Delivering a supported self-assessment - Supported self-assessment
What do practitioners need to consider before commencing a supported self-assessment process?
Practitioners need to make sure that the supported self-assessment can accurately and completely reflect the individual’s needs, desired outcomes and impact of needs on their wellbeing.
It is important for practitioners to bear in mind that the supported self-assessment is an iterative process, and that they will be called upon at different points in the process if the person being assessed decides that this is appropriate or needed.
In order to deliver a supported self-assessment, the following steps should be followed:
Other questions to consider include:
- Have you considered the individual’s capacity to understand and carry out a supported self-assessment, and understood what limitations they might have?
- Have you made sure that the individual has all the information needed in order to lead the assessment process?
- Have you agreed with the individual what information needs to be included as part of the assessment?
- Have you made sure there is an independent advocate in place where required?
- Is the individual aware of which other professionals, if any, need to input into the assessment and what support is needed to contact them? Are there any other assessments in progress? If so, could they be carried out jointly or as a combined assessment?
- If there is a carer and an adult supported self-assessment to be completed, have you considered, jointly with the adult and the carer, that the same assessor supports both self-assessments? Have you taken into account a whole-family approach – identifying how the individual’s needs for care and support impact on family members or other people in their support network?
- Is a specialist practitioner with specific training and expertise required to support an individual who is deafblind?
As part of their responsibility the practitioner will use their skills and experience, working with the individual, to judge/assess the individual’s ability to conduct their ‘self-assessment’ satisfactorily and as independently as possible, as well as finding out how much support each individual will need to complete the process. Here are two examples.
The first example is where the individual is clear about their presenting needs, which cover several of the eligibility outcomes. However, they lack the insight to understand their position relating to areas other than the presenting needs. For example, they may be fully aware of their difficulty in maintaining their nutrition and personal hygiene, but not aware of the impact their situation has in terms of developing or maintaining personal or family relationships.
Alternatively, they may be fully aware of their difficulty in maintaining social relationships, and feel isolated, but lack awareness of the impact this has in their motivation and ability to maintain nutrition and personal hygiene.
In this instance, the practitioner, having prepared the individual fully and having provided prompts and guidance to enable the individual to complete as much as possible on their own, will agree with the individual that they contact the practitioner when they do not feel able to continue with or complete the assessment.
The second example is where the individual is clear about their needs, but finds it difficult to express their desired outcomes.
Here the practitioner, after talking the individual through the assessment material and process, may agree with the individual that they will complete the section about their needs, then call in the practitioner again when completed.
Then the practitioner can support the individual in describing their desired outcomes for one of the identified areas/needs, so that the individual can do the same for all the other areas.
The individual could call the practitioner to go through the entire assessment to ensure its accuracy and completeness or could call for guidance on specific parts that they do want to complete on their own before the assurance process.