Additional Information
Book Details
Abstract
Writing assessments and reports is a core part of a social worker’s role. Yet Ofsted, courts and research all identify a lack of analytical rigour in social work reports. Many are overlong, descriptive reports where what is needs is the application of professional judgement, a clear analysis and the ability to pull out causal relationships.
Writing Analytical Assessments in Social Work is a guide to the principles of good writing and methodically shows you:
- how to analyse
- how to structure the process of writing an assessment (researching, chronologising, informed data-gathering, putting it all together), and
- how to get this done under time constraints.
Written in an accessible way and packed with examples and case studies, this book is both practically-minded and constantly returning to first principles: reminding you what it is you are trying to achieve and teaching you how to write reports that can be read by families and judges alike. You will learn how to write high quality, useful and timely assessments without becoming mechanistic or managerial. It aims to kill the myth of a trade-off between efficiency and quality of work.
Chris has worked in social care roles since 2002 and qualified as a social worker in 2006. He works as a visiting lecturer to universities and trainer to local and national organisations, while continuing to practice what he teaches, as an expert witness and assessor in the family courts.
He is naturally contrary and instinctively challenges accepted views (including his own) to ensure that he continues to develop.
Very impressed as for 130 pages it provides information on a wide range of document writing - chronologies, genograms, analysis and other aspects of report writing. The information is easy to read and the layout assists in showing why certain report writing styles are effective and not-effective. It is what I really needed as it had shown myself the impact of how I would provide analysis can be useful but could be improved and it has made me aware of why it is important to develop my skills in report writing. IT covers the areas of bias and the impact of language used in report writing which can have long term implications for a case one is dealing with. Very useful for social work students like myself as well as colleagues who need to work more effectively. I also like the fact that the book is light enough to carry in my bag so I can use it whenever I am on placement. Highly recommended and will make your life easier as it gives you the background to effective report writing.
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"This book is about the art and science of report writing in social work and provides an ‘everything you need to know but were afraid to ask’ account of how to produce concise, analytic writing in social work. The author locates effective report writing in the wider context of ethically aware, critically reflective practice which prioritises accurate recording as a means of freeing up time for what matters most: direct work with people. The book is written in an exceptionally clear and engaging style which combines a sense of authority with professional humility. It is a must for any social work student, newly qualified social worker or practitioner wishing to hone and develop their writing skills."
Joan Fletcher, Head of Social Work, Goldsmiths College
Table of Contents
Section Title | Page | Action | Price |
---|---|---|---|
Cover | Cover 1 | ||
Half-title | i | ||
Series information | ii | ||
Title page | iii | ||
Copyright information | iv | ||
Table of contents | v | ||
Help us to help you! | vii | ||
Meet the author | ix | ||
Introduction | 1 | ||
Who this book is for | 1 | ||
What this book is for | 2 | ||
Social work assessments | 3 | ||
The chapters | 3 | ||
Reflection and acknowledgements | 4 | ||
References | 6 | ||
1 Chronologies:The start and heart of a good assessment | 7 | ||
Chronologies and assessments | 7 | ||
The same for everyone? | 8 | ||
Why you should write the chronology at the start | 8 | ||
How chronologies help your relationship with service users | 9 | ||
Scenario 1 | 10 | ||
Scenario 2 | 10 | ||
Chronologies as a tool to avoid ‘start-again syndrome’ | 12 | ||
Starting a chronology | 15 | ||
Using professional judgement to develop a chronology: why a computer can’t (yet) do it for you | 17 | ||
Include the positive | 18 | ||
Chronologies as a tool to make connections | 18 | ||
Focusing a chronology on the service user, not the service | 21 | ||
Thinking beyond the referral | 23 | ||
Consider ‘did this matter to them?’ | 24 | ||
Chronologies versus case notes | 24 | ||
Example A | 25 | ||
Example B | 25 | ||
Example C | 25 | ||
The Information Pyramid | 26 | ||
Chronologies for the Family Court | 27 | ||
Chapter summary | 28 | ||
Examples of chronologies | 29 | ||
Chronology for Joe Bloggs, rough copy prior to visit | 29 | ||
Chronology for Joe Bloggs | 32 | ||
References | 35 | ||
2 Genograms and ecomaps | 36 | ||
Genograms: more than a family tree | 36 | ||
Making a genogram | 37 | ||
People | 37 | ||
Connections | 37 | ||
Households | 38 | ||
Arranging the genogram | 38 | ||
Making an ecomap | 38 | ||
How a genogram or ecomap helps your practice | 39 | ||
Example genogram | 40 | ||
Example ecomaps | 41 | ||
References | 43 | ||
3 How to get it done | 44 | ||
The context of social work: is a good, timely assessment even possible in the current climate? | 44 | ||
‘Disclaimer’ | 45 | ||
Creating the foundations for good assessments | 46 | ||
Staying healthy | 46 | ||
Staying organised | 47 | ||
Staying on top of casework | 48 | ||
Starting your assessment | 50 | ||
Visits | 51 | ||
Scenario 1 | 52 | ||
Scenario 2 | 52 | ||
Making a visit happen | 54 | ||
Communicate | 54 | ||
Be creative | 55 | ||
Be honest | 55 | ||
Be on time | 55 | ||
Case recording | 55 | ||
Only write everything once | 56 | ||
On the phone | 56 | ||
Within written documents | 56 | ||
Write case notes as though they’re going into a report | 57 | ||
Deadlines | 58 | ||
More speed, less haste | 59 | ||
Timeliness, not timescales | 59 | ||
Count up, don’t count down | 60 | ||
Set your own deadlines | 60 | ||
Getting it written | 61 | ||
Think outside the box (and the office) | 61 | ||
Boundaries with colleagues | 61 | ||
The fear factor | 62 | ||
Use supervision | 62 | ||
Chapter summary | 63 | ||
References | 65 | ||
4 Writing | 67 | ||
Context: the changing nature of social work language | 67 | ||
Writing style | 68 | ||
Write so it can be read, not so it can be written. | 68 | ||
Write for fun | 69 | ||
Accountability | 69 | ||
The template | 70 | ||
The dangers of the passive voice | 70 | ||
You lose accountability | 71 | ||
You lose crucial information | 71 | ||
You lose focus | 71 | ||
The dangers of ‘categories’ | 72 | ||
You can’t make a detailed assessment of risk | 72 | ||
You sanitise the issue | 73 | ||
Example 1 | 74 | ||
Example 2 | 74 | ||
You may end up addressing a specific issue with a generic response | 74 | ||
The dangers of jargon | 75 | ||
Use their own words | 77 | ||
Say what you mean | 77 | ||
Example | 77 | ||
Language as a tool of oppression | 78 | ||
Damaging assumptions | 79 | ||
Two words to avoid | 79 | ||
‘Inappropriate’ | 79 | ||
‘Aggressive’ | 80 | ||
Example 1 | 80 | ||
Example 2 | 80 | ||
Chapter summary | 81 | ||
Aims | 81 | ||
References | 83 | ||
5 Analysis | 85 | ||
Truth or fiction? | 85 | ||
Use your imagination | 89 | ||
Example | 89 | ||
A false choice: not just ‘true or malicious’ | 91 | ||
What to include | 91 | ||
The Information Pyramid | 92 | ||
Include the positive | 93 | ||
Avoid diversions | 93 | ||
Analysis versus description | 93 | ||
Causation, information and implication | 93 | ||
Example | 94 | ||
Using analytical and theoretical models | 95 | ||
Sharpening your analysis | 97 | ||
Make your argument ‘flow’ | 97 | ||
Avoid ‘mid-Atlantic thinking’ | 98 | ||
Categorising is not analysing | 99 | ||
The link between protectiveness and risk | 99 | ||
Always assume you’re wrong | 101 | ||
Analysis as a means of oppression or empowerment | 101 | ||
Identity | 101 | ||
Bias and prejudice | 102 | ||
Example 1 | 103 | ||
Example 2 | 103 | ||
Personal judgements | 104 | ||
After the assessment: making plans | 105 | ||
Purpose and tone | 105 | ||
‘Engagement’ and blaming the service user | 106 | ||
Focus on what’s important | 107 | ||
Chapter summary | 108 | ||
Example of a table to weigh up reliability | 109 | ||
References | 111 | ||
6 Summary | 114 | ||
The context of your assessment | 114 | ||
Starting your assessment | 115 | ||
Getting the work done | 115 | ||
Key concepts | 115 | ||
Practical suggestions | 116 | ||
Keep yourself healthy | 116 | ||
Organise your everyday practice | 116 | ||
Have a system to organise your work | 117 | ||
Get requests in early | 117 | ||
Plan your visits and even your phone calls | 117 | ||
Plan the nuts and bolts of your visits | 117 | ||
If you want to talk to someone, talk to them | 117 | ||
Write things thoroughly, but only write them once | 117 | ||
Deadlines are useful, but arbitrary ones are not | 118 | ||
Manage your office boundaries | 118 | ||
Don’t let fear stop you working | 118 | ||
Writing an analytical report | 118 | ||
Writing concepts | 118 | ||
Writing habits | 118 | ||
To write analytically | 119 | ||
Appendix: Writing for child care proceedings | 121 | ||
Detailes reporst for child care proceedings: special guardianship and parenting assessments | 121 | ||
The format/template for a parenting assessment | 121 | ||
The difference between an assessment of a fostercarer and a kinship carer | 122 | ||
Example 1 | 123 | ||
Example 2 | 123 | ||
Writing a statement under the new public law outline | 124 | ||
Section-by-section guide | 126 | ||
Section 2: Court chronology | 126 | ||
Section 3: Analysis of harm | 126 | ||
Section 4: Child impact analysis | 126 | ||
Section 5: Analysis of parents’ capacity, and Section 6: Analysis of wider family and friends’ capacity | 127 | ||
Section 7: The proposed s31A care plan: the ‘realistic options’ analysis (the ‘Re. B-S’ compliance check) | 128 | ||
Section 8: Analysis of views and issues raisedby other parties | 128 | ||
Section 9: Case management issues and proposals | 128 | ||
Section 10: Statement of procedural fairness | 129 | ||
The care plan | 129 | ||
Taking it further/references | 129 | ||
Index | 131 |