A Guide on the Why, What and How of Writing Analysis in Social Work

By Richard Devine, Consultant Social Worker

Introduction:

I’ve spent 14 years working with children and families in a child protection context, continually refining my approach to writing analysis. Although I have a clear vision of what makes a strong analysis, I sometimes find it challenging to articulate what to include and exclude. This guide aims to share some of my thoughts and approaches, drawn from experience, in the hope that it might be helpful to others.

Analysis is a skill, not an inherent talent. I don’t believe that some people are simply “good” or “bad” at analysis. The only way to develop analytical skills is by writing analyses repeatedly. If you’re a newly qualified social worker, don’t expect analysis writing to come easily. By accepting that it’s difficult, you can free yourself from negative self-criticism and set realistic expectations. Like any skill, analysis can improve with practice and constructive feedback—both are essential. While this guide offers tips, the skill of writing analysis is something only you can cultivate.

With that in mind, I hope this guide supports you in developing one of the most essential skills in social work: analysis. In my view, there’s a direct connection between the quality of analysis and the quality of social work practice, making it well worth the effort to master.

Check out our podcast and our episode on how to write analysis: click here

Purpose of the Analysis

The purpose of a social work analysis is to provide a clear, concise interpretation of a family’s situation based on facts from the report, with a specific focus on what each detail means for the child. The analysis is not a repetition of facts from the main body but an explanation of how those facts affect the child’s well-being and development. Your goal is to help decision-makers understand the risks, strengths, and potential outcomes for the children.

The assessment triangle is a tool to use when thinking about domains of parenting capacity, children’s needs and environmental factors.

Before I explain what, I include in my analysis, I want to briefly talk about danger statements because, as a tool, they really helped me to learn how to write analysis, and I think its good to practice using them for every case until you feel able to integrate them into analysis writing.

In Signs of Safety, a danger statement is a clear, concise description of the specific risks or concerns related to the safety and well-being of a child. It outlines what professionals are worried might happen if no changes are made to improve the situation. The statement is framed in a way that both families and professionals can easily understand, helping to clarify the dangers to the child and provide focus for intervention.

Format of a Danger Statement:

The danger statement typically follows a structured format, addressing:

1. Who is worried (e.g., social workers, teachers, other professionals).
2. What the specific behaviour or situation is that causes concern.
3. Why it is dangerous or harmful to the child.
4. What the potential impact on the child will be if the concerns are not addressed.

Sample Format:

• [Who] is worried that [specific behaviour or situation] is happening and that this might result in [the potential harm to the child].

Example Danger Statement:

“Children’s Services are worried that if John continues to use physical punishment when managing Michaels behaviour, then Michael will be hurt and injured, causing him pain, fear, and will be upset and sad. This will affect his self esteem, self worth and his behaviour in the long term.”

Key Features:

• Clarity: Use straightforward language that the family can understand.
• Focus: Be specific about the behaviour and its impact on the child.
• Future Consequences: Explain the likely harm or negative outcomes if nothing changes.

The goal of the danger statement is to ensure that everyone involved—parents, professionals, and the child (if appropriate)—understands the concerns and what changes are needed to protect the child.

Here are several features that I include in my analysis. Broadly, I follow this format although sometimes, depending on the case circumstances I might vary the order.

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1. Introduction: Why the Assessment Was Completed

Purpose: Start with a brief overview of why the assessment is being conducted. This section should clearly state the reason for social work involvement, such as long-term concerns that persist despite previous interventions.

What to Include:

• The key concerns (e.g., substance misuse, domestic abuse, neglect).

• History of social care involvement.

Example:

This assessment explores Lisa’s parenting capacity in light of longstanding concerns about her children: Randell (15), Benjamin (12), Maggie (8), and Josephine (5). These concerns have persisted despite extensive support from Children’s Social Care.

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2. Strengths (Impact on Parenting Capacity and What They Mean for the Child).

Purpose: Identify and explain the strengths observed in the parent(s) and how these positively affect the children, including areas the parent has made change. Always link these strengths to their actual impact on the child’s life.

What to Include:

• Any positive behaviour or engagement from the parent (e.g., emotional warmth, attempts to create routine).
• The direct impact this has on the child’s emotional and physical well-being.
• Separate strengths from safety, and analysis impact on child accordingly. For example, a parent attending the community drug and alcohol service for the first time is positive, but unlikely to positively impact the child. If the parent demonstrably reduces alcohol intake, that would equate to improved child safety.

Questions to Ask:

• What does this strength mean for the child’s experience? How does it make them feel? What is the impact, and is there evidence to support positive impact?

Examples‘:

Positively, Lisa demonstrates moments of warmth in how she relates to her children, as observed by many professionals. Lisa’s affection likely  means that the children have experience moments where they feel loved and valued.

The parents have made positive progress implementing a more consistent routine, particularly around bedtime. I have observed Louise and Kyle appearing less tired and physically healthier owing assumedly to improved levels of sleep. This will positively impact on their mood and their ability to concentrate and learn.

Kelly has also pro-actively sought to address her alcohol use. Kelly’s dramatic decrease occurred whilst she was accessing a weekly support group as well as attending one to one session with her drug and alcohol worker. Kelly described the positive difference to her well-being and parenting. This includes being more organised, less irritable, more patient and more emotionally warm and playful with the children. Given the  link between Kelly’s alcohol use and volatile incidents with Gary it is also reasonable to assume that reduced levels of alcohol consumption reduced the level of conflict within the relationship. These changes are likely to have meant the children experienced their mother to be more playful, emotionally and physically more available and less irritable and angry.

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3. Key Risk Factors (Impact on Parenting Capacity and What They Mean for the Child).

Purpose: Identify the key risk factors in the parent’s behaviour, such as substance misuse, domestic violence, or mental health issues. Analyse how these risks affect the parent’s ability to care for and protect the children.

What to Include:

• Substance misuse, domestic abuse, mental health challenges, or neglect.
• How these factors affect the parent’s emotional state and decision-making (considering chronicity, severity and frequency of the issues).

Questions to Ask:

• How do these risks impact the parent’s ability to provide care and safety (referring to the assessment triangle for guidance on areas parenting can be effected)?
• What does this mean for the child in terms of their day-to-day life (e.g., school attendance, supervision, routines at home)?

Examples:

The impact of Ella’s drug use on Jacob and Toby has been clear throughout this assessment. They have experienced inconsistent and sometimes frightening parenting. At times, Ella may be loving, but at other times she is short-tempered and irritable. Beyond the direct effects of drug use (i.e., direct alterations in mood), there are many indirect negative consequences. To fund her addiction, Ella has committed crimes, accumulated debt, and often has limited money for the children’s needs. Jacob and Toby are exposed to drug use, criminal behaviour, and people making threats, which is frightening and confusing for them. The instability of different people in their home has also made the older children unhappy. These issues likely contribute to the poor routine and diet Ella provides for Jacob and Toby, as well as Jacob’s poor attendance at nursery.

Harper and Lily have been exposed to their parents’ turbulent relationship, which has involved several breakups and reconciliations. They have also witnessed alarming adult behaviour, such as screaming, slamming doors, and occasional physical altercations. These incidents were undoubtedly distressing for them and likely left them feeling unsafe and anxious. It is probable that during these moments, Imogen and Ryan were too absorbed in their conflict to provide the children with the comfort and security they needed. After such incidents, Imogen likely felt overwhelmed, and Ryan was often forced to leave the home temporarily. There are also concerns that Harper has been pressured to hide the reality of his parents’ relationship, which is an emotionally overwhelming demand for a 5-year-old. This expectation only amplifies the emotional strain caused by witnessing his parents’ frequent arguments and aggressive behaviour.

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4. Impact on the Children: Current Emotional and Behavioural Presentation

Purpose: Focus on each child individually, analysing how the parent’s behaviour and risk factors are affecting the child emotionally, socially, and behaviourally. A key focus in what is the child’s lived experience.

What to Include:

• Specific challenges each child faces (e.g., school attendance, emotional withdrawal, hygiene).
• Possible long-term effects if no change occurs.
• If there are older children in the family, there developmental outcomes can be a guide as to the likely outcomes for the younger children (especially of there is an absence of change).
• Given their experiences , what are the children’s needs.

Questions to Ask:

• How are the children coping with the situation? What behaviours or emotions are they showing? How does the behaviour function self protectively?
• What is the likely future outcome for the child if the situation doesn’t change?

Examples:

Liam is a complex young boy who often shows difficult and concerning behaviour. He struggles to manage his emotions, leading to aggression, frequent swearing, sexualized behaviour, trouble making friends, and high levels of self-criticism. His behaviour and emotional state suggest that he has been exposed to situations beyond what he can handle, due to instability, neglect, and his mother’s mental health and substance abuse issues. Liam’s care has been inconsistent and unpredictable, though there are times when Ms. Harper, when well, provides comfort and affection. From a young age, Liam has learned that he cannot rely on his parents to consistently care for and protect him. In response, he seems to have developed a strategy where he exaggerates his emotions or acts out to get attention. He alternates between negative, risky behaviour and needy, helpless behaviour to either push his parents for attention or gain sympathy before things get too dangerous. This is his way of getting engagement from his mother, who is not reliably available to him

Due to the long-term nature of Liam’s difficulties, he has likely developed ingrained behaviours that he uses without thinking, regardless of the situation. He responds with anger, manipulation, or exaggerated vulnerability even in safe places like school. This has led to problems with learning, social isolation from his peers, and a lack of engagement in class. If these behaviours aren’t addressed, Liam is at high risk of being permanently excluded from school, becoming socially isolated, developing poor relationships, and facing mental health and substance abuse issues. This would significantly reduce his chances of growing into a well-adjusted adult.

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5. Underlying Factors Contributing to Parental Difficulties

Purpose: Explore the deeper reasons behind the parent’s challenges, such as their own childhood experiences, trauma, or relationship difficulties. This section helps you show empathy and understand the parent’s behaviour while highlighting what support they may need.

What to Include:

• Link the parent’s current struggles to their past experiences (e.g., history of abuse, unstable upbringing).
• Use simple, compassionate language to explain how these factors affect their parenting.

Questions to Ask:

• What in the parent’s history might explain their current behaviour?
• What emotional or psychological issues need to be addressed to help the parent improve?

Example:

I have no doubt that Freya’s early life experiences have significantly disadvantaged her, leading to overwhelming emotions throughout her childhood. She faced an unstable home life, her mother’s alcoholism and death, and her father’s mental health struggles. To cope, Freya turned to cannabis and later alcohol in her late teens and adulthood. While she has some awareness that she uses substances to cope, she has been unable to make lasting changes or seek help. Although alcohol may have been a way to deal with psychological distress, it has caused major problems with her mental health and relationships.

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6. Conclusion: Summary and Future Trajectory

Purpose: Summarise the key findings and offer a final judgment on the parent’s ability to care for the child. Predict what is likely to happen if no intervention occurs and highlight the level of risk to the children.

What to Include:

• A concise summary of the strengths, risks, and impact on the children.
• Recommendations for next steps (e.g., therapeutic interventions, parental support, child protection measures).

Questions to Ask:

• What is the overall picture of the family’s situation? Can the parent change with the right support?
• What will happen to the children if the situation remains the same?

Example:

In my opinion, the children have suffered significant harm. Without intensive, long-term intervention, it is unlikely Lisa will make the necessary changes to reduce the risks her children face.

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Guiding Principles for Writing

1. Keep Language Simple: Use plain language that is easy to understand. Focus on explaining the real-world consequences for the children instead of using jargon or overly complex terms.

Instead of: “Poor educational outcomes will severely compromise cognitive development.”

Use: “Joe has missed a lot of school, negatively affecting his learning and ability to make and keep friends. As a result, he may fall behind, struggle to develop important social skills and feel lonely.

2. Always Ask: “What Does This Mean for the Child?” and “So What?” After every statement or observation, ask yourself how it directly affects the child’s emotional, social, and physical well-being.

3. Be Compassionate but Honest: It is important to show empathy for parents’ struggles and prioritise the children’s safety and well-being. It is possible to do both.

4. Use Evidence and Research to Support Your Claims: Base your analysis on facts from the main report but avoid repeating the report’s content. Instead, interpret what the facts mean for the children and the family’s future. Use research to inform your understanding of the impact on the children but apply it to the individual child.

Instead of: ‘Children who witness domestic abuse often experience serious adverse effects, including Emotional Distress: They may suffer from anxiety and depression. Behavioural Issues: Many exhibit aggression or withdrawal as coping mechanisms. Academic Struggles: Exposure to violence can lead to difficulties concentrating and poor school performance. Social Isolation: These children often struggle to build healthy peer relationships.

Use: ‘Mia has become withdrawn in school, struggling to concentrate and participate in group activities. Research from SafeLives indicates that children in similar situations often face significant challenges in forming friendships, which aligns with Mia’s experience of isolation. Additionally, studies by The Children’s Commissioner highlight the long-term mental health risks, showing that these children are more likely to develop anxiety and depression. Mia has expressed fear and sadness about her home life, demonstrating the emotional toll on her’.

5. Focus on Likely Outcomes (immediate and future outcomes): Address the likely future outcomes for the children if the current situation doesn’t change. Use attachment theory or other developmental models to predict potential long-term effects.

By Richard Devine (08.11.2024)

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If you want me to deliver training or run workshops then please get in touch. I previously ran the Child Protection Masterclass Series with BASW and delivered training and resources for Research in Practice. I can provide support for social workers on direct work with children, assessment skills, time management and many other practice related topics.