Introduction
Various issues must be carefully considered when assessing and arranging support for persons in health and social care settings. In this assignment, we will examine two assessment techniques, the Strength-Based Assessment and the Risk/Needs Model, and assess how well they work when used in child abuse cases. We will also discuss the necessity of listening to service users and their families as well as the role of one’s “self” in evaluation and support planning. Finally, we will consider how theory has been applied to relationship-based practice.
Strength-Based Assessment
The “strength-based assessment” is an evaluation method that emphasizes locating an individual’s assets and strengths more than their weaknesses and problems. The collaborative nature of the evaluation process aims to empower the individual and those who are close to them to recognize their assets and put them to work towards their objectives (Marshall & Marshall, 2022). Strength-Based Assessment can be beneficial in cases of child abuse since it recognizes the effects of trauma on the kid without defining them primarily by those effects. This strategy considers that even abused kids have certain skills and qualities that might help them heal.
The approach draws on various theories, including Person-Centered Planning and Solution-Focused Brief Therapy. These theories emphasize the importance of the individual’s perspective and the role of the support network in achieving positive outcomes (Rowland, 2021). The individual and their support system are encouraged to work together constructively, which is one of the many benefits of Strength-Based Assessment. The person’s enthusiasm and participation in the Assessment and planning for help can increase in this way. However, if the person has complicated needs that call for more specialist assistance, there may need to be more than this technique to meet those demands.
The strength-based assessment methodology can complement the risk/needs model, which we will look at in the next part. The formulation of an effective support plan that meets a person’s needs and lowers their risk of additional damage can be influenced by the Strength-Based Assessment by identifying the person’s strengths.
Risk/Needs Model
The risk/needs model is a well-liked health and social care method for determining and addressing each person’s needs and hazards. It entails determining the variables that make a certain behavior more likely to occur and using this knowledge to create an intervention strategy that will lessen the likelihood of the behavior taking place (Duwe & Johnson, 2023). This model is beneficial in cases of child abuse, where identifying and reducing risk factors is essential to protecting vulnerable children.
Duwe and Johnson (2023) reveal that the risk/needs model is founded on an exhaustive analysis of the person’s needs and risk variables. The evaluation should consider various elements, including the person’s background, mental health, substance use, and living environment. After the evaluation is finished, the findings are applied to create a personalized intervention strategy that attends to the identified needs and lowers the risk of damage.
The risk/needs model’s capacity to pinpoint particular contributors to risk and provide focused actions to address them is one of its primary advantages (Duwe & Johnson, 2023). Critics contend that this paradigm may need to adequately address the varied requirements of individuals since it is highly risk-reduction oriented.
Role of Self in Assessment and Support Planning
To successfully complete the assessment and support planning process, the assessor’s role in health and social care is essential. The assessor’s personal traits, attitudes, and views can greatly impact the service user’s experience and the caliber of the evaluation. The assessor must endeavor to maintain a non-judgmental and empathic attitude throughout the evaluation process while being conscious of their own values and biases (Mannion, 2022). Additionally, the assessor must be able to listen intently to the requirements and concerns of the service user.
A crucial aspect of support planning is the self as well. An individualized plan that addresses the service user’s requirements and goals must be created in collaboration between the assessor, the service user, and the service user’s network of supporters. This entails taking into account both the challenges and dangers faced by the service user as well as their skills and talents.
To sum up, the service user’s voice and agency must be central to the Assessment and planning of their support. Assessors need to be self-aware, non-judgmental, and empathic to effectively collaborate with service users and their support networks to create tailored care plans.
Application of Theory to Relationship-Based Practice
Relationship-based practice is a medical treatment approach that prioritizes establishing and maintaining honest ties between doctors, patients, and family members. Professionals must overcome their biases and assumptions when engaging in the relationship-based practice, which can be difficult when working with clients who have experienced trauma or abuse (Owens et al., 2020). The specialists’ own preconceived notions and biases can provide a significant obstacle.
Relationship-based practice can be utilized with a number of theories to address these issues. For instance, Transactional Analysis emphasizes the value of direct and honest communication between healthcare professionals and service users, while the 3ps model emphasizes the need for professionals to comprehend the social and personal factors that may be influencing a service user’s behavior (Owens et al., 2020).
The Diamond Model emphasizes the value of developing relationships based on respect, empathy, and shared decision-making and is another helpful tool for relationship-based practice. The Zone of Proximal Development hypothesis is especially pertinent since it stresses the value of supporting service users in reaching their objectives by meeting them where they are in their journey.
In general, the integration of theory into relationship-based practice can assist healthcare workers in developing strong bonds with service users and their families while also overcoming the obstacles and difficulties that are frequently connected to this strategy.
Conclusion
In conclusion, both strength-based Assessment and risk/needs models are useful methods for evaluating child abuse in health and social care delivery. Each strategy has its own advantages and disadvantages, and the success of these models depends on each individual’s role in Assessment and support planning. Relationship-based practice is a crucial part of providing healthcare, and a number of theories can be used to help healthcare practitioners get beyond the obstacles and difficulties that come with this method. Healthcare practitioners can develop strong and fruitful connections with service users and their families and give them the assistance they need to attain their goals by adopting a relationship-based strategy and utilizing pertinent theories. In order to guarantee that they are giving their service users the best care possible, healthcare professionals should constantly examine and reflect on their support planning and Assessment techniques. They should also look for chances for professional development and learning.
References
Duwe, G., & Johnson, B. R. (2023). New Insights for “What Works”? Religiosity and the Risk-Needs-Responsivity Model. Crime & Delinquency, 00111287231160736.
Mannion, J. (2022). Beyond the grade: the planning, formative and summative (PFS) model of self-assessment for higher education. Assessment & Evaluation in Higher Education, 47(3), 411-423.
Marshall, W. L., & Marshall, L. E. (2022). Strength‐based Treatments for Adults and Juveniles who have been Sexually Abusive: A Review. Facilitating Desistance from Aggression and Crime: Theory, Research, and Strength‐Based Practice, 360-377.
Owens, R., Ruch, G., Firmin, C. E., Millar, H., & Remes, E. (2020). Relationship-based practice and contextual safeguarding: key messages for practice. Contextual Safeguarding Network.
Rowland, C. (2021). Trauma-Informed Care Using the Multi-Tiered Systems of Support Model in an Elementary School (Doctoral dissertation, Saint Mary’s College of California).
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