Case Evaluation Tool Guidance Notes - Oranga Tamariki€¦ · Oranga Tamariki Case Evaluation Tool...

Oranga Tamariki Case Evaluation Tool Guidance: April 2017

Case Evaluation Tool

Guidance Notes These guidance notes are designed to support your reading of the CYRAS record of the child or young person’s assessment. They help you understand:

What the question means

Where to look for the information

The evidence needed to enable you to answer each question.

It is essential these are used to ensure that there is a shared understanding of the questions and grading.

The purpose of the tool is to support the continuous improvement of our practice

This is an evaluation based on CYRAS recording only - the expectation is that you will find everything you need to answer these questions in CYRAS.

The depth and breadth of any assessment is determined by the nature of the concerns, the unique circumstances of each mokopuna, and the purpose of our engagement with them.

Base your answers on the particular circumstances of the child or young person and the purpose for the assessment (whether that be in the context of an investigation/CFA or to inform an YJFGC or support an application for a custody order, or Hub referral etc).

Find the evidence from work that was completed to inform the particular Tuituia assessment report that has been allocated to you (don’t look for evidence in work that was undertaken to inform another assessment or report and don’t look at work that was completed AFTER the Tuituia report was approved.

If you are unfamiliar with this child or young person, you may need to have a brief look at previous intakes, court reports etc. to gain a sense of the history however evidence must be taken from the point when a decision was made for an assessment to occur and the report being approved.

Focus your responses on the child or young person that is provided in the sample, not other siblings.

Section 7 asks you to form an overall judgement of the assessment -use the matrix as guidance along with your professional judgement

Although every question has a weighting allocated to it (from “Essential” to “Very Important” to “Important”), every question is necessary for a quality assessment.

Use the written commentary space to record the evidence found that supports your decisions, and to the kaimahi with specific feedback about areas of strength or development.

Use the ‘Instructions on CET’ document to support your case evaluations, which included the ‘gate keeper guidance’ and instructions for using Aqua to record your findings.

‘Te Toka Tumoana’ (indigenous and bi-cultural framework) principles are woven through the guidance to highlight the uniqueness of indigenous Māori and the importance of working in a way that recognises principles and values significant for Māori whänau. The principles are placed so as to prompt reflective practice, a guide to assist workers in seeing how Te Toka Tumoana connects with their assessment practice. Each question contains one or two principles; not an exhaustive list and additional principles may apply. The principles interconnect with each other; practice that demonstrates one principle in action may equally reflect several others. Some Māori kupu (words) are used: kaimahi (practitioner), whänau (family) and mokopuna (child or young person).


Q1: The mokopuna is referred to in the Tuituia by name (Important)

Intent: The assessment is focused on this particular mokopuna (child/young person).

Evidence: Look at the Tuituia assessment tool domains, sub-domains and Tuituia report to answer this question.

Te Toka Tumoana principles: Whakapapa - their name may connect them to their whänau, hāpū or iwi as well as significant places, people or situations which will provide you with some insight into who they are and who their whänau (family) are. This supports kaimahi to have the right people participating in decision making and working with the mokopuna going forward.

Completely Almost every narrative you look at correctly refers to the mokopuna by name

Mostly More than half the narratives you look at correctly refers to the mokopuna by name

Partly Less than half the narratives you look at will refer to the mokopuna by name

Not at all The mokopuna is never referred to by name in the narratives

Q2: The mokopuna has been engaged with (Important)

Intent: The mokopuna has been seen by the kaimahi (social worker) for the purpose of this assessment.

Evidence: Look in CYRAS case notes that were recorded within the timeframe of this assessment (timeframe related to the purpose of the assessment). The level of engagement should be sufficient in the context of the situation for this particular mokopuna. If the mokopuna is pre-verbal ‘engagement’ includes the kaimahi observing the mokopuna with their kaitiaki (parent/caregiver).

Te Toka Tumoana Principles: Whakamanawa - the mana or potential of the mokopuna is enhanced by active participation into their process. Rangatiratanga - Māori rights and participation are promoted by engaging with the central person of our work, the mokopuna, to enable them to be included in a self-determining manner.

Yes There is at least one example in case notes of the mokopuna being seen and spoken with

No There is no evidence that the mokopuna has been seen and spoken to OR the engagement occurred outside the timeframe of this assessment

Not Applicable

There have been considerable efforts made to speak with the mokopuna but they have refused OR the mokopuna is unborn

Section 1


Q3: Meaningful engagement has occurred when meeting with the mokopuna person (Essential)

Intent: The kaimahi has spent time with the mokopuna with the purpose of exploring and understanding who they are, their strengths and needs; where a plan is in place how the goals in the plan are being realised – what’s working, what is not and what else needs to happen. It is important that the mokopuna is given the space to communicate their views on the issues and concerns, their strengths and needs as they relate to our work with them.

Evidence: Look in CYRAS case notes and the child or young person’ views and hopes dreams and wishes sections of the Tuituia report.

For a mokopuna who is pre-verbal the engagement will be age appropriate, such as observing the interaction between a mother and baby. The mokopuna will be central to the discussion with the kaitiaki.

Te Toka Tumoana Principles: Whakamanawa - Māori rights and participation are promoted by engaging with the central person of our work, the mokopuna. Kaimahi support the mokopuna in dealing with presenting barriers and dis-enablers to effective expression of their participation in assessing their states of ‘ora’ (wellness & wellbeing). The notion of whakawhanaungatanga (building meaningful healthy relationship) which is embedded in the principle of whakapapa is reinforced through significant people, events and places being identified by the mokopuna.

Yes You have seen evidence of meaningful and purposeful engagement

Partly There is evidence of meaningful engagement with the mokopuna, however the engagement does not explore the mokopuna needs, strengths and risks (the purpose of Oranga Tamariki involvement)

OR the engagement occurred outside the timeframe of this assessment.

No There is no evidence of meaningful and purposeful engagement

Not Applicable

“Not Applicable” was answered in question 2.

Q4: The mokopuna hopes, dreams and wishes have been explored (Essential)

Intent: The mokopuna has had their hopes, dreams and wishes thoroughly explored with them and the kaimahi understands what these mean to the mokopuna.

Evidence: Detail must be recorded in the hopes dreams and wishes section of the Tuituia report

Te Toka Tumoana Principle: Te Reo - Championing the voices and aspirations of mokopuna in order to understand and promote their unique hopes for their future)

Yes The mokopuna hopes, dreams and wishes have been thoroughly explored with them.

You have answered Yes in question 3

Partly The record of hopes, dreams and wishes is brief and they have not been thoroughly explored.

No There is no exploration of the mokopuna hopes, dreams and wishes.

Not Applicable

The mokopuna is pre-verbal or you’ve answered “Not Applicable” to questions 2 & 3


Q5: The assessment has been shared with mokopuna and their whänau (Important)

Intent: Mokopuna and whänau are aware of our assessment decisions, whatever that decision may be, and have had an opportunity to express their views.

Evidence: The child or young person’s views and family/whänau perspective sections of the Tuituia report must contain the evidence of the assessment having been shared.

Note: There are a variety of ways in which an assessment can be shared. If you are unable to share the assessment with the mokopuna and their whänau because they are refusing to engage this must be recorded in the Tuituia report.

Te Toka Tumoana Principles: Kaitiakitanga – fulfilling our role and responsibilities to share our analysis. Manaakitanga – upholding the whänau and mokopuna mana by being honest and transparent in sharing our decisions. This in turn upholds our own mana. Whakamanawa - active participation and contribution in the assessment is a mana-enhancing activity. Tikanga – healthy processes of engagement to keep the mokopuna and whänau fully informed. Whakapapa reminds us to identify who the whänau are to ensure we share the assessment with the right people.

Yes the mokopuna and their whänau have had the assessment shared with them, and their views have been recorded

No There is no record to indicate that the assessment has been shared

Not applicable

The assessment has not been shared with the mokopuna and their whänau and there is a satisfactory explanation as to why this was not able to occur


Q6: There is a planned approach to the assessment (Essential)

Intent: Planning the assessment ensures that we undertake it in a timely and purposeful manner. We need to be clear about what the context and purpose of this particular assessment is; the depth and breadth required (i.e. what domain areas we are exploring); who we need to engage with; and when it needs to be completed by.

Evidence: Look for a case note; child or young person consult; pre YJ FGC case consultation; offending profile; care consult or FGC/Court planning meeting. You must see:

the plan developed before the assessment began

the allocated kaimahi involved in the planning

the plan outlines what, why, whom and by when

the plan outlines the purpose of the assessment

Te Toka Tumoana Principle: Tikanga – organisational processes and practice requirements are followed which reflect best practice.

Completely All four elements are contained within the plan

Mostly Three of the elements are contained within the plan

Partly Two elements are contained within the plan

Not at all One element is contained within the plan OR there is no plan recorded.

There is no relevant pre YJ FGC case consult or offending profile (Youth Justice)

Section 2


Q7: There is a clear risk statement (Very Important)

Intent: Being clear about the risks to the child or young person ensures that our involvement is transparent and focused around the areas that require attention and resolution. If the risk statement is not clear then identifying goals and outcomes becomes difficult. It is important when articulating the areas of concern that the language used is understandable by all members of the family/whānau.

Evidence: You must see a structured risk statement in the why are we involved and what are we worried about section of the Tuituia assessment and report.

Te Toka Tumoana Principles: Tikanga – facilitation of safe and transparent engagements and processes with mokopuna and whänau. Kaitiakitanga - we use processes to safeguard, protect, support and emphasise the development of mokopuna in the healing process. Wairuatanga – physical trauma and events are identified as well as the potential impact on the spiritual aspects for whänau and mokopuna.

A structured risk statement must contain three elements; a) whose behaviour you are worried about, b) the behaviour itself and c) the impact of that behaviour on the child or young person.

Completely

All three elements of the structured risk statement are present in every risk statement and every risk statement is accurate.

All risk statements are specific to this child or young person

Mostly

Two of the three elements of the structured risk statement are present in every risk statement however every risk statement is accurate

All risk statements are specific to this child or young person.

Partly

One of the three elements of the structured risk statement are present in every risk statement OR,

not every risk statement is accurate

All risk statements are specific to this child or young person.

Not at all There is no structured risk statement and/or the risk statement is not specific to this child or young person, or the risk statements are inaccurate


Q8: It is clear that the kaimahi is using Tuituia to inform case decisions (Essential)

Intent: The Tuituia report is the formal record of the assessment. It is a standalone document that provides a snapshot of the current assessment and case direction for the mokopuna.

It is important that the Tuituia framework is being used to guide the assessment and inform decision making at key points. This is then summarised clearly in the appropriate sections of the Tuituia Report.

Keep in mind that the depth and breadth will be relevant to the context and purpose of the assessment.

Te Toka Tumoana Principles: Kaitiakitanga - ensuring that all information about the whänau is handled with care, is reported accurately, truthfully and analytically. Tikanga – facilitation of safe, respectful and transparent engagements and processes with mokopuna and whänau. Whakapapa – critical events are explored and recorded to inform and identify key decision making points.

Evidence: Look at the Tuituia Report guidance on the Practice Centre for report text prompts and CYRAS for evidence of subsequent decisions or actions taken.

In the Tuituia Report you must see the following three elements:

all the appropriate sections of the Mokopuna Ora and Kaitiaki Mokopuna completed to accurately reflect the circumstances for the mokopuna and their whānau at the time the report was written

every section of the report accurately completed in accordance with the Tuituia report guidance including the ‘this report is about’ section outlining the context and purpose of the report

the subsequent actions or decisions made are supported by the assessment, for example:

where there is an plan (FWA, FGC, Court) does it address the needs, strengths and risks identified in the assessment? Look at the prompt text in CYRAS and Tuituia Report Guidance in the Practice Centre for guidance on what needs to be in each section of the report, or

where there is a finding of abuse, is there sufficient evidence to support that finding? Look at the Key Information - What did we Find, for guidance. (this also applies to a ‘Not Found’ finding)

Completely All three elements are evident

Mostly Two of the elements are evident

Partly One element is evident

Not at all None of the elements are evident


Q9: The relevant people have been spoken to (Very Important)

Intent: Anyone that holds information or has a view about the mokopuna or their whänau is spoken with to by the kaimahi to inform the assessment.

Evidence: Look in case notes. The non-negotiable people are:

the mokopuna (observed for pre-verbal) unless you have answered N/A in question 2

their kaitiaki

significant whänau members

other professionals or persons working with the mokopuna and their whānau

YJ cases - the victim, Police and Youth Advocate

CFA/Investigation cases the referrer (where possible).

Note: Other professionals may include another Oranga Tamariki staff member, if there is a co-worker or other staff member allocated (including a co-ordinator or residential worker).

Te Toka Tumoana Principles: Whakamanawa - participation, proactive conversations with whänau, valuing contributions from those who are close to the mokopuna and whänau. Kaitiakitanga - promoting and valuing the views of those who have responsibilities to care for and support the mokopuna and their whänau. Whakapapa - the significant people, places, events and values/beliefs have been included in the information gathering process to inform decision making for the process going forward.

Completely All of the non-negotiable people have been spoken to.

Mostly The mokopuna and most of the other non-negotiable people have been spoken to.

Partly Some of the non-negotiable people have been spoken to.

Not at all None of the non-negotiable people have been spoken to.

Section 3


Q10: Relevant information has been gathered from the people contacted (Essential)

Intent: Purposeful and focussed conversations are occurring with people who are involved with the mokopuna and their whānau.

Evidence: Look within CYRAS case notes, relevant domains and subdomains of the Tuituia assessment tool, and relevant sections of the Tuituia report.

engagement of other professionals

child or young person’s views’ and hopes, dreams and wishes (where age appropriate)

family/whānau perspective

In YJ cases victim and informant perspective.

Note: Relevant Information is a record of the contacted person’s views (where appropriate) on:

the needs, strengths and risks for this mokopuna. Risks may be in relation to family/whānau factors or behaviours

the nature of the involvement they have with the mokopuna, and the on-going role they will have with the mokopuna and their whänau

what is/isn’t working well within the current plan OR what has worked/not worked in the past.

victim’s response to the offending and how it has affected them (YJ only)

Te Toka Tumoana Principles: Kaitiakitanga - promoting and valuing the views of those who have responsibilities to care for and support the mokopuna and their whänau. Whakamanawa - participation, proactive conversations with whänau, valuing contributions from those who are close to the mokopuna and whänau. Tikanga - consider the unique cultural views of Māori whänau when exploring the needs and risks for the mokopuna. Te Reo - gathering the voices of diverse Māori realities.

Completely

All of the non-negotiable have been spoken to (Q9) and they will have had all the ‘relevant information’ explored with them.

YJ - the mokopuna view of their offending has been explored.

Information is recorded accurately in the Tuituia report.

Mostly

Most of the people who have been contacted will have at least had the ‘relevant information’ explored with them.

Information is recorded accurately in the Tuituia report.


Partly

Some people have been spoken to, however not all of the ‘relevant information’ was explored with them.

Some of the Tuituia report sections have not been completed.


Not at all

None of the people spoken to have had the ‘relevant information’ explored with them.

The Tuituia report sections have not been completed.


Q11: The health needs of the mokopuna have been explored

(Very Important)

Intent: Mokopuna have their health needs explored when we are assessing their overall needs, strengths and risks.

Evidence: Look within case notes and/or specialist assessments on CYRAS to see that this information is integrated with what is in the Tuituia assessment tool and report. Information should be gathered from a sufficient range of sources to adequately inform what we know about the health needs of the mokopuna.

Te Toka Tumoana Principles: Tikanga – facilitation of safe and transparent engagements and processes with mokopuna and whänau to promote ‘ora’ or wellbeing. Kaitiakitanga – as part of keeping the mokopuna safe, protected and cared for the health needs have been identified and a plan for them to be attended to. ‘States of ora’ in its variety of levels (tinana (physical), wairua (spiritual), hinengaro (mental) health) should be considered.

Note: Information gathered should be relevant to the context of the case and the child or young person’s needs - keep in mind depth and breadth. Depending on their age and/or capacity you will see evidence of engagement with the mokopuna directly about their health needs.

Completely

A comprehensive range of information has been gathered and the health needs of the mokopuna have been thoroughly explored.

Gateway and other specialist assessment information are fully integrated into the Tuituia assessment where applicable.

Mostly A wide range of information has been gathered and explored

Some important elements of the mokopuna health needs are not explored.

Partly A limited range of health information has been gathered and explored. There are clear gaps in our knowledge and understanding of the mokopuna health needs.

Not at all No information has been gathered or explored about the mokopuna health needs.


Q12: The educational needs of the mokopuna have been explored (Very Important)

Intent: Mokopuna have their education needs explored when we are assessing their overall

needs, strengths and risks.

Evidence: Look for evidence within case notes and/or specialist assessments on CYRAS to see that this information is integrated with what is in the Tuituia assessment tool and report. Information should be gathered from a sufficient range of sources to adequately inform what we know about the education needs of the mokopuna

Te Toka Tumoana Principles: Tikanga – facilitation of safe and transparent engagements and processes with mokopuna and whänau to promote ‘ora’ or wellbeing. Kaitiakitanga – as part of understanding the mokopuna as well as keeping the mokopuna safe, protected and cared for the education needs have been identified.

Note: The information gathered should be relevant to the context of the case and the mokopuna needs. Depending on their age and/or capacity you will see evidence of engagement with the mokopuna directly about their educational needs. Consider early learning needs if the mokopuna is under 5.

Completely

A comprehensive range of information has been gathered and the education needs of the mokopuna have been thoroughly explored.

Gateway and other specialist assessment information are fully integrated into the Tuituia assessment where applicable.

Mostly A wide range of information has been gathered and explored

Some elements of the education needs of the mokopuna are not explored.

Partly A limited range of education information has been gathered and explored. There are clear gaps in our knowledge and understanding.

Not at all No information has been gathered or explored.

Not applicable

The mokopuna is unborn


Q13: If the child or young person has committed an offence, the appropriate information has been gathered to explore the circumstances around the offending and the risk of re-offending (Essential)

Intent: When children and young people offend we need to identify what is driving their

behaviour. Assessment of their current and future risk of offending and the underlying causes

of their offending behaviour helps to ensure that our plans focus on reducing the needs and

risks that lead to offending.

Te Toka Tumoana Principle: Tikanga – facilitation of safe, transparent and respectful engagements and processes with mokopuna and whänau to ensure informed decision-making and interventions. Rangatiratanga - Māori rights and participation are promoted by engaging with the central person of our work, the mokopuna, to enable them to be included in a self-determining manner. Kaitiakitanga - ‘States of ora’ in its variety of levels (tinana (physical), wairua (spiritual), hinengaro (mental) and whänau (family)) should be considered

Evidence: Look in the offending profile and the Tuituia assessment tool and report. Have the

Dynamic Risk Factor (DRF) subdomains been thoroughly explored and used to inform the

overall assessment summary?

Completely

All DRF and other relevant information has been gathered. The information has been used to inform our understanding of the context for the offending behaviour and risk of re-offending.

All allocated kaimahi (YJ, CP and Residence) are working together.

Mostly Most of DRF and other relevant information has been gathered. The information gathered has been used to inform our understanding of the context for the offending behaviour and risk of re-offending.

Partly A limited range of the relevant information has been gathered and used to limited effect to understand the context for the offending behaviour and the risk of re-offending.

Not at all No information has been gathered in order to understand the context for the offending behaviour and the risk of re-offending.

Not Applicable

The mokopuna has not committed an offence.


Q14: Patterns of behaviour within the whänau history are identified and explored (Important)

Intent: We are exploring and making sense of specific whänau functioning, behaviours and history factors as to how they create need, strength and risk for the mokopuna.

Evidence: Look for timelines of intakes or serious events, genograms, summaries of the information and identification of trends and patterns of behaviour. The information must be evident within the Kaitiaki Mokopuna family/whānau domain and history section of the Tuituia assessment and summarised in the why we are involved and what are we worried about section of the Report.

Te Toka Tumoana Principles: Whakapapa – critical events, connections between whänau and iwi, places of significance and the roles of significant people are explored and recorded. This includes exploring patterns, traits and strengths. Kaitiakitanga - ensuring that all information about the whänau is handled with care, is reported accurately and truthfully. Wairuatanga – recognising the values and beliefs which affect the views, rationale and justification of traditions and behaviours for the whänau.

Yes A full range of information has been brought together and made sense of and is recorded in the correct location(s). The genogram contains details of whänau members currently known.

Partly Some of the information has been brought together but limited sense has been made of it, and/or the information is not recorded in the correct location(s).

No None of the available information has been brought together, made sense of or recorded in the correct locations.


Q15: Fact and evidence is recorded to support opinions (Essential)

Intent: We are using what we have seen and been told to inform our comments within the Tuituia assessment and report.

Evidence: Look at the Tuituia assessment tool and report to see how the kaimahi has linked what they’ve observed, been told and found evidence of to support their views and opinions e.g. “The house is unhygienic as when I visit I always see dirty nappies on the floor, stacks of unwashed dishes and bags of rubbish that have not been taken out”.

Look at scaling (opinion) in the domains and subdomains and the narrative to ensure that the rationale provided backs up that scaling (evidence).

Te Toka Tumoana Principles: Kaitiakitanga - ensuring that all information about the whänau is handled with care, is reported accurately, truthfully and analytically. Tikanga – facilitation of safe and transparent process of professional judgement and evidence is used to consider the information gathered and decision making. Wairuatanga – being aware that the worldviews of the practitioner influence how the presenting information is made sense of.

Note: The evidence in the Tuituia should be triangulated with what is seen in case note recording.

Completely All opinions are supported with evidence.

Mostly Most of the opinions are supported with evidence.

Partly Some of the opinions are supported with evidence.

Not at all Opinions are never supported with evidence or, there are no opinions recorded.

Section 4


Q16: Current case consultation has occurred with senior staff members to discuss the needs, strengths, risks, safety and next steps (Essential)

Intent: Kaimahi are not making decisions on their own about mokopuna and their whänau.

Evidence: Look for evidence within a child and family/young person and family Consult, supervision case notes on CYRAS, offending profile (YJ), care clinic or legal consults. You must see:

the consultation involving at least one senior staff member (either a supervisor, practice leader or FGC coordinator for YJ)

within a relevant timeframe and,

a link between the on-going involvement or plan from that consultation and what we know about the mokopuna needs, strengths, risks and safety.

Te Toka Tumoana Principles: Rangatiratanga - validating and developing confidence in cultural responsive practice including mentoring tauiwi staff and nurturing Māori leadership. Tikanga – organisational processes and practice requirements are followed which reflect best practice. Kaimahi have obligations to consult to strengthen our decision making.

Yes Case consultation has occurred.

Partly Case consultation has occurred, however, exploration of mokopuna needs, strengths, risks and safety is not recorded

No Case consultation has not occurred.


Q17: The assessment report makes sense of all that is known about the mokopuna in regards to their individual needs, strengths, risks and safety in the context of their whänau history and environment (Very Important)

Intent: To ensure we are bringing together and making sense of everything we currently know about this mokopuna - their needs, strengths, risks and safety in the context of their whänau (including history) to help inform our next steps.

Evidence: Look at case notes and the Tuituia assessment tool to identify how well the information gathered about the mokopuna and their whānau has been made sense of and recorded in the Tuituia report.

Te Toka Tumoana Principles: Kaitiakitanga - ensuring that all information about the whänau is handled with care, is reported accurately, truthfully and analytically. Tikanga – facilitation of safe and transparent process of professional judgement and evidence is used to consider the information gathered and decision making. Wairuatanga – recognition that the kaimahi personal values, beliefs, worldview, understanding of theories, view of trauma and healing and ideologies held will influence their assessment and decision making.

Note: If the mokopuna is unborn it is accepted that the Mokopuna Ora sections may not be completed. Keep in mind the context of the assessment when answering this question, in particular how deep and broad the assessment needs to be.

Completely

The assessment report comprehensively makes sense of the information gathered. It forms well-reasoned and accurate conclusions about mokopuna needs, strengths and risks and safety to inform our next steps.

All of the appropriate sections of the Mokopuna Ora and Kaitiaki Mokopuna have been covered

Scaling is congruent with the Tuituia scaling descriptor and the narrative

Youth Justice: All of the Dynamic Risk Factors have been explored

You have answered mostly, completely or yes to Qs 8, 13 and 15.

Mostly

The assessment makes sense of most of the information gathered. It makes reasonable and accurate conclusions about mokopuna needs, strengths and risks and safety to inform our next steps.

Most of the appropriate sections of the Mokopuna Ora and Kaitiaki Mokopuna have been covered

Scaling is congruent with the Tuituia scaling descriptor and the narrative

Youth Justice: Most of the Dynamic Risk Factors have been explored

Partly

The assessment makes sense of some of the information gathered. It forms limited but accurate, conclusions about mokopuna needs, strengths and risks and safety to inform our next steps.

Some of the appropriate sections of the Mokopuna Ora and Kaitiaki Mokopuna have been covered

Scaling is not always congruent with the Tuituia scaling descriptor and the narrative.

Youth Justice: Some of the Dynamic Risk Factors have been explored

Section 5


Not at all

The assessment makes no sense of the information gathered about the mokopuna to the extent that it is not possible to form a reasoned conclusion as to their needs, strengths and risks and safety to inform our next steps.

Insufficient information has been gathered in the assessment therefore no analysis can occur and/or there is no exploration of Kaitiaki Mokopuna where it would have been expected.

Scaling is incongruent with the Tuituia scaling descriptor and the narrative

Q18: The cultural identity of the mokopuna has been explored (Essential)

Intent: We are exploring and understanding this mokopuna and their individual identity and making connections to how this contributes to their needs, strengths or risks.

Evidence: Look in CYRAS case notes, the relevant domains and subdomains in the Tuituia assessment tool and cultural consideration section of the Tuituia report. If the child is unborn, it is expected that Kaitiaki Mokopuna cultural considerations are explored.

Note: Cultural identity in this context relates to the child or young person’s individuality and group affiliations and may relate to their sense of gender, specific nationality, race, language, sexuality, specific religious beliefs, ethnicity and disability. Keep in mind the context of the assessment when answering this question, in particular how deep and broad the exploration needs to be.

Te Toka Tumoana Principles: Te Reo - championing the voices and aspirations of mokopuna in order to understand and promote their unique hopes for their future. Whakamānawa - Māori rights and participation are promoted by engaging with the central person of our work, the mokopuna. Whakapapa - significant people, events and places are identified by the mokopuna. Kaitiakitanga - ensuring that all information about the whänau is handled with care, is reported accurately and truthfully. Manaakitanga - upholding the whänau and mokopuna mana by being honest and transparent in sharing our decisions. This in turn upholds our own mana. Tikanga - facilitation of safe and transparent engagements and processes with mokopuna and whänau. Wairuatanga - recognising the values and beliefs which affect the views, rationale and justification of traditions and behaviours for the whänau. Rangatiratanga - ensuring participation of whänau in the assessment ensuring their views are heard and recognised within our decision making.

Completely

A range of people including the mokopuna (where old enough) are spoken with.

It is clear that significant attention has been paid to understanding the cultural identity of the mokopuna and what it means to them. OR, significant attention has been paid to Kaitiaki Mokopuna cultural identity where the child is unborn

Cultural consultation is occurring where applicable and/or there are clear links to relevant theory and knowledge in order to understand the child or young person’s cultural identity.

Mostly

A range of people including the mokopuna (where old enough) are spoken with.

Some attention has been paid to understanding the cultural identity of the

mokopuna and what it means to them, OR some attention has been paid to

Kaitiaki Mokopuna cultural identity where the child is unborn

Some cultural consultation is occurring or there are some links to relevant

theory and knowledge in order to understand the child or young person’s

cultural identity.


Partly

The child or young person (where old enough) has not been spoken with.

Limited attempt has been made to understand the cultural identity of the

mokopuna and what it means to them OR little attention has been made to

understand Kaitiaki Mokopuna cultural identity where the child is unborn

Limited cultural consultation has been sought, or relevant theory and

knowledge has not been used.

Not at all

There is no reference to the cultural identity of the mokopuna (or Kaitiaki

Mokopuna where the child is unborn) and what it means for them, OR the

report identifies some cultural elements (ethnicity, religion etc) but does not

outline what this means for them OR there is a scale given in the assessment

without narrative to explain.

Cultural consultation has not been sought; relevant theory and knowledge

has not been used.

Q19: The assessment is informed by theory and knowledge of the types of needs and risks presenting for the mokopuna (Essential)

Intent: We are using professional knowledge and research to help us to understand the needs, strengths and risks presenting for the mokopuna and their whänau.

Evidence: Look for links in the Tuituia assessment tool and report to see theory and knowledge informing the understanding of the impact of the needs and risks on the mokopuna.

You might see language being used like “evidence tells us that this baby’s brain development may be impacted negatively due to her exposure to on-going family violence” or a connection to criminogenic needs for a child or young person who has offended.

You might also see some theory and knowledge about the specific cultural identity of the mokopuna (for example their sexuality or ethnicity).

Te Toka Tumoana Principle: Wairuatanga - exploring and understanding Māori worldviews, theories, ideologies, frameworks and beliefs and also the values, beliefs, ideologies and theories of the kaimahi

Completely Strong links are made in the assessment to appropriate theory and knowledge, and it is very clear how this has informed the conclusions.

Mostly Links are made in the assessment to appropriate theory and knowledge, and it is often clear how this has informed the conclusions.

Partly Occasional links have been made in the assessment to appropriate theory and knowledge, but it is not always clear how this information has informed the conclusions.

Not at all There are no links in the assessment to theory and knowledge.


Q20: Mokopuna ‘basic information’ is recorded accurately (Important)

Intent: Mokopuna basic information is kept up to date and, for ease of access, is recorded in the correct location.

Evidence: Look in the ‘person details’ and ‘demographics’ screens on CYRAS. Basic information must include:

mokopuna name – correctly spelt

current address

correct ethnicity

date of birth

iwi (if applicable) and

school or education provider (if applicable)

GP (if applicable)

legal status (if applicable)

permanency goals (if applicable)

Depending on the nature of our involvement with the mokopuna, you might also expect to see other details any health or disability alerts.

Te Toka Tumoana Principles: Whakapapa - respectful practice will ensure the child’s name, parents details, ethnicity and iwi are recorded accurately. Tikanga - safe, ethical and transparent practice which accurately reflects mokopuna uniqueness.

Yes All of the non-negotiable details are recorded and they in the accurate place

No Some of the non-negotiable details are recorded OR they are recorded but in the wrong place.

Section 6


Q21: The Tuituia is clearly written (Important)

Intent: Our reports are professional and succinct.

Evidence: Look at the Tuituia Report to see that each section is completed accurately and is written clearly.

Consider features like: minimal use of jargon; accurate spelling and grammar; professional and succinct style, abbreviations written in full at least once; narrative flows and is easy to read.

Te Toka Tumoana Principle: Te Reo - purposeful use of te reo, use of significant words which shows an appreciation of the power and meaning of particular Māori words. Using words the whänau use and understand.

Yes

All of the features are evident throughout the report with only rare and inconsequential errors.

You would be comfortable giving this to another professional to read.

Partly

Most of the features are evident however the report is not at standard where you would be comfortable giving it to another professional to read.

Some of the sections of the report are missing accurate detail

No

The report is not clearly written and many of the features above are not present.

You would not be comfortable giving this to another professional to read.

Q22: The full name and relationship (to the mokopuna and whänau) of each person spoken to when gathering the information is recorded in case notes. (Important)

Intent: To ensure that case notes could be read alone by having the participants of the conversations being clearly identified.

Evidence: Keep in mind the timeframe and context of this assessment and look at CYRAS case notes that relate to this assessment.

Te Toka Tumoana Principles: Manaakitanga - correctly identifying the roles and responsibilities particular people have for the mokopuna. Whakapapa - correct recording of names and relationships to the mokopuna demonstrates respectful practice and promotes strengthening of connection to people, places and values for mokopuna.

Yes Both elements (name and relationship) are recorded in every case note

Partly Both elements (name and relationship) are recorded in most of the case notes.

No Both elements (name and relationship) are not recorded in case note


Section 7: Overall Evaluation

Using your professional judgement and the ‘grading matrix’ as a guide weigh up the grading’s you have given to each question, and decide on balance, given the context of the assessment and the circumstances of this child or young person, what you think the quality of this assessment was.

Excellent:

You will have given the most positive answer possible to all of the questions, where they are appropriate. All of the areas of the assessment are strong and provide a high level of insight into the case and analysis of the needs, strengths and risks for the child or young person. An excellent assessment demonstrates an outstanding level of professional competence.

Very good:

A very good assessment demonstrates a high level of professional competence in this assessment. The ‘Essential’ questions will have met nothing less than ‘mostly’ but there may be a few ‘partly’ or ‘not at all’ responses to the other questions.

Good:

You will have given positive answers to the majority of the questions where they are appropriate, but not consistently at the higher end (with some ‘partly’ answers). There will be very few areas that need improvement in the ‘Essential’ and ‘Very Important’ questions.

Adequate:

The assessment demonstrates an acceptable level of professional competence and would be sufficient for the assessment report to be approved by a supervisor. Some areas of strength are evident, however there is room for development in other areas.

Weak:

Very few questions will be answered with anything above a ‘partly’. The ‘Essential’ questions are more likely to be answered with ‘partly’ than a ‘no’ or ‘not at all’. This assessment demonstrates a general lack of professional competence in key areas.

Unsatisfactory:

Very few questions will be answered with anything above a ‘partly’ and the ‘Essential’ questions are more likely to be answered with a ‘no’ or ‘not at all’. There are major deficits in the assessment. This assessment demonstrates a lack of professional competence.


Overall grading matrix

Excellent Very Good Good Adequate Weak Unsatisfactory

Essential

10 questions

10 completely/yes

6 = completely

4 = mostly

6 = completely or mostly

3 = partly

1 = not at all/no


4 = Partly

2 = not at all/no

6 = Partly

4 = not at all/no

0 = completely, yes or mostly

4 = partly

6 = not at all/no

Very Important

5 questions

5

completely/yes

3= completely

1 = mostly

1 = partly

2 =completely/yes

2 = mostly or partly

1= not at all/no

1 = completely/yes

3 = mostly or partly

1= not at all/no

0 = completely/yes

3 = mostly/partly

2 = not at all/no


2 = partly

3 = not at all/no

Important

7 questions

7

completely/yes

3 = completely

3 = mostly

1 = partly

0 = not at all/no


2 = partly

1 = not at all/no


2 = partly

2 = not at all/no

4 = partly

3 = not at all/no


3 = partly

4 = not at all/no

Sign off / Approval point

Case Evaluation Tool Guidance Notes - Oranga Tamariki€¦ · Oranga Tamariki Case Evaluation Tool...

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