National guidance for child protection in Scotland - Scottish ...

them more vulnerable to harm or influence the level and type of care
provided by the family;
the capacity of parents or carers to meet adequately the child’s needs; and
the wider and environmental family context.
The reactions, perceptions, wishes and feelings of the child must also be
considered, with account taken of their age and level of understanding. This will
depend on effective communication, including those children and young people
who find communication difficult because of their age, impairment or particular
psychological or social situation. It is important to observe what children do as
well as what they say, and to bear in mind that children may experience a strong
desire to be loyal to their parents/carers (who may also hold some power over
the child). Steps should be taken to ensure that any accounts of adverse
experiences given by children are accurate and complete, and that they are
recorded fully.
What is Risk in a Child Protection Context?
Understanding the concept of risk is critical to child protection. In the context of
this guidance, risk is the likelihood or probability of a particular outcome given
the presence of factors in a child or young person’s life. Risk is part and parcel of
everyday life: a toddler learning to walk is likely to be at risk from some stumbles
and scrapes, but this does not mean the child should not be encouraged to walk.
“Risks” may be deemed acceptable; they may also be reduced by parents/carers
or through the early intervention of universal services. At other times, a number
of services may need to respond together as part of a co-ordinated intervention.
Only where risks cause, or are likely to cause, significant harm to a child would a
response under child protection be required. Where a child has already been
exposed to actual harm, assessment will mean looking at the extent to which
they are at risk of repeated harm and at the potential effects of continued
exposure over time.
What is the Child's Plan and the Lead Professional?
This guidance is rooted in the GIRFEC approach. Under this approach, when two
or more agencies work together to support a child or young person and their
family, a “Lead Professional” should be nominated to co-ordinate that support.
Where evidence suggests that a co-ordinated plan involving two or more
agencies will be necessary, a “Child's Plan” should also be drawn up.
The Child's Plan should comprise a single plan of action and be managed and
reviewed through a single meeting structure, even if the child is involved in
several processes; for example, being looked after or having a co-ordinated
support plan. The Lead Professional should ensure that the expertise of those
involved is properly integrated along with evidence gathered through specialist
assessments, in order to give the fullest possible picture of the child's needs and
how best they can be met. The Lead Professional is also responsible for coordinating
any actions taken to improve the outcomes for the child.
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