behavioural approach

The fundamental basis of CBT is that what an individual thinks,  influences what that same individual feels, which then influence how that individual will behave. The CBT approach is goal orientated, self-directed, and challenges irrational or negative thinking patterns.

This approach could be considered useful particularly where children have experienced childhood trauma, as cognition (memories) can become distorted, children can blame themselves (irrational thoughts) and CBT helps to challenge and change those irrational beliefs to more realistic and less damaging to the client, through positive reinforcement, affirmations, and other methods of challenging distorted thinking patterns.

Crisis Intervention is a brief immediate method of intervention. Work is directional in that advice and guidance may be given. It is a structured process involving attending to both cognitive and behavioural reactions in the beginning, middle and end of a time limited intervention. The aim is to help individuals to gain coping mechanisms that can be used in long-term change. The effectiveness of crisis intervention is limited for people whose lives are in long term crisis; due to poverty, discrimination or other social circumstances.

Community Development

A community development approach to child protection attempts to understand, at the local level, the needs of parents with children. For example; members in a local community recognise the need for a culturally appropriate community child care facility in suburb A. Members of the community form a group and set about developing the services or facilities to provide that need to the community.

The underpinning theme of community development is to link people together, building individual skills, knowledge and confidence. Furthermore, by connecting community members with the decision-makers in government and business to bring about positive changes in the community, from which individuals will benefit.

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Assessment is the core function for counsellors in child and family services. It begins with efforts to engage a child and family in order to build a working relationship where you as the counsellor can encourage participation rather than resistance.

The assessment requires the counsellor to make sense of all the information sh/e is given about a situation or situations and the people who are involved. The assessment has two purposes:

1. to define exactly what the problem is
2. to identify the available resources to respond or assist in reducing the problem to the best possible outcome.

Tilbury, et. al. (2007) explain that an assessment is the process of gathering all the relevant information associated with a particular question, and analysing that information using the specific knowledge acquired by the counsellor in order to make a decision of what is needed to bring about the best positive result.

Put another way, assessment requires the ability to analyse information, then synthesise or combine all that information into a big picture.

While the assessment is generally considered the start of the interactions with a child and their family, it is (in itself) a part of the intervention, forming the basis for further planning. Initial interactions with any client can be skewed and therefore as time goes on and qualitative information is gained re-evaluation of the assessment could be necessary and changes to intervention and planning processes may need to be made.

Tilbury et. al. (2007) explains how research with hospitals and community protection agencies suggests that the workers begin with a hypothesis and then only gather the information that supports that hypothesis disregarding any disconfirming information.  Observation bias and the significance of first impressions are sources of error in assessments (McDonald cited in Tilbury, et. al., 2007).

In determining the process that will be used for assessment, consideration needs to be given to the methods that may be required to gain access to the individuals who may be identified as being central to the process. If legal assistance is required, such as notification to a statutory service or an application to a court for an assessment order, the direct and indirect consequences of such a decision needs to be considered carefully.

Notification could rapidly increase the risk to the child, family, counsellor or others peripherally involved. Informed decisions need to be made regarding these situations by gaining information from experienced counsellors sometimes across a number of different agencies. Consideration of the relevant risk factors must be anticipated accurately to minimise causal consequences.

Child abuse cannot be determined in isolation. Consideration of the child, the immediate and extended family, and the wider community is necessary to understand the personal, familial and structural factors that impede or facilitate the family’s functioning, hence the child’s wellbeing.

Tilbury et al. (2007) outlines the types of assessments that may be required to give a brief understanding:

Risk assessment

A risk assessment provides relevant information regarding the likelihood and possible severity of harm that the child or family could be suffer, as an indication of  the extent to which statutory or other agencies involvement may be necessary.

Risk assessment can occur at any stage of the counsellor’s involvement with a family. Generally it is an important part of any child and family assessment.

Child needs assessment

An assessment of the child’s needs is carried out to be used as a guide to the intervention planning. The statement of needs must be specific.

It is important to note, that the assessment of child needs, is about, what the child needs to be safe, NOT what the parent needs to do, to make the child safe. The difference between these two statements is subtle but fundamentally important.

Family needs assessment

The family needs assessment is an essential part of case planning because while in developing the case plan to meet a parent’s or child’s needs it is necessary to work with the family to put together a comprehensive assessment of their history, functioning and situation.  It is a unique opportunity for the counsellor to build a working relationship which is an essential factor to positive acceptance and consideration of any proposed change to the family.

Carer assessment

Meeting with potential carers is important to gauge their motivation, commitment, and parenting skills. The assessment of carers can be undertaken by government or non-government agencies that have the authority provided by legislation to approve careers for children placed out-of-home. Carers, who are in a couple relationship, need to be interviewed both together and separately.

It must always be remembered that the underpinning principles for assessment, in child protection and family support include:

1. Focussing on both child and family
2. Drawing from knowledge of child development
3. Considering both individual and social factors
4. Considering cultural needs and issues
5. Working with children and families
6. Identifying strengths as well as difficulties
7. Collaborating with other agencies in assessment and identification of available services
8. Utilising theory and research

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There are behavioural cues that alert the counsellor to the possibilities of a child being abused; different indicators are associated with the different abuses.

Remembering that the indicators mentioned here are not absolute and that one behaviour that the child displays may not mean they are abused or neglected. There are four recognised forms of child abuse: physical, sexual, and psychological and neglect.

Each has their own unique indicators for counsellor to be aware of, particularly when working with children. The term intra familial abuse is used when the perpetrator is a parent, carer or other member of the child or young person’s family. Extra familial abuse is perpetrated by a person outside of the family.

It is important for all counsellors to remember that one sign on its own may not be indicative of child abuse. The following list of indicators has been provided to assist clarification for a concerned person.

Physical abuse is persistent and/or severe mistreatment by beatings or shaking. Possible physical indicators are: broken bones, unexplained bruises, burns, or welts in various stages of healing. However, often the child or young person gives vague or bizarre explanations of how the injuries occurred.

There is a history of family violence, there is an unexplained or vague explanation of why a delay occurred between the injury occurring and when medical treatment was sought. Sometimes the parent/s will admit administering the injuries, and other times they may show little concern for the welfare or treatment of their child.

Sometimes the child will tell a teacher or counsellor of the mistreatment, other times they may not want to go home, or show fear when in the company of a parent. Children may attend school dressed inappropriately (such as in long sleeve shorts and jeans when the weather is particularly hot).

Psychological abuse is the repetitive ill treatment of a child or young person through threats, belittling or teasing comments, humiliating the child, bullying, prolonged ignoring and inappropriate encouragement. Children who have suffered psychological abuse will often feel worthless, unloved, unwanted; they could also have problems with cognition, memory, perception and irrational beliefs based on insecurities.

Possible indicators of psychological abuse include, elevated levels of anxiety and depression, compulsive lying and/or stealing, an inability to trust, indiscriminately seeking the attention or affection of others, rocking, sucking and self harming behaviours. Sexual abuse occurs when a child has been exposed or subjected to any sexual behaviour that is exploitive and/or inappropriate to his/her age and developmental level.

Children who have been subjected to sexual abuse can suffer from severe emotional trauma, physical injury, and sometimes infections. Possible indicators of sexual abuse include sexualised behaviours that are inappropriate for their age, knowledge of sexual behaviour inappropriate for their age, disclosure of abuse either directly or indirectly through drawings or playing, injury in and around the genital area, the presence of sexually transmitted infections.

More subtle indications could be the sudden uptake of unexplained fears, enuresis (bed wetting), encopresis (bed soiling), fear of being alone with one person, and the child may imply that they need to keep “secrets”.

Neglect is the deprivation of a child’s basic needs, such as adequate food, shelter, clothing and support. Neglect can be acute, chronic or episodic, and impact on the child’s social, educational and psychological development. Possible indicators of neglect are signs of malnutrition (such as hunger) and poor hygiene (such as mattered or dirty hair and/or severe body odour).

Sometimes the neglected child will have unattended physical or medical problems (including frequent illnesses and infections or sores). It must be stressed that the ongoing priority in all case work is the assurance and maintenance of child safety.

The counsellor needs to be in contact with all the service providers, professionals, carers and or appropriate legal organisation to ensure that the child is continuously protected. Not only is the cessation of the abuse essential for wellbeing and healing, but if the child is not protected from being re-victimised, the trusting relationship between the counsellor and the child can be irreparably damaged.

If the abuse continues, the child may lose hope, faith and trust in the ability of the counsellor and other relevant professionals to provide protection (Wickham & West, 2002)

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