Reflecting on practice : perspectives on social work assessment in families where there is parental mental ill-health

The research strategy emphasised qualitative techniques, in-depth interviews being the main method of data collection. In order not to overlook issues of practice wisdom, prior to finalising the topics to be discussed in the individual interviews, social worker group interviews were conducted within participating settings (Area Team, Child Guidance and Adult Psychiatry). As well as interviews with assessing social workers, parents whose family situations had been assessed were interviewed where possible. A total of 58 interviews were undertaken. The following additional data were collected: basic information about the families and details of the written assessments (from case records); information about the social workers' training, experience and interests (self-completion questionnaire); and formal departmental policy, procedures and practice guidance of pertinence to the task of assessment.Findings are grouped as follows: (1) the area of overlap (as viewed by parents and social workers) and social workers' knowledge base; (2) the assessment process, notably the influences of case characteristics, organisational context and social workers as 'managed' professionals; and (3) social worker-client communication and the client's experience. The place of knowledge within the assessment process is explored within the context of further consideration of the nature of professional knowledge. What informed, and the influences on, assessing social workers is discussed, particularly the dominance of organisational considerations and the relative lack of focus on issues of professional concern. Social workers need to develop clearer understandings of the assessment task and its context from the point of view of practice. A redressing of the balance between organisational/managerial and professional/practice concerns is called for. The role of clients within the initial assessment process is examined. The honouring of different ways of knowing, working in partnership with clients and empowerment are issues that coalesce in the context of current understandings of the assessment task. Such matters of practice and professionalism demand reflective practitioners.