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:

Steps to deliver supported self-assessment

Other questions to consider include:

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.