Social Care Assessment for Child With Disabilities

Social C atomic number 18 Assessment for Child With DisabilitiesSocial take form with Children and familiesResponse to a letter from the GP of Amita Kaur, the mother of Gurnam. As a student social worker in a topical anaesthetic liberty Children with Disability team you allow beneathtake an judgement in coition to Gurnam and his family.This makeup lays out the proposed method of assessment for Amita Kaur (DOB 2.3.75) and her family of three nipperren. The approach taken towards the assessment of Gurnam and his family draws from contemporary publications of originals working in the fields of mental health, tuition disabilities, education, and social advantage provision.The initial assessment of Ms Kaurs health already made by her G.P stated that Ms Kaur has been in a state of some considerable distress and that it was the opinion of her G.P that she is quite dim out as a result of having to cope with substantial family responsibilities and pressures for a long period o f time. As Ms Kaur is showing symptoms of depression, coupled with her hold expression of concern that she was unable to maintain an adequate level of endorse for her children I propose that some form of social stand up is offered to inspection and repair the family for the fore crackable future. I suggest that in order to as trustworthy the utmost of Ms Kaurs difficulties, and before I suggest any gist of hinderance, I would like to hear Ms Kaurs opinion of her and her familys line. As highlighted by Gallimore et al (1999, p. 56) it is necessary for social run professionals to turn oer families as partners to be empowered as active co-decision-makers rather than as cases to be managed. The impact of parental mental-health problems on their children has already been well-established by investigate (Rutter Quinton 1984 Beardslee et al. 1998 Stallard et al. 2004. In Slack and Webber (2007). That Ms Kaur is experiencing feelings of vulnerability and concern for her childre n is an authorized considerateness when considering the type of service to be offered. It is important that the family recognise that social go are here to offer support based upon assured concerted decisions made between ourselves and themselves, and that we are here to reconstructively assess them. In our assessment it is important to consider the family as a whole a working dynamic that has, up until now, been successful. As research suggests, family-centred work for preadolescent children with disabilities ware promoted a strength-based approach in promoting positive family functioning (Dunst, Trivette, Deal, 1988, 1994 Powell, Batsche, Ferro, Fox, Dunlap, 1997 Weissbourd Kagan, 1989. In Lesar, (1998), p.263). This approach highlights the strengths in families that they can build on and that the familys strengths, including the social networks and light supports already available to and within the family, should be the foundation upon which new supports are designed or provided (Dunst et al., 1994. In Lesar, 1998, p.263). Through using family strengths as mental synthesis blocks and tools, the family becomes even stronger and more capable of supporting the well-being of individual family members and the family whole (Trivette, Dunst, Deal, Hamby, Sexton, 1994. Ibid). It is thus the aim of this assessment to work towards providing a program of support that can help to re-establish this working equilibrium between the family members, within the alter contexts of their home, working, and education environments.The extent of provision for the childrens disabilities while they are at home involve to be looked into, and the fact that the children are having negative experiences at coach is something that also needs to be investigated further. These experiences could be related to mugwump stressors such as emotional changes in the individual children, or a change in their nurture environment and/or they could be nowadays associated to the s tress being felt by Ms Kaur in their domestic help environment. As suggested by Glidden, (1993, p.482), a family with a child who has a deadening is a family with a disability. Glidden adds that in assessing the problems faced by such families, it is important to understand and distinguish between demands and stress exacerbating and causing situations (Glidden, 1993). The situation faced by Amita and her family entails a situation that has been building slowly, but steadily, over a period of time, and now represents a point that is beyond her engage in terms of mental, financial, and time control. The long-term stress and demands of her situation, along with change magnitude personal care have prompted the situation whereby her doctor has intervened with the Childrens directorate Children with Disability Team. Gallimore et al (1999, p. 57) refer to this sort of situation as arising from the emotional costs of daily demands and strains, and that the need for a sustainable daily bit that has manageable long term solutions for helping to reduce the sources of the problems is a paramount objective to the intervention of social run (Hansen, 1993).Throughout the assessment act we willing do everything within our capabilities to reassure Ms Kaur that any intervention will be minimal and will aim to cause as little disruption to the family dynamic as possible. As research has suggested the captivate of social support on families of children with disabilities is closely associated withBetter, more cohesive family interpretation (Bristol, 1983)A decrease in the number of out-of-home placements (Cole Meyer, 1989 Ger- man Maisto, 1982)greater paternal life satisfaction (Crnic, Greenberg, Ragozin, Robinson, Basham, 1983)Lowering of maternal stress levels (Kazak Mar- vin, 1984)Better parent-child interaction (Dunst, Trivette, Cross, 1986). (In Marcenko and Meyers (1991), p.186).It is thus our aim to offer a service of provision that will improve the fami lys quality of life through measures which are constructive, supportive, and reliable. An high-octane and prompt assessment process is essential as early intervention, can, in some cases, be crucial in avoiding the onset of more grievous problems, which negatively affect parenting capacity and cause family life to escalate into crisis or abuse. (D.O.H, 2000 p.xi).The government document Framework for the Assessment of Children in convey and their Families (Department of Health, 2000) has externaliset forth a systematic guidance for the assessment of needs through analysis and recording of what has been and is happening in the household, as well as to the children. This document is written in close association with The Children playact 1989. The latter(prenominal) document states thatA child shall be taken to be in need if a. he is unlikely to achieve or maintain or to have the opportunity of achieving ormaintaining, a reasonable standard of health or development without thepr ovision for him of services by a local authority b. his health or development is likely to be significantly impaired, or furtherimpaired, without the provision for him of such services orc. he is disabled (Children Act 1989 s17(10). In DoH, 2000 6)Considering that the familys GP has already express concern well-nigh the childrens performance at tutor it is acquit that the childrens needs meet the criteria as outlined in move a-c of the Childrens Act 1989. Under that Act, the welfare of children is set forth under a series of requirements, regulations, and laws. Under Part V Protection of Children utilization guidance suggests that child assessment orders should allow for differing techniques to be employed to see to the needs of children based upon application by their family, the child, and or agencies.As Ms Kaurs GP has expressed concerns for the childrens performance at school I think it appropriate that a joint assessment be pioneern by a staff member of the school and by a child support worker who together can make an informed and unbiased assessment of the childrens behaviour and performance at school. As highlighted by the DoH (2000p.6) professionals from different agencies, especially from health and education, are a key source of referral to social services departments of children who are, or may be, in need .. they will be key in assisting social services departments to carry out their assessment functions under the Children Act 1989. Information from the school could be very helpful in the overall assessment and propose for service provision. I would also recommend that a leading professional who works full time with disabled children be called in to undertake an informal assessment of Gurnam. These reports should then be submitted to the head of our department where they will be jointly discussed and used to inform our agencys plan for services. Ms Gaurs son Manjit, has been described by the familys GP as a cause for concern. The situati on is described as followsHe has a heart condition which has been success amply treated with military operation but which needs to be monitored on an out-patient basis. He has also been assessed as having some learning disabilities. While Amita is very satisfied with the educational political platform that the school has been put in place for him, she is concerned that he has been bullied by other children for some considerable time. This has resulted in him being distressed and slow to go to school recently.The particular Education Needs and Disability Act (2001) suggests that it is the responsibility of the governing education institutional to make sure that the child is not placed at a disadvantage within the learning system (Part 2). As Ms Akur is satisfied with the actual programme in place for Manjit there is no immediate cause for concern that he is experiencing discrimination. However, from the information given it appears that the physical problems which Manjit is expe riencing is causing additional stress maybe arising from the negative attitudes of his peers towards him. Ms Kaur should be advised to approach the school about this problem, with an accompanying letter from her GP if necessary. As suggested by Sally Beveridge in her discussion concerning schools and special education needs, there will arise certain cases where a pupil will not be able to fully participate due to their having a restrictive impairment, and it is necessary that teachers know as much about children with SEN as possible before teaching them (Beveridge 1999, 39). so we would advise that the school make individual assessments of Manjit and of Gurnam possibly discussing the outcomes and proposals for action with us.The assessment plan will be agreed between all children and their mother.For the mean of childrens services it is necessary to recognise how problems can be interlinked, and that everyone benefits if services are properly co-ordinated and integrated. (DoH, 2 0001). It is also the aim of Childrens Services preparedness (Department of Health and Department for Education and Employment,1996. In DoH 2000 1) to identify the panoptic range and level of need in an area and to develop corporate, inter-agency, lodge based plans of action to provide the most effective network of services within the resources available. (Ibid). When assessing Ms Kaur and her family we must therefore consider the nature and handiness of resources in their local area and how they can be best matched with the needs of the family. As outlined by the Doh (2000) service users sometimes report that they find assessment procedures to be repetitive and uninformed by introductory work. (p.7). However, having outlined a clear and cohesive framework for this assessment I am confident that Ms Kaur and her family will receive an efficient and constructive assessment by our team one that will provide a fully comprehensive proposal for service provision that will pillow sli p their individual needs and their needs as a family.BibliographyBeveridge, S., 1999, Special educational Needs in Schools. 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