Assessments can be tailored to the particular circumstances of the family or the needs of the child. Our assessment programmes work together and separately and include:
- Parenting capacity assessments
- Parenting/risk assessments
- Assessments of attachments and relationships
- Sibling assessments
- Assessment of quality of contact
- Kinship care assessments
- Individualised assessments
- Adult Attachment Style Interview
- Parenting Role Interview Supplement
- Marschack Interaction Method
- Theraplay Treatment Protocol
- Substance abuse subtle screeening inventory
- Parenting capacity assessments – assessing the ability of parents to protect children from risk and meet the child’s development needs.
- Parenting/risk assessments – assessing the viability of a child returning to the care of a parent.
- Assessments of attachments and relationships – assessing the quality of relationships between children and adults especially for children who have suffered trauma in their lives or attachment difficulties.
- Sibling assessments – assessing sibling relationships and the impact of these on each child.
- Assessment of quality of contact – assessing the quality of contact between children and parents/family members, usually for children who are not living with their families.
- Kinship care assessments – a comprehensive assessment to evaluate a kinship carer’s ability and capacity to look after a child.
- Individualised assessments - dependent on areas identified by relevant parties.
- Adult Attachment Style Interview - an interview which assesses characteristics of current adult attachment style in relation to a person's ability to access and utilise social support. The Adult Attachment Style Interview provides a categorisation of attachment style for individuals, as well as assessing their specific support context and quality of close relationships. The resulting attachment profile not only determines which style best characterises them (e.g. Secure, Enmeshed, Fearful, Angry-dismissive or Withdrawn), but also the extent to which the insecure styles are dysfunctional in terms of whether the person is ‘Markedly', ‘Moderately' or ‘Mildly' Insecure.
- Parenting Role Interview Supplement - The Parenting Role Interview and rating (AASI-PRI) is provided as a supplement to the Adult Attachment Style Interview and is suitable for the same practitioners (Social Workers, Psychologists, Psychotherapists) who already use the Adult Attachment Style Interview in children’s services. It is only available to those fully trained in the Adult Attachment Style Interview and who hold an attendance certificate. The aim of the Adult Attachment Style Interview-Parenting Role Interview supplement is to add questions and ratings to the main interview to provide linkages between the individual’s support-based attachment categorisations (ASI) and their attitudes and behaviour in their parenting role (PRI). It assesses the interviewees’ view of their parenting role and provides some indicators about likely parenting competence based on their own report about attending to the children’s needs and the quality of interaction.
- Marschack Interaction Method (MIM) - The Marschak Interaction Method (MIM) is a structured technique for observing and assessing the relationship between two individuals, for example, biological parent and child, foster or adoptive parent and child, teacher and child. It consists of a series of simple tasks designed to elicit a range of behaviours in four dimensions. The MIM evaluates the parent's capacity: to set limits and to provide an appropriately ordered environment (Structure), to engage the child in interaction while being attuned to the child's state and reactions (Engagement), to meet the child's needs for attention, soothing and care (Nurture), and to support and encourage the child's efforts to achieve at a developmentally appropriate level (Challenge). At the same time it allows assessment of the child's ability to respond to the parent's efforts.
In addition to allowing a close look at problem areas in the relationship, the MIM provides a unique opportunity for observing the strengths of both adult and child and of their relationship. It is, therefore, a valuable tool in planning for treatment and in determining how to help families strengthen their relationships. The description of the relationship that results from this observation is a valuable aid in determining the appropriateness of custody arrangements, reunification, foster placement and/or adoption. While the MIM provides useful information about the way two people interact, it is important that other sources such as case management data, interviews and other types of assessments be taken into account when major decisions such as change of placement or permanent placement are being considered.
The MIM interaction takes from 30 to 60 minutes and is videotaped. Careful evaluation of the videotaped interaction precedes the preparation of the written report or feedback. Feedback includes showing parts of the videotape to demonstrate to the adult the most effective ways to engage and interact with the child. Individuals or agencies requesting this assessment may specify either a written report, personal feedback or both.
- Theraplay Treatment Protocol - Theraplay is a structured play therapy for children and their parents. Its goal is to enhance attachment, self-esteem, trust in others and joyful engagement. The method is fun, physical, personal and interactive and replicates the natural, healthy interaction between parents and young children. Children have been referred for a wide variety of problems including withdrawn or depressed behaviour, overactive-aggressive behaviour, temper tantrums, phobias, and difficulty socializing and making friends. Children also are referred for various behaviour and interpersonal problems resulting from learning disabilities, developmental delays, and pervasive developmental disorders. Because of its focus on attachment and relationship development, Theraplay has been used successfully for many years with foster and adoptive families.
With this method, family interaction patterns have changed and schools and paediatricians have reported a reduction of symptoms and improved behaviour in the child. Essentially the same treatment techniques extending over a longer period of time are used with children who have developmental delays, pervasive developmental disorders, and autism. It has been our experience that even in the rare cases where parents/caregivers cannot be involved, Theraplay is still of benefit to the child.
Theraplay is modelled on the interaction of parents and children in a healthy relationship. In planning for treatment, it is useful to think of the activities that characterise the healthy relationship as falling into four dimensions:
STRUCTURE: The therapist selects and leads the activities (but always remains attuned to the child's reaction). The fact that the adult is in charge is reassuring, helping the child to develop self-control, and assuring the child of order if the environment is unruly or chaotic. Thus structure addresses both inner and outer disorder. It is especially useful for children who are overactive, undirected, overstimulated, or who want to be in control.
ENGAGEMENT: Engaging activities offer pleasant stimulation, variety, and a fresh view of life, allowing a child to understand that surprises can be fun and new experiences enjoyable. The child is focused on in an intensive, personal way in order to make a connection with the child. Engagement is necessary for all children, but is especially appropriate for children who are withdrawn, avoidant of contact, or too rigidly structured. Very withdrawn or autistic children may experience engagement as uncomfortable. In response, the therapist slows the pace and monitors stimulation, but still attempts to entice the child into a relationship.
NURTURE: Soothing, calming, quieting, caretaking activities make the world feel safe, predictable, warm and secure. They also reassure the child that the adult can provide comfort and stability. Nurturing meets the child's unfulfilled younger needs; helps the child to be able to relax and allow her to be taken care of; builds the inner representation that the child is lovable and valued. It is especially useful for children who are overactive, aggressive, or pseudo-mature.
CHALLENGE: Challenging activities help the child take a mild, age-appropriate risk, and promote feelings of competence and confidence. They are fun, are not done alone, and are cooperative rather than competitive. Challenging activities are especially useful for withdrawn, timid, or rigid children.
In a typical case, families participate in a series of 20-25 weekly sessions with four follow-up sessions at quarterly intervals over the next year. The first session is an information-gathering interview with the parents. The second and third appointments are observation sessions using the Marschak Interaction Method (MIM), in which the child and one parent perform a series of interactive tasks together. The interactions are videotaped and later analysed by Institute staff in preparation for a fourth session with the parents. In that session the staff and parents discuss their observations of the interaction and together agree on a plan for treatment.
Sessions five through to twenty five involves direct Theraplay with the family, duplicating (regardless of age) the kind of playful behaviour and fun games which parents and young children naturally engage in together. The interaction includes structuring, engaging, nurturing and challenging activities in combinations geared to the specific needs and problems of the individual child and his/her family. After every 3 family sessions a session is scheduled for the therapist(s) and the parents to meet without the child to discuss progress and goals.
Parents observe all Theraplay sessions and eventually enter the room and join in Theraplay directly if deemed appropriate. We often have two therapists, one who interacts with the child and one who works with the parents. When two therapists are present, the parent therapist observes with the parents and discusses the rationale for the activities, e.g., encouraging the development of trust and self-esteem, building a sense of self as lovable, developing confidence, permitting pleasurable experiences, encouraging intimacy, developing a positive body image, strengthening perceptual motor-coordination. This discussion includes ways in which the parents can implement these ideas at home. If one therapist is present, these discussions take place with the parents at the end of each session, by phone, or at a separately scheduled time.
The final session ends with a good-bye party. Four follow-up sessions are scheduled at quarterly intervals, with parents and child, over the next twelve months.
- Substance abuse subtle screening inventory - The Substance abuse subtle screening Inventory is an additional report which can be undertaken by SCAFAC which identify Substance misuse disorder as classified by the DSM IV. It will determine appropriate future interventions and can support individuals to identify possible needs which are not immediately identifiable or known to the individual. It can also detect whether in fact there isn’t a problem with substances. We provide both the Adult and Adolescent Substance Abuse Subtle Screening Inventory.
The Adult Substance Abuse Subtle Screening Inventory is a psychological screening measure that helps identify individuals who have a high probability of having a substance use disorder and screens for the likelihood of an individual being substance dependent. The Adult SASSI identifies / diagnoses substance dependence disorder according to DSM IV criteria. The SASSI is able to identify substance misusers, even if they are unwilling or unable to be forthright about their usage or associated symptoms.
The Adult SASSI produces a hypothetical psychological profile of the substance misuser which the SASSI generates. This offers a wide range of supplementary information which can inform referrals, engage the client's interest and help to motivate them to face and overcome their problems. For example it can:
- Provide an insight into the client's perception of their own problem and possible impact on children.
- Indicate whether alcohol or illicit substances are more problematic than indicated.
- Identify poor impulse control, poor frustration tolerance, difficulty deferring gratification.
- Suggest childhood influence in substance misuse behaviours.
- Indicate the salience of peer group influence.
- Show resistance to acknowledging personal faults.
- Highlight lack of insight and detachment from feelings.
- Suggest openness to learning from others.
- Give indicators of risk-taking and disaffection.
- Identify a tendency to be overly self-critical.
- Highlight low self-esteem and possible suicidal ideation.
- Indicate a family ethos tending to encourage or enable substance misuse.
- Give indicators of a tendency be overly concerned to please and placate others
Please download our brochure to find out more details on each of these assessments.