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CAFCASSt SECt Contact Principles and Practice Guidance I Draft 1 Draft issued16,O8,O4
Working with children:
. Reach a view of the level of the child's cognitive skills through awareness of age,
maturity and the nature of the child's attachments.
. Children have the right to access all of their cultural and racial heritage; that right should be protected. Approaches should not overly focus on heritage and it is important to work sensitively with the child's sense of identity and accept that identity formation is a process, not an event.
. Remember the components of communication with children: seeing, observing,
engaging, talking and activities and use when appropriate.
. Do not assume that parents always know and understand their children's views and wishes and work directly with children when it is viable.
. Hear and consider carefully what the child says and do not be over-eager to interpret or dismiss those views because what is said does not fit with expectations.
. Try to allow/encourage an element of direct communication with the decision-maker when desired.
. Remember children are moral beings and what they say will reflect not only their need, but also their sense of responsibility and affection for their parents.
. Reassure the child who voices views that the burden and anxiety of decision-making does not rest on their shoulders.
. Prolonged involvement in family proceedings can be distressing and even damaging to children.

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