Definition
Structured decision-making (SDM) is a process that ensures each key decision in child protection is informed by information known through research to be relevant to that decision. A number of decision making tools underpin SDM and assist staff in making key decisions.
SDM is an approach to child protective services that uses clearly defined and consistently applied decision-making criteria for screening for investigation, determining response priority, identifying immediate threatened harm, and estimating the risk of future abuse and neglect. Child and family needs and strengths are identified and considered in developing and monitoring progress toward a case plan.
Structured Decision Making® Goals
- Reduce subsequent abuse and neglect.
a. Reduce subsequent reports.
b. Reduce subsequent substantiations.
c. Reduce subsequent injuries.
d. Reduce subsequent foster placements. - Expedite permanency for child/young person.
Structured Decision Making® Objectives
- Identify critical decision points.
- Increase reliability of decisions.
- Increase validity of decisions.
- Target resources to families at highest probability of future ill-treatment.
- Use case-level data to inform decisions throughout the agency.
Comments
Children and Young People From Aboriginal, Torres Strait Islander, or Culturally and Linguistically Diverse (CALD) Backgrounds
Parenting beliefs and practices about infant care, healing practices and discipline can vary between cultures.
Caseworkers conducting Safety and Risk Assessments should maintain a focus on whether the parent/carer’s cultural beliefs and practices or circumstances impact the child/young person’s safety, and ask ‘Does this pose an imminent danger to the child/young person’? Behaviours or circumstances that expose children and young people to imminent danger should not be minimised or dismissed on cultural grounds.
However, behaviours/practices that are influenced by culture should not be treated as a threat to child/young person safety solely on the grounds that they appear foreign, different or unfamiliar to the caseworker; for example, where a young child from a culturally and linguistically diverse background takes on some household responsibilities or a young Aboriginal child is minding an infant or a toddler, which the caseworker may judge as inappropriate or harmful because it differs from his/her beliefs or experience. Caseworkers need to be self-aware and mindful of their own ‘cultural lenses’ or biases, which are likely to influence their thinking both consciously and unconsciously.
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