however, sees that they are interrelated with one other to make up a superior whole.
It is interesting to consider these ideas in the example of when CAMHS practitioner undermined a collective decision/recommendation made between professionals, due to the outcome of the risk assessment. It could be argued that this was because it was the SSW who presented the decision to CAMHS, therefore, the CAMHS practitioner might view the SSW as incompetent. This example reinforces Houston’s (2014) suggestion that change should occur at an organisational level (meso-level), so that the practices of the numerous members within social care may reflect the ideas and principles which are being taught.
Munro (2012) is an advocate for collaborative work, and suggests that risk assessment can be improved by implementing the various assessment tools of a variety of disciplines. For instance (Hood, 2018) draw on an appraisal of social work that tends to emphasis the risk of harm along with other factors including static or dynamic factors. Whereas the risk analysis of another model considers any benefits or positive factors which may result from risk taking (Strous, 2014). With consideration of previously mentioned arguments, Daisy (2012) concluded that they supported risk-taking in social work. Daisy (2012) believes there is no means to a damage free case or method to eliminate all possibility of harm to individuals. From this perspective, it is imperative that professionals have a thorough understanding of risk management, and can draw on theories and research to enable their decision-making (Strous, 2014).
Attachment theory was used to increase an understanding of, as well as to manage, the risk of professional avoidance. Attachment theory posits that when an individual’s caregiver is emotionally unresponsive, the individual is likely to develop an insecure attachment and a negative internal model of others and self (Cleaver, 2012). This may result in attachment avoidance, and anxiety around issues like abandonment, hyper-activation, negative feelings and views of self, inter-personal rejection, and fear of intimacy (Broude, 1994). Attachment theory was used to understand Lyndsey’s present emotional and psychological functioning, and why she appears to be a secure and autonomous individual with positive connections to people around her (Milner and Myers, 2007). It was apparent from the assessment that Lyndsey had experienced much adversity.
Despite this, she managed her mental health issues enough to complete secondary school. However, she did struggles with her emotions. Wie et al (2005) assert that attachment avoidance may still lessen an individual’s depression, shame, and loneliness, if their emotional needs for competence, connection and autonomy are elsewhere met. Therefore, robust attachment from the foster carer plays a significant role in the intervention process. The foster carer has a responsibility to respond to Lyndsey at her emotional-age instead of her chronological stage (Broude,