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DCP Psychological Services

Clinical Guidelines for undertaking
psychological assessments
Purpose
The Clinical Guidelines assist Department for Child Protection (DCP) psychologists to plan and conduct
psychological assessments and write associated reports but are not prescriptive in nature. DCP psychologists
are encouraged to use their clinical knowledge, skills and judgement when undertaking assessments and
completing reports, and to seek supervision as appropriate.

Scope
This procedure applies to all DCP psychologists (to be referred to herein as psychologists) undertaking
psychological assessments and writing associated reports. They should be read in conjunction with the Clinical
Guidelines for undertaking Psychological Assessment with Aboriginal Families within DCP for guidance
regarding working with Aboriginal children, young people and families.

Authority
3.1 Legislative context
The Children and Young People (Safety) Act 2017 (CYPS Act) ensures that keeping children and young people
safe fromharmis paramount. In addition to this, the following needs of children and young people are also to
be considered:
(a) the need to be heard and have their views considered;
(b) the need for love and attachment;
(c) the need for self-esteem;
(d) the need to achieve their full potential.
Children and young people connection with their biological family is considered desirable by the CYPS Act
also, where this does not undermine the other needs listed above.
Key principles of intervention and placement are detailed in the CYPS Act. The principles of intervention
include timely decision-making and permanency planning, the participation of children and young people in
decision-making, consideration of the culture, disability, language and religion of children and young people,
and the use of family group conferences. The placement principles are that children and young people should
be placed in a safe, nurturing, stable and secure environment; with preference for placement with someone
they shared an existing relationship with, and the involvement of approved carers in decision-making. The
Aboriginal and Torres Strait Islander Child Placement Principle is detailed, which aims to maintain the
connection of Aboriginal children and young people with their family and culture, to enable Aboriginal people
to participate in the care and protection of their children and young people and to encourage partnership in
decision making. Refer to the Aboriginal and Torres Strait Islander Child Placement Principle practice paper for
detailed information.

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3.2 Whole of Government requirements

Nil.

3.3 DCP requirements

The DCP Practice Approach provides an integrated and contemporary approach to child protection practice
that supports our vision that all children and young people growup safe, happy, healthy and nurtured to reach
their full potential. It is unique to South Australia legislative and cultural context.
Six Practice Principles provide the foundational values for practice in all phases of intervention:
? Child centred
? Cultural safety
? Strengthening families
? Supporting carers
? Partnership and collaboration
? Learning culture.
A range of key Foundational theories and knowledge underpin the Practice Approach and specific Tools,
processes and practice guidance have been developed to support practice across DCP. The DCP Manual of
Practice and Assessment Framework are key elements. The Manual of Practice describes the processes for the
continuum of case work in DCP from notification through to transition from care. The Manual of Practice
includes best practice advice on a range of topics relevant to child protection practice. The DCP Assessment
Framework provides DCP case workers with guidance on how to undertake quality assessment and is used in
conjunction with Structured Decision Making tools, supervision, reflective practice and consultation. The
Assessment Framework outlines the assessment process, case conceptualisation, domains for assessment and
assessment considerations.
Please see the DCP Practice Approach Summary Guide and DCP Practice Approach on the intranet for detailed
information regarding all elements of the Practice Approach.

3.4 Principles
? The safety of children and young people is the paramount consideration.
? Observe the Aboriginal and Torres Strait Islander Child Placement Principle and core elements.
? Timely, accurate information gathering and holistic assessment is crucial to meeting the needs of children
and young people.
? Assessment respects cultural diversity in parenting practices while maintaining a focus on safety.
? Families hold important knowledge of their own lives, needs and culture.
? Children and young people views are sought and considered.
? Respect, compassion and cultural responsiveness underpins engagement.
? Decision making is child and young person centred.
? Decisions and actions are undertaken in a timely manner.
? Statutory authority is used responsibly and in the least intrusive way to ensure the safety of the children
and young people.

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? Aboriginal children and young people have a right to know and participate in their culture to support their
physical, spiritual, social and emotional wellbeing.
? Connections with family, community, language, religion, culture are key to nurturing children and young
people sense of identity.

Procedure requirements
4.1 Context of child protection
4.1.1 Agencies associated with child protection
? DCP: is the agency mandated to receive notifications of harm or risk of harm, investigate allegations and
make decisions regarding children and young people care and protection based on the CYPS Act.
? Child Protection Services (CPS) (located at Women and Children Hospital, Flinders Medical Centre and
Lyell McEwin Hospital): The CPSs provide medical and psychosocial assessments, and forensic/evidential
interviewing of children under the age of seven years following allegations of harm. Therapy for children is
also provided by these agencies. Referrals are received from DCP and SAPOL.
? South Australian Police (SAPOL): Child Abuse Investigators, who are part of Child and Family Investigation
Units in various Local Service Areas, are detectives who are trained in the investigation of allegations of
child abuse from the criminal perspective. SAPOL conduct forensic interviews with children and young
people over the age of 7 years.
? Courts: The Magistrates Court, District Court, Supreme Court, Youth Court, Federal Circuit and Family Court
of Australia all hear cases that could involve child abuse. The police prosecute criminal cases in the
Magistrates, District and Supreme Court, and in the Youth Court in relation to juvenile offending. DCP seeks
orders regarding children and young people care and protection fromthe Youth Court and, at times, such
matters are also heard in the Supreme Court. Individual families seek decisions about who the child or
young person will live withand time spending arrangements fromthe Federal Circuit and Family Court. DCP
sometimes makes representations in the Federal Circuit and Family Court regarding children and young
people about whomconcerns exist.
? South Australian Civil and Administrative Tribunal (SACAT): undertakes reviews of certain decisions made
by DCP.
? Child and Adolescent Mental Health Services (CAMHS): CAMHS provides therapy to children and young
people (frominfancy to 18 years) and their carers. Paediatric psychiatric assessment and inpatient services
are also provided by CAMHS.
? Headspace: Headspace provides early intervention mental health services to 12 to 25 year olds.
? Department for Human Services (DHS): DHS funds and delivers a range of early intervention services for
families and children under the Child and Family Support System(CFSS). DHS provides support to children
and families at risk of harm, neglect and family violence by deliberately and strongly intervening. This work
aims to disrupt the patterns of intergenerational trauma, and to increase the number of children able to
be cared for safely in their birth family
? Drug and Alcohol Services South Australia (DASSA): DASSA is a statewide health service that offers a range
of prevention, treatment and information services for people with alcohol, tobacco and other drug issues.
? Non-government organisations (NGOs), Aboriginal Community Controlled Organisations (ACCOs) and for
profit organisations: There are numerous NGOs and for profit organisations that are responsible for
providing foster care to children and young people who cannot safely live with their families. These

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agencies are also responsible for the training and support of foster carers. Aboriginal Family Support
Services (AFSS) provide foster care specifically for Aboriginal children. A range of other NGO agencies
provide therapeutic placements of children and young people with complex needs. A range of ACCOs
provide placement support for kinship carers caring for Aboriginal children and young people. DCP Kinship
Care also provide support for kinship carers.
? A range of agencies providereunificationservices to assist birthfamilies to improve their parenting capacity
and ability to keep their children safe.
? In addition to DCP Residential Care, a number of agencies provide residential care for children and young
people.

4.1.2 Child abuse notification classification system

For more detailed information regarding tier ratings and classifications of abuse severity, please consult the
Manual of Practice Intake, investigation and assessment and Call Centre Practice Guide.
All abuse and neglect notifications are initially received by the Child Abuse Report Line (CARL) or the electronic
system, e-CARL. CARL workers complete initial assessment and classification of notifications. If a notification
is in for a child protection response, it is classified as requiring an urgent response ( 24 hour
or a non-urgent response ( 10 days Other classifications include Child Concerns (UCCs)
which relate to concerns for an unborn child and at Risk which are raised when a young person is
considered to be risk Notifications that are out are classified as Concerns
Screened in notifications are referred by the Call Centre to the DCP office that services the area in which the
child or young person resides (or pregnant woman).
DCP makes every effort to ensure that screened in notifications receive a:
? referral to a state authority
? alternative response that more appropriately addresses the risk (DCP non investigative response, including
refer to other agency)
? DCP investigation.
Refer to the Outcome Codes Procedure for more information.

4.1.3 Authorities and orders

A range of child placement authorities and orders require a specified person to undertake certain actions or
place the child or young person into out of home care. These authorities and orders are activated by different
mechanisms. That is, some occur via agreement between the family and DCP while others are ordered through
the Youth Court under the CYPS Act. Each authority and order differ in conditions and time frames. Other
orders, such as for assessment and information gathering, are also available. A brief summary of the more
commonly obtained authorities and orders is presented below. For detailed information, please see the
Manual of Practice.
FOR PLACEMENT IN OUT OF HOME CARE:
Court orders
o short-termcustody to the Chief Executive or another person
o short-termguardianship to the Chief Executive or another person
o long-termguardianship to the Chief Executive or another person.
Voluntary agreements

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o Voluntary Custody Agreement (VCA)

FOR FAMILIES WHO VOLUNTARILY AGREE TO CHANGE THE CARE ARRANGEMENTS FOR A CHILD OR
YOUNG PERSON
o Family Group Conference (FGC) Agreement
o Safety Plan.
OTHER COURT ORDERS AND UNDERTAKINGS
? authorising or requiring the examination and assessment of a child or young person
? authorising or directing the assessment of a parent/guardian or other person
o Under Section 36 (2) of the CYPS Act, the Chief Executive can direct a parent, guardian or other
person to undergo an Approved Parenting Capacity Assessment. The criteria and process required
for an approved Parenting Capacity Assessment is detailed in The South Australian Government
Gazette, 27 September 2018 (see Appendix 1). It is essential that parenting capacity assessments
completed by DCP Psychologists adhere to the criteria and process detailed in the Gazette.
? requiring the parent/guardian/child or young person to enter into a written undertaking to do, or refrain
from doing, specified things (for example, a requirement that a parent attend drug testing or counselling)
whilst the child or young person is under DCP supervision
? preventing the removal of the childor young person fromthe State, or requiring the child or young person
passport to be held by the court
? written undertaking (supervision order).

4.1.4 Internal Reviews and the South Australian Civil and Administrative Tribunal
(SACAT)
Internal review
Certain decisions made by DCP can be subject to an Internal Review. These decisions are referred to as
decisions These decisions are:
? All decisions made under Chapter 7 of CYPS Act, excluding a decision made under Part 4 of that Chapter
(being decisions about contact arrangements).
? Decisions made under Section 25A of the Births, Deaths and Marriages Registration Act 1996.
? Decisions made under section 153 of CYPS Act (to refuse to provide a document or information, or to
provide a document in redacted form). These reviews are managed by the DCP Freedom of Information
team.
In an Internal Review, the reviewer will consider the legislative framework and whether the legal
power/discretion has been exercised in a way that is consistent with policy and procedures and is procedurally
fair.
At times, DCP Psychological Services leadership complete internal reviews.
External review
Application can be made to SACAT for review of a range of decisions made by DCP, with a full list available
here SACAT reviewable decisions.
SACAT also hears applications for guardianship and administration orders for people over 18 years of age who
are unable to make certain decisions about their personal health, financial, legal, and living circumstances due

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to mental incapacity. SACAT can appoint a guardian under a guardianship order to make accommodation,
health and lifestyle decisions and an administrator under an administration order to make legal, financial and
business decisions to support a person who has mental incapacity.
DCP Psychological Services largely has contact with SACAT regarding review of decisions regarding a child or
young person placement and approval of carers, and regarding guardianship and administration orders for
young people aging out of DCP care and requiring additional support due to mental incapacity.
At times, previous psychological assessment reports are used within SACAT hearings and, occasionally, further
assessments are sought to provide expert evidence to support an application to SACAT. Psychologists may be
called to present evidence within a SACAT hearing.

4.1.5 Contact arrangements review panel (CARP)

Once the DCP case management team has made a decision regarding family contact arrangements, a contact
determination letter is provided to each relevant family member. Should a family member disagree with the
decision regarding their contact determination, they can apply to CARP for a review. The panel consists of at
least three members, one of whommust be external to DCP, who are independent to the matter under review.
For review of contact determinations regarding Aboriginal children and young people, a Principal Aboriginal
Consultant (PAC) must be on the panel.
CARP can affirm, vary or set aside (and either substitute it with its own determination or refer the matter back
to the Chief Executive) the determination under review.
Psychological consultation is often requested by DCP case workers in the development of contact
determinations. Many psychologists are also members of CARP. For detailed information regarding CARP,
please see Contact Arrangements Review Panel Procedure.

4.2 Preparation for assessments

4.2.1 Assessment context, the role of the assessing psychologist and the issue of
consent
Children and young people (and their families) are referred for psychological assessment by DCP case workers.
Although some assessments may focus on parental functioning, it is important to note that the child or young
person is DCP primary client and all assessments must be undertaken with this in mind. Additionally,
psychologists should be aware that as an employer and the referral source, DCP should also be considered a
client of the psychologist.
The role of a psychologist conducting an assessment is that of a professional expert who must maintain an
independent, unbiased and objective stance. Psychologists must be aware of personal and societal biases and
engage in non-discriminatory practice. For detailed information about bias, please see the DCP Bias in Child
Protection Practice Paper.
Prior to the commencement of assessment sessions, psychologists must ensure that all participants
understand the reasons for the assessment and limitations of confidentiality. That is, the information they
provide during the assessment (in addition to all information obtained by other DCP staff) may be included in
a report prepared by the psychologist. Participants should understand that a copy of the report may be
provided to other parties (including other family members) if the matter proceeds to court. It should also be
explained that the assessment information will be discussed with the psychologist senior and/or principal
psychologist. On occasion when another agency requires information contained within the assessment report
(such as a therapist or a school), the psychologist may prepare a version of the report that is sensitive to
confidentiality requirements.

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Written consent is not required:

? To assess or obtain information about a child or young person under Custody or Guardianship of the Chief
Executive.
? To obtain information from a lay person about an adult (for example, seeking information from a
grandparent about a parent). Exchange of information between a psychologist and non-professional third
parties is allowed under sections 164(b) and 164(1)(c) of the CYPS Act as not doing so would prevent
psychologists from effectively carrying out our duties and obstruct administration or enforcement of the
CYPS Act (for example, we can tell the grandparents about child protection issues regarding the parent and
ask them for a response provided that this information is relevant to the assessment).
? To assess a parent who has been directed by the Chief Executive under section 36 of the CYPS Act to
undergo an approved parenting capacity assessment. Failure by the parent to comply with a Chief Executive
directed PCA may incur a penalty of six months imprisonment.
? To conduct assessment of a parent; consent can be provided verbally and must be contemporaneously
recorded in notes.
Written consent is required:
? To assess or obtain information about a child or young person who is not under Custody or Guardianship
of the Chief Executive.
? To obtain information from professionals about an adult or their Guardian/Custodian (if they are under
SACAT Guardianship) as these professionals are duty bound to have such consent before disclosing
information.
Relevant consent forms can be accessed on the Intranet.
The opportunity for feedback regarding the conclusions and recommendations of the assessment is provided
by the psychologist subsequent to completion of the report. In general, DCP case workers should also be
present during feedback sessions to ensure all parties understand the issues.

4.2.2 Protocol for assessing children or young people who are still residing with
their biological parents or in a placement which is subject to care concerns
Whether or not to conduct an assessment of a child or young person who still reside with their birth parents
or in a placement that is subject to multiple care concerns (especially a parenting capacity assessment)
requires careful consideration. To assist navigation of this complex situation, a list of issues for
consideration and a suggested process are provided below.
Considerations:
?

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Process
Given the complex issues that need consideration in this situation, the following process is suggested:
When determining whether an assessment is needed while the child or young person remains in the care of
their parents or carers, a planning meeting involving the DCP case worker, their supervisor and psychologist
allocated to the office should be organised. The goal of this meeting is to ascertain if there is an urgent need
for an assessment and whether the benefits of conducting an assessment outweigh the inherent risks of doing
so. It is essential to cover the following topics during the planning meeting:
a. clarification of the allegations or concerns and child protection history
b. the necessity and urgency of an assessment
c. immediate safety needs for the child or young person and urgency to act
d. the presence of any other dangers or risks in the household (domestic and family violence, mental
health difficulties, disability, substance misuse)
e. the presence of protective persons or factors
f. urgent information that is required to assess risk to the child or young person safety
g. any safety issues for staff attending the home.
If a decision is made that the assessment should proceed (following a discussion of the above issues), there is
a need to establish an agreed upon safety threshold beyond which the risk to the children is considered
unmanageable (for example, disclosures of ongoing abuse by the child or young person during interview) and
specific steps which will be taken in response (such as consideration to the need to remove the child or young
person immediately or stop the assessment).
If the agreed threshold is deemed as being reached by anyone involved in the planning meeting, a follow-up
meeting should be urgently organised to discuss the concerns and enact previously agreed steps. The
assessment process is likely to need to be placed on hold until this can occur. Resumption of the assessment
can be negotiated when the child or young person at least conditional safety has been restored.

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4.2.3 Background information

Documents that contain relevant background information are often listed on the referral form (by name and
the date they were uploaded to Connected Client and Case Management System (C3MS)). Such documents
generally include a genogram, any court applications, the current case plan and previous psychological,
psychiatric, medical or educational reports. However, a review of pertinent information in C3MS, such as
professional reports, is recommended.
Depending on the referral questions, psychologists should ensure that they have sufficient information
relating to the following areas:
?
?
?

?
?
?
?
?
?
If the necessary information is not contained within the documents identified by the DCP case worker, further
information can be gathered fromthe following sources:
? Discussion with the referring DCP case worker and, if applicable, other psychologists who have had
involvement in the matter.
? C3MS: C3MS is DCP electronic case management system that contains all documentation produced or
received fromother agencies by DCP.
? Psychology (55) Files: 55 files are only accessible to psychologists.
It is important to focus on the referral question and have a clear idea about what is required to prepare a
concise two to three page background section. Avoid time consuming and detailed background information
searches in C3MS. Psychologists are encouraged to start their background information review by relying on
the main documents and only explore C3MS notes to fill in any gaps.

4.2.4 Planning assessments

Referral questions define the scope of an assessment. At times, the referral questions listed on the referral
formmay not be a full reflection of the assessment required. Psychologists are advised to discuss the referral
questions with the DCP case worker to ensure all relevant issues will be addressed during the assessment.

Once background information has been gathered and reviewed,

It is important to understand that while

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assessments could always be more comprehensive, psychologists should aim to practice efficiently and only
collect the data required to address the referral questions.

If a child, young person or family is Aboriginal, it will be necessary to consult with the Principal Aboriginal
Consultant (PAC) or other appropriate staff or community member to ensure that the assessment is conducted
in a manner that is culturally safe1. Refer to the Clinical Guidelines for undertaking Psychological Assessment
with Aboriginal Families within DCP and the Aboriginal and Torres Strait Islander Child Placement Principle
practice paper for guidance. If a child, young person or family are from a culturally and linguistically diverse
background, cultural consultation with DCP Multicultural Services, an appropriate body or community
member is recommended to ensure the assessment is conducted in a culturally appropriate manner. See the
Working with Diversity Culturally and linguistically diverse people Practice Paper for more information.
It is recommended that the relevant consent forms for exchange of information with professionals and
agencies be provided to the DCP case worker and it be requested that they seek any necessary signed consent
as soon as possible. This allows for timely completion of interviews with professionals. Interviews with
professionals are generally conducted via telephone or Teams.
The scheduling of assessment sessions can be complex and many factors should be considered. Time efficiency
is important and travel should be minimised. To achieve an efficient assessment, multiple assessment sessions
should be conducted on each day.
It is also important to consider the child or young person schedule and prepare an assessment schedule
which is the least disruptive as possible. For example, it is recommended that the psychologist observe the
usual family contact visit and plan their assessment sessions around this where possible rather than request
changes to family contact.
Collateral information should be obtained to inform t
young person, considering their developmental needs

if the child or young person requires this.

often a good option for conducting assessment sessions.

In parenting capacity assessments,

information as possible to best explore issue Further, if assessment of a client

intellectual functioning is considered necessary,
This ensures that the interview can be tailored to the client cognitive functioning.
However, the assessment plan structure should balance these suggestions with the need for time efficiency

1 Psychologists should refer to the Clinical Guidelines for undertaking Psychological Assessment with
Aboriginal Families within DCP for more information about conducting culturally appropriate assessments.

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Supervision with a principal or senior psychologist is recommended to

review the assessment plan if required.

Psychologists should carefully consider the selection of formal measures.

and psychologists should ensure adequate understanding

of test procedures or items. Should psychologists decide to use a measure that has not be specifically designed
for the client age group or circumstances

If administering questionnaires to adults, it is advised that the psychologist

he Relationship Based Practice and Supporting the participation of children and young people in
decision making practice papers offer helpful guidance.

When writing interview plans, psychologists should also reflect on whether questions:
?
?
?
?

Psychologists are encouraged to discuss some examples of their interview plans in supervision periodically.

4.3 Assessment guidelines

4.3.1 Assessment of presentation
Psychologists are encouraged to draw upon their clinical skills when assessing the interviewee presentation.
For the child or young person,

2 Please refer to the Clinical Guidelines for undertaking Psychological Assessment with Aboriginal Families
within DCP for more information about conducting culturally appropriate assessments.

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For adults,

4.3.2 Parenting capacity assessments

A parenting capacity assessment may be requested in relation to the child or young person biological parents
or other carers (such as foster carers, kinship carers or Specific Child Only carers). When undertaking a
parenting capacity assessment, psychologists must consider the parent or carer capacity to care for and meet
the needs of a specific child or children. Consideration of the parent or carer capacity to change within a
timeframe that meets the child or young person needs should also be made. As such, assessment of the
parent/carer, each child, and the parent/carer-child relationship is required to complete a parenting capacity
assessment.
When assessing parenting, psychologists must consider cultural differences in child rearing practices and seek
cultural consultation. Refer to the Clinical Guidelines for undertaking Psychological Assessment with Aboriginal
Families within DCP for detailed information to consider when assessing Aboriginal families. Consultation with
a Principal Aboriginal Consultant or DCP Multicultural Services as appropriate is recommended.
Interview parent/s or carer/s (separately) regarding their:
?

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Formal assessment measures may include:

?
?
?

If there are concerns regarding a parent mental health, possible measures may include:

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?
?
?
?
?
?

If there are concerns regarding a parent or carer cognitive functioning, measures may include:
?
?
?
?
Psychologists should carefully consider the child or young person needs and the parent ability to meet
those needs. This requires assessment of the child or young person - see of the child or young
person attachment and family relationships of child development of the child or
young person intellectual, adaptive, and academic functioning of the child or young person
emotional and behavioural functioning and of the impact of abuse on the child or young person

Further useful references may include:

? Budd, K.S. (2001). Assessing parenting competence in child protection cases: A clinical practice
model. Clinical Child and Family Psychology Review, 4(1), 1-18.
? Budd, K.S. (2005). Assessing parenting capacity in a child welfare context. Children and Youth Services
Review, 27, 429-444.
? Reder, P. & Lucey, C. (1995). Assessment of Parenting: Psychiatric and Psychological contributions.
London: Routledge.
? Reder, P., Duncan, S. & Lucey, C. (Eds.) (2003). Studies in the Assessment of Parenting: New York:
Brunner & Routledge.

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? Polgar, A.T. (2001). Conducting Parenting Capacity Assessments. Sandriam: Canada.

4.3.3 Assessment of the risk of sexual offending against the child or young person
Assessing the risk of sexual offending may be necessary when there is a reasonable suspicion that a parent or
carer has perpetrated child sexual abuse and consideration is being given to that parent or carer either caring
for or having family contact with the child or young person.
Given the sensitive and somewhat intrusive nature of questions associated with assessing risk of sexual
offending, It is strongly
recommended that psychologists discuss their interview plans with a principal or senior psychologist.
It should be noted that many of the following assessment topics have been identified as being correlated with
the risk of recidivismamongst known offenders.
Interview with the person suspected of child sexual abuse regarding their:
?
?
?
?
?
?

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Should a formal assessment of mental health or intellectual functioning be required, please refer to
capacity assessment for possible measures.

4.3.4 Assessment of protective capacity in relation to allegations of sexual abuse

Interview the non-offending parent/carer regarding their:
?

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Should a formal assessment of mental health or intellectual functioning be required, please refer to
capacity assessment for possible measures.

4.3.5 Assessment of the child or young person attachment and family

relationships
Assessment of the child or young person attachment and family relationships may be required within the
context of a parenting capacity assessment, an assessment of the child or young person family contact
arrangements, and an overall assessment of a child or young person functioning and needs.
Assessment of the child or young person attachment and family relationships solely may also be required in
some circumstances. For example, assessment of the quality of these relationships may be sought to assist in
decisions regarding potential changes to care arrangements. The change to care arrangements may be due to
potential reunification with the child or young person birth parents, or a move to another foster or kinship
placement.

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. Discussion
ortant.

Refer to the Clinical Guidelines for undertaking Psychological Assessment with Aboriginal Families within DCP
for detailed information to consider when assessing Aboriginal families. Consultation with a Principal
Aboriginal Consultant is recommended.
If possible, interview the child or young person regarding:
?
?
?
?
?
?
?
?
?

Formal assessment measures to be used with child and young people may include:
?

Psychologists should conduct observation of the interaction between the child and parent and/or child or
young person carer (see section an observation of parent/carer-child interactions

Interview the child or young person carer regarding:

?

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If the childor young person relationship with a parent or prospective carer is being assessed for consideration
of future care arrangements, interview themregarding:
?
?

?
?

?
?

?
?
?

For additional information see the following references:

? DCP Practice Approach Attachment Practice Paper
? Zeanah, C. et al. (1997). Relationship Assessment in Infant Mental Health. Infant Mental Health
Journal, 18 (2), 182-197.

4.3.6 Conducting an observation of parent/carer-child interactions

Observation of parent/carer

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At times, DCP case workers request that psychologists observe contact visits during consultation. It is generally
recommended that a psychologist does not observe interactions between a child and their parent or carer in
isolation of other assessment methods. If recommendations cannot be confidently made regarding contact
arrangements through consultation alone, a full assessment of these arrangements is likely the most
appropriate option. This ensures that the purpose of the assessment (and included observation) is
appropriately communicated with the clients, consent provided, and other necessary information is obtained
through methods such as interviews and reviewof documentation. The assessment and recommendations are
then documented within a report.
Refer to the Clinical Guidelines for undertaking Psychological Assessment with Aboriginal Families within DCP
for detailed information to consider when assessing Aboriginal families. Consultation with a Principal
Aboriginal Consultant is recommended.
An observation of interactions between the child or young person and significant adult(s) should consider:
The child or young person The parent or carer

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4.3.7 Assessment of family contact arrangements

The following assessments should be conducted: capacity assessment of
attachment/family relationships and an observation of parent/carer-child interactions
The review of family contact arrangements may be with parents, grandparents, siblings, or other family
members.
Refer to the Clinical Guidelines for undertaking Psychological Assessment with Aboriginal Families within DCP
for detailed information to consider when assessing Aboriginal families. Consultation with a Principal
Aboriginal Consultant is recommended.
In addition, interview the child or young person regarding:
?
?

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Interview the parent regarding:

?

?
?
?

?
?
?

Interview the child or young person carer regarding:

?
?

?
?

?
?
?
?
?

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Psychologists undertaking assessments of arrangements for family contact visits should also consider the issues
raised in for consideration regarding recommendations for family contact arrangements for children and
young people

4.3.8 Assessment of child development

At times, formal assessment of an infant or pre-schooler development is required. Usually the child carer
or parent will need to be present and involved during testing, especially in the case of very young children.
Refer to the Clinical Guidelines for undertaking Psychological Assessment with Aboriginal Families within DCP
for detailed information to consider when assessing Aboriginal families. Consultation with a Principal
Aboriginal Consultant is recommended.

Appropriate developmental tests may include:

?
?
?

Interview with child carer and/or parent to gain information regarding the child
?
?
?
?
?
?

Consider using a formal measure with the child carer such as:
?
?
?
?

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4.3.9 Assessment of the child or young person intellectual, adaptive, and

academic functioning
Where possible

Refer to the Clinical Guidelines for undertaking Psychological Assessment with Aboriginal Families within DCP
for detailed information to consider when assessing Aboriginal families. Consultation with a Principal
Aboriginal Consultant is recommended.

Interview the child or young person carer and/or parent regarding the child or young person
?
?
?
?
?
?

?
?

Interview the child or young person class teacher to assess the child or young person
?
?
?
?
?
?
?
?
?

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Interview the child or young person regarding:

?
?
?
?
?
?
?
?
?
?

Consideration should be given to interview of relevant professionals such as therapists regarding:

?
?
?
?
?
?

Formal assessment measures of intellectual functioning:

?
?
?
?
?
?

Formal assessment measure of executive functioning:

?

Formal assessment measures of adaptive functioning:

?
?

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Formal assessment measures of academic achievement include:

?

4.3.10 Assessment of the young person intellectual and adaptive functioning for
preparation for transition fromcare
In preparation for a young person transition fromcare at 18 years, assessment can be required to
determine their functioning and support needs. This assessment may be required to support the young
person eligibility for services. It may also be required to determine whether a SACAT administration and/or
guardianship order is required to support the young person to manage their finances, legal issues, medical
and psychiatric treatment, accommodation, and other health and lifestyle decisions due to mental
incapacity.
For orders to be considered by SACAT, an application formcompleted and signed by a psychologist (or a
doctor) is required. Completion of this formdoes not necessitate a formal assessment if previous
assessments have confirmed the mental incapacity. However, review of the information on file, a brief
interview with young person, and possibly carer/member of care team is required. Where no previous
formal assessment has been completed and concerns are held about the young person capacity and needs,
a formal assessment is recommended.
Refer to the Clinical Guidelines for undertaking Psychological Assessment with Aboriginal Families within DCP
for detailed information to consider when assessing Aboriginal young people. Consultation with a Principal
Aboriginal Consultant is recommended.
Interview the young person carer regarding the young person
?
?
?
?
?

?
?

?
?
?

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Interview the young person regarding:

?
?
?
?
?

Consideration should be given to interview of relevant professionals such as therapists regarding:

?
?
?
?
?
?

Formal assessment measures of intellectual functioning:

Formal assessment measures of adaptive functioning:

?
?

4.3.11 Assessment of the child or young person emotional and behavioural

functioning

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Refer to the Clinical Guidelines for undertaking Psychological Assessment with Aboriginal Families within DCP
for detailed information to consider when assessing Aboriginal children and young people. Consultation with
a Principal Aboriginal Consultant is recommended.
If possible, interview the child or young person regarding the following:
?
?
?
?
?

?
?
?
?
?
?
?

Formal assessment of behaviour and emotional functioning might include:

?
?
?
?
?
?
?

?
?

Interview the child or young person primary carer (or preferred carer if there are many) regarding the child
or young person
?
?
?

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?
?
?
?
?
?
?
?
?

Administer a behaviour rating scale to the carer, such as:

?
?
?
?

Interview the child or young person teacher regarding the child or young person
?
?
?
?
?
?
?

Consider using a behaviour rating scale with the teacher such as:
?

It may also be useful to observe the child or young person in various settings, such as their foster home, during
visits or at school or kindergarten.
A useful reference may be:

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? Sattler, J.M. (1998). Clinical and Forensic Interviewing of Children and Families, California: Jerome M.
Sattler, Publisher, Inc.

4.3.12 Assessment of the impact of abuse on the child or young person

Information regarding the impact of abuse on a child or young person informs recommendations about the
complexity of their needs, their therapeutic needs, and future care and family contact arrangements.
Abuse can impact upon a number of different areas of a child or young person functioning. Therefore, an
assessment of the impact of abuse may also require the following assessments to be completed:
of child or young person development of the child or young person intellectual, adaptive, and
academic functioning and of the child or young person emotional and behavioural functioning
Refer to the Clinical Guidelines for undertaking Psychological Assessment with Aboriginal Families within DCP
for detailed information to consider when assessing Aboriginal children and young people. Consultation with
a Principal Aboriginal Consultant is recommended.
Assessing the impact of abuse will also involve giving consideration to the nature and context of the abuse
including the:
?
?
?
?

It should be noted that many children or young people will experience emotional disturbance in response to
discussing their experiences of abuse during assessments.

As with any clinically sound interview, it

With regard to all forms of abuse, consider interviewing the child or young person regarding:
?
?
?

For all forms of abuse, the child or young person and carer should also be interviewed regarding:
?
?
?

3 These interviewing techniques are recommended by Ms Martine Powell.

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With regard to physical and emotional abuse and neglect, consider interviewing the child or young person
regarding:
?
?
?
?
?
?
?
?
With regard to assessing the impact of sexual abuse,

If the child or young person discloses sexual abuse previously unknown to DCP during the course of an
interview
. Rather, psychologists should seek to gather sufficient information to make a notification
and to understand the impact of the abuse on the child or young person (if necessary, CPS or SAPOL will
conduct a forensic interview with the child or young person). See the Reporting a suspicion a child or young
person is at risk Procedure for more information.

sychologists should ensure

that the child or young person has someone else they can talk to after they leave the interview (such as a
trusted carer, their DCP case worker or the Kids Help Line). With older children or young people, assessors
may also have to explain the need to share what they disclosed with their DCP case worker to ensure their
safety.
Where appropriate, consider interviewing the child or young person regarding:
?

?
?
?

?
?

?
Consider using specific tools such as:
?

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?
?

?
?

Further useful references might include:

? Perry, B. D. (2009). Examining Child Maltreatment Through a Neurodevelopmental Lens: clinical
Applications of the Neurosequential Model of Therapuetics. Journal of Loss and Trauma, 14,
240-255.
? Anda, R. F., Felitti, V. J., Bremner, J. D., Walker, J. D., Whitfield, C., Perry, B. D., Dube, S. R., & Giles, W. H.
(2002). The enduring effects of abuse and related adverse experiences in childhood: A
convergence of evidence from neurobiology and epidemiology. European Archives of Psychiatric and
Clinical Neuroscience, 256 (3), 174-186.
? Van der Kolk, B. A. (2007). The Developmental Impact of Childhood Trauma. In L. J. Kirmayer, R., &M. Barad
(Eds.), Understanding trauma: Integrating biological, clinical, and cultural perspectives (pp. 224
Cambridge University.

4.4 Specific clinical considerations

4.4.1 Issues for consideration regarding recommendations for future care
arrangements for children and young people
The decision to recommend that a child or young person is placed into out of home care or that they continue
to live away from their parents is often difficult. Psychologists should ensure that primary consideration is
given to the safety and wellbeing of the child or young person when making decisions about possible removal,
reunification, or long-termorders.
Refer to the Clinical Guidelines for undertaking Psychological Assessment with Aboriginal Families within DCP
for detailed information to consider when assessing Aboriginal families. Consultation with a Principal
Aboriginal Consultant is recommended.
Psychologists should be particularly mindful of their ability to provide sound rationales for recommendations
regarding the child or young person future care arrangements and of the possibility that some decisions will
be scrutinised in a court or tribunal setting. Psychologists are strongly encouraged to discuss their
recommendations with their supervisor prior to the finalisation of their report.
It should be noted that psychologists will often decide to make specific recommendations regarding the orders
that DCP should seek to secure the child or young person care and protection. However, psychologists may
also prefer not to specify what order should be sought and in this circumstance, psychologists must ensure
that their recommendations are worded in such a way that their opinion regarding the future care
arrangements for the child or young person are clearly understood.
In order to offer recommendations regarding the child or young person's care arrangements, it is imperative
that at least the following assessments have been undertaken: capacity assessment,
of attachment/family relationships and an observation of parent/carer-child interactions In
addition, consideration should be given to:
?

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?
?
?

Consideration should also be given to the child or young person

?
?
?
?

?
?
?

?
?

?
?
?
?

Consideration should also be given to the parents

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?
?
?

?
?

?
?
?
?
?

The combination of many of these factors listed above form the assessment of a parent capacity to change.

Timely decision making is a legislative requirement

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. DCP requires that

reunification decisions about children after under two years must be made within six months, while the
decision must be made within twelve months for children over two years of age.

While the Youth Court is at times reluctant to grant a long-term order without previous short orders,
this should not deter psychologists from recommending that DCP attempt to secure the child or young
person's long-termcare arrangements if this is assessed to be in the child or young person best interests.
Further useful references may be:
? DCP Practice Approach Permanency Planning Practice Paper
? DCP Practice Approach Attachment Practice Paper
? DCP Practice Approach Reunification Practice Paper
? Gauthier, Y., Fortin, G. & Jeliu, G. (2004). Clinical application of attachment theory in permanency
planning for children in foster care: The importance of continuity of care. Infant Mental Health
Journal, 25(4), 379-396.
? Reder, P., Duncan, S., & Lucey, C. (Eds) (2003). Studies in the Assessment of Parenting. London:
Routledge.
? Reder, P. & Lucey, C. (Eds) (1995). Assessment of Parenting: Psychiatric and Psychological
Contributions. London: Routledge.

4.4.2 Issues for consideration regarding recommendations for family contact

arrangements
It is advised that recommendations regarding family contact should only be offered when of
family contact arrangements has been undertaken.
In addition to considerations regarding the practicalities of family contact visits

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This is supported by the CYPS Act.

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o
o
o
o
o
o
Further references to consider in determining arrangements for family contact visits include:
? Baker, T. (1995). What constitutes reasonable contact? In P. Reder & C. Lucey (Eds.) Assessment of
parenting: Psychiatric and psychological contributions. London: Routledge.
? Cherry, D. (1994). Access for the child in alternative care, Children Australia, 19(1), 23-26.
? Foord, H. (1987). Access: The links between children in care and their families. The School of Applied
Social Studies, University of Bristol.
? Humphreys, C. & Kiraly, M. (2011) High-frequency family contact: a road to nowhere for infants.
Child & Family Social Work, 16, pp. 1-11.
? Humphreys, C. & Kiraly, M. (2009) Baby on Board: Report of the infants in care and family contact
research report. University of Melbourne.
? Jones, E. & Parkinson, P. (1995). Child sexual abuse, access and the wishes of children, International
Journal ofLaw and the Family, 9, 54-85.
? Neil, E. & Howe, D. (2004). Contact in adoption and permanent foster care. London: BAAF Adoption and
Fostering.

4.4.3 Issues for consideration regarding recommendations for placement change

and transitions
Psychologists may be asked to assess the appropriateness of a child or young person foster or kinship
placement. The guidance outlined above regarding assessment of parenting capacity may be of assistance to
such an assessment. Psychologists should be prepared to recommend the termination of a placement that is
unable to meet a child or young person needs or to recommend interventions (including reunification
processes) to improve the quality of the placement.
It should be noted that children or young people who experience minimal changes of placement generally
achieve better outcomes than children or young people who experience multiple disruptions to their care
arrangements and attachment relationships. Therefore, if a move is not required by circumstance,
psychologists must carefully consider whether a placement change is in a child or young person best

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interests.

With regard to placement transitions, please refer to the Manual of Practice transition planning guidance.
The following information may also be useful to consider when making recommendations regarding
transitions.

This process requires both sets of carers to be supportive of the child or young person and
the process and may require careful planning by the psychologist and DCP case worker.

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4.4.4 Guidelines for cognitive/educational assessment for National Disability

Insurance Agency (NDIA) and Department for Education (DfE) purposes
DCP psychologists may be required to undertake (and/or supervise intern psychologists to undertake)
assessments to ascertain whether the child or young person under Guardianship meet the criteria for
acceptance to the National Disability Insurance Scheme (NDIS); and/or may meet criteria for Department for
Education(DfE) programs and support. Whilst this is not a core component of DCPPsychological Services work,
awareness of the context for referrals and access to a template is intended to increase efficiency and ensure
that reports are fit-for-purpose.

Test Selection

For children aged under 5 years:

Cognitive Measures
?
?

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?
For children aged 5 years and over:
Cognitive Measures
?
?
?
?
?
Adaptive Measures
?
?
Academic Measures
?
DSM-5-TR Diagnostic Categories
Global Developmental Delay (F88)

Intellectual Developmental Disorder (Intellectual Disability; specifiers - F70 Mild; F71 Moderate; F72 Severe;
F73 Profound)

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Table fromPatel et al. (2018)

Unspecified Intellectual Developmental Disorder (Intellectual Disability; F79)

Specific Learning Disorder (specifiers - F81.0 With impairment in reading; F81.81 With impairment in written
expression; F81.2 With impairment in mathematics)

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When using specifiers, also note the subskills that are impaired fromthe following:
With impairment in reading:
?
?
?
With impairment in written expression:
?
?
?
With impairment in mathematics:
?
?
?
?

References:
? American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th
ed.). U.S.A.
? Beal, A.L., Holdnack, J.A., Saklofske, D.H. & Weiss, L.G. (2016) Practical Considerations in WISC-V
Interpretation and Intervention. In WISC-V Assessment and Interpretation, pp 63-93.
? Boat, T. F & Wu, J. T. (eds.) (2015) Clinical Characteristics of Intellectual Disabilities. In Mental
Disorders and Disabilities Among Low-Income Children. National Academies Press (US).
? Kilpatrick, D. (2018) Differential Diagnosis of SLD Versus Other Difficulties. In Essentials of Specific
Learning Disability Identification, Second edition. John Wiley & Sons.
? Patel, D.R., Apple, R., Kanungoi, S. & Akkal, A. (2018). Intellectual disability: definitions, evaluation and
principles oftreatment. Pediatric Medicine (Vol. 1).
? Summer Foundation. (2018). Getting the Language Right: A Health Practitioner Guide to Writing Reports,
Letters, Forms and Assessments for the NDIS. Australia.
? Tannock, R. DSM-5 changes in diagnostic criteria for Specific Learning Disabilities: What are the
implications? Retrieved 24.9.2021 fromwww.dyslexiaida.org/dsm-5-changes-in-diagnostic- criteria-for-
specific-learning-disabilities-sld1-what-are-the-implications/

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? Tannock, R. DSM-5 changes in Intellectual Disability & Learning Disabilities. Retrieved 24.9.2021
from www.gov.nl.ca/education/files/k12_studentsupportservices_prolearn_pdf_pl_guid
ancepsych.pdf

4.5 Guidelines for writing psychological assessment reports

A psychological report is a brief document that summarises the assessment and provides the reader with a
professional, expert clinical opinion. The length will depend on how many children and young people, family
members, carers and professionals participated in the assessment. Most reports will be no longer than 15
pages.
Although there are multiple audiences for the report, including parents, DCP case workers, the Crown
Solicitor Office and the Youth Court, it is important to always assume that the report is, ultimately, a legal
document, and thus shall be read by the court. Occasionally referrals are received that primarily pose case
management related referral questions, and in these cases, the report primary audience is more likely to be
DCP case workers. Reports also become a part of the child or young person file that is accessible to them
once they turn 18 years of age. Given this, it is important to consider that the report needs to be accessible to
a non-psychological audience. Consequently, the use of psychological jargon should be avoided and
psychological concepts need to be well explained.

4.5.1 Referral questions and scope of assessment

As outlined above, assessments must be contained to referral questions. Reports must also be guided by the
referral questions.

4.5.2 Case conceptualisation

The first step in writing a report is to construct a conceptualisation This is critical to writing a well-
structured, logical and convincing argument. There are many ways to do this, but broadly there are a number
of steps:
?
?
?

? Within a parenting capacity assessment:

o Consider each of the child protections concerns,

o Consider how th

o If there are deficits, what is the assessment of capacity to change?

At this stage, it is often helpful to create a draft plan of the report structure. This can include the paragraph
order, the key points for each paragraph, and relevant examples to be included. It is often much easier to
commence writing a concise report once the general framework has been prepared.

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It is recommended case conceptualisations and draft report structures are discussed in supervision.

4.5.3 Report structure

Background
The length and detail of the background section will vary depending on the purpose of the report but should
be no more than three pages long. The detail required for an assessment of a child or young person
psychological functioning will likely be far less than the detail required for an assessment of parenting capacity.
For example, for a child or young person under long-term orders, it is probably not necessary or appropriate
to provide a detailed description of their parents issues or problems, and a summary sentence that lists the
previous child protection concerns should suffice. However, if a family has had lengthy involvement with child
protection services and the report relates to a parenting capacity assessment, it will be important to
summarise historical concerns and involvement.
The role of the background section is to the scene for the assessment and the report, and provide
sufficient information to support the psychological opinion in relation to the referral questions. A list of
documents that were read and/or referred to to inform the opinion should be included in the report.
It is important to keep in mind that a psychological report is not the only report available to the court and does
not need to be exhaustive. For example, it is sufficient to summarise the history of notifications rather than
detail each one. Case work reports provide the court with detailed and comprehensive information. Refer the
reader to previous reports or assessments for a more detailed history. If there is a long history, focus on the
more recent concerns.
Referencing of C3MS entries and other reports is required. It is important to be clear about the background
documents and C3MS notes reviewed for the assessment. Quotes from other reports or sources can be used
to either make a forceful point (for example, highlighting another professional conclusion) or because the
subject of the quote is outside a psychologist area of expertise (for example, medical information).
The Background Information section should:
? Be one to three pages in length (depending on the complexity of the case).
? Commence with
? Document informatio

? Clearly describe the child protection concerns, n

? Highlight
? Summarise

? Summarise

? Include any information to which the writer may wish to refer in the body or conclusion of the report.
? End with a

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Assessment summary ofeach individual assessed

The summary section for each person should be one to three pages long. The purpose of the summary is to
present the clinical assessment and interpretation for the reader

. Subheadings are not necessary and

seldom helpful. Instead, think of the summary section as a single piece of prose and focus on developing a
linear argument in which, as much as possible, each paragraph is connected to the one before it so the reader
is led through the assessment findings in a clear and logical manner.
Reports must always include a section for each child or young person who is the focus of the assessment.

. If the argument is that a parent does not have the capacity to provide the care that a specific child
or young
However,

A child or young person section needs to include the following components, in an order that best allows a
reader to come away with a solid understanding of the child or young person and their needs:
?
?

?
?

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For a parent or carer capacity assessment report, the parent or carer section needs to include the following
components, in an order that best presents the opinion on their capacity to provide care for a child or young
person:

At times, it may be difficult to decide where information should appear and sometimes information may occur
in two sections but with a different emphasis

With respect to questionnaire the results should be incorporated into

the relevant clinical discussion.

Conclusions
The section should be a one to two page summary of the assessment.

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Try not to repeat what has already been written in the summary sectio
It is important that newinformation is not introduced in the conclusions (for example,
if the child is within the active attachment stage, this should be identified in the child or young person section
prior to discussion of the importance of this within the conclusions).

Recommendations

Many readers will read the recommendations first. Given

this, the wording of recommendations may set the for the report.

Writers should ensure that the recommendations address all the referral questions.
Recommendations about future care arrangements
If a case has been referred for a recommendation regarding a child or young person future care
arrangements, it is often necessary for writers to specify what court order the department should seek in their
opinion. In some circumstances, writers may prefer not to recommend a specific order but to stipulate what
should occur for the child or young person (for example, it could be recommended that all reunification efforts
cease rather than recommending that a child or young person be placed under the long-termGuardianship of
the Chief Executive).
Recommendations about family contact
Recommendations regarding family contact arrangements should be specific and remind the reader of the
purpose of contact.

Recommendations about supports required

The possible consequences of all recommendations for the child or young person and/or family members
should be carefully considered.

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Writers should avoid specifying a service or a private provider to provide a given intervention as availability or
accessibility cannot be guaranteed.

General considerations
Recommendations should relate to the current situation or what needs to occur in the near future. Writers
should refrain from offering X then Y recommendations as it is often difficult to accurately foresee the
future and what may be appropriate actions when situations change. Readers can be directed to consult with
the writer if circumstances change and further consideration is required. Any required timeframes (for parents
to begin to demonstrate evidence of change or for reunification to occur for example) should be specifically
communicated (for example, months as opposed to the short-term
Recommendations must be realistic and achievable froma client perspective or else should be re-considered.
Writers should consider the order in which recommendations are offered. It may be important to consider the
reader understanding of the management process that is required (such as a reunification process or
a process to improve a placement capacity to meet the child or young person needs for example).

4.5.4 Report structure and considerations for NDIS reports

Background
In line with information sharing guidelines and keeping in mind the purpose of the report and likely audience,
err onthe sideof brevit

Summary
There is a template report available to assist with tabulating data fromthe cognitive and adaptive functioning
assessments in an easily digestible format for the NDIA. The interpretation section includes overt explanation
of how percentile ranks reflect peer comparisons and repetition of the category data contained in the tables.

The NDIA
conceptualise adaptive functioning as encompassing five key domains and are looking for commentary around
how the child or young person substantially impacts their functional capacity in those domains.
Consider using subtitles or bold/underline to discuss these domains of:

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? mobility
? communication
? socialising
? learning
? self-care (for example, hygiene, grooming, feeding, health)
? self-management (for example, making decisions, problem solving, managing finances this criterion is
irrelevant for 0-8 year olds).
If indicated, make a statement to the effect that the child or young person will require assistance fromothers
in certain domains.
Conclusions

For the NDIA, a link must be drawn

between the diagnosis and the child or young person ability to participate fully in their world and reach their
potential. It is worth noting that a person is considered eligible for NDIS if they have a disability attributable
to a cognitive impairment (for example, a impairment and a and substantially reduced
functional capacity to communicate, learn, be mobile, interact socially, care for or manage themselves as a
result of the impairment.
When criteria for an Intellectual Developmental Disorder (Intellectual Disability) has not been met and thus

Recommendations
A recommendation should be made that the report to be provided to the school and carers.
Where criteria have been met for Intellectual Developmental Disorder (Intellectual Disability), a
recommendation should be made for the report to be forwarded to the NDIAso that the child or young person
can access ongoing support to develop their adaptive skills. When the assessed young person is an adolescent
and approaching transitioning fromcare, considerationmay be given to recommending post-18 years supports
and/or SACAT orders.
Variability in NDIA practice means that at times NDIS planners looks to assessment reports for guidance
regarding specific supports. If the child or young person would benefit from occupational therapy, speech
pathology and/or psychology intervention, make recommendations to this effect.

There are several reasons that a further assessment may be recommended, including:
?

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Compliance, monitoring and evaluation

DCP Psychological Services are responsible for undertaking regular reviews of these guidelines, in alignment
with the document review cycle.

Compliance with these guidelines will be monitored on a case by case basis by the DCP Psychological
Services leadership group.

Document control
Reference No./ File No.
Document Owner Lead Writer
Directorate/Unit: Quality and Practice
Accountable Director: Director Quality and Tamara Muller, Practice Leader
Practice
Commencement date 3 June 2022 Review date 3 June 2025
Risk rating Consequence Rating Likelihood Risk Rating
Risk Assessment Matrix Minor Unlikely Low

REVISION RECORD
Approval Date Version Revision description
1 January 2016 1.0 Final
Revised version replaces Clinical Guidelines For
3 June 2022 1.1 Undertaking Psychological Assessments For Families
SA Psychologists

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Appendix 1

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