The social work process has changed dramatically within the intervention of child protection. The following paper will discuss the process over the last three decades. Also it discusses the important changes including some methods and skills which have developed. In addition a background of the crisis intervention is discussed. The legal discourse has also been very influential within changing the process especially the Children’s Act 1989.This is clearly discussed within this paper. A critical analysis of the process is included, with paying particular attention to ethics and values.
The early childhood protection intervention has been transferred from a child-oriented approach, whereby intervention was mainly focused directly towards the child. This process is now one of a modest collection of pilot projects to one compromising of a multidimensional domain of theory. While in the 1970s childhood protection was changing to a new era, which consisted of significant social changes. Society began to introduce a new system of developing preventative work to support children and families. This created a much needed support for families, consisting of play groups and youth clubs.
The early methods used within the childhood intervention was extremely weak whereby assessments were not always undertaken or completed with no emphasis on time limits to complete assessments. The analysis perspective was weak and little planning was provided. There was little emphasis on social workers reflectively making notes, with no clear reasons or expectations for the basis of intervention. These methods then highlighted certain issues which consisted of duplication and repetition of information. Furthermore information was not shared freely to incorporate a multiagency perspective. The intervening process has been changed to one of a huge economic, social and technological change to compromise a holistic approach. Currently intervention focuses on the service user being the centre of the work with a personalised process. One process frequently used within child protection is the crisis intervention. Its theoretical origins have risen from varied sources and comprised one of a psychoanalytic thinking perspective. Crisis intervention was highlighted by Lindemann (1944) study of grief with the reactions of survivors and relatives after a night club fire. He concluded that they all shared five similar reactions of guilt, hostility, pre occupation with the image of the deceased, somatic distress and loss of pattern of conduct. Lindemann also found that people needed encouragement to morn. Caplin (1964) goes on to explain that the problem in which an individual faces “stimuli which signals danger to a fundamental need satisfaction and the circumstances are such that habitual problem solving methods are unsuccessful within the time span of past expectations of success”(Caplin 1964). Rapoport (1967) conceptualised the intervention process particular within the initial stage, referred to now as assessment. In which clients should have immediate access to workers in a crisis situation. The crisis intervention has now moved on to influence coping capabilities within the immediate crisis and not focus on long term therapies such at C.B.T, which can be followed up later when the service user has emerged from the initial crisis. Roberts (1991) designed a seven stage model of crisis intervention, which is to be used as a guide for assessing. He also believed solution- focused therapy should be incorporated at the same time as the crisis intervention. Roberts also states that crisis intervention should culminate with a restoration of cognitive functioning, crisis resolution and cognitive mastery (Roberts 2000)
However a critic perspective is that if such intervention is not handled correctly it may cause distort reality, maladaptive coping strategies, O’Hagan (1991) believes it is time limited, within a constructive period. Parker...