Assessment in Child Protection

Abstract

Good quality assessment in Child Protection is crucial to ensure adequate protection and provision. This article explores social workers` experiences with two different Child Protection assessment models: the “professional judgment model”, exemplified by Norway, and the “structured assessment model”, exemplified by England. The aim is to explore the experiences of social workers who carry out assessments in England and Norway, and compare and discuss these experiences in light of “accountability” theory.

Recognising common developments and trends across Western child welfare systems: A comparison of Italy, Norway and Slovenia

“…The frameworks developed by Gilbert et al (2011) and Connolly and Katz (2019) have been drawn on by several researchers to explore differences in the ways countries have shaped their systems and respond to social problems, like much of the welfare regime literature available (Berrick et al, 2017;Helland, 2019;Samsonsen and Willumsen, 2014;Skivenes and Sørsdal, 2018).…”

Systematic approaches to assessment in child protection investigations: A literature review

“…This was further documented in the report from a second wave of inspections conducted by the Board of Health Supervision in 2016 (Helsetilsynet 2017). The critique has led to a debate concerning the need for a more systematic approach towards CPS assessments in Norway and questions about whether a more structured system is needed have been discussed (Samsonsen, 2016).…”

’Der er ikke noget, som er rigtigt eller forkert, når man snakker faglige vurderinger’: En institutionel etnografisk undersøgelse af forholdene for udfoldelse af skønnet i en vurdering af kriminalitetstruede unge og deres familiers problemer og behov

“…Samtidig udleder jeg, at case-manageren ser screeningen som rammesaettende for den måde, hvorpå der indsamles viden om familien. Denne iagttagelse understøttes af flere undersøgelser, der peger på, at anvendelse af redskaber og metoder i socialt arbejdes praksis dels støtter og dels begraenser det, den professionelle ser i mødet med familien (Samsonsen & Willumsen, 2014;Sørensen, K., 2016).…”