What is this?

This is the first and last part of Active Planning: a core process with clients - "Taking Aim" is a phrase that is intended to capture the Intentional stance beneath the process of Assessment; it is about a constant curiosity to learn What's the problem? so that we are better equipped to make decisions about What to do?.

It promotes the use of Goals-based outcome measures: having some previously marked out goals for the work you are doing with a young person of family.

Self-evidently, planning cannot take place without knowing (a) the reality of where we start from, and (b) where we intend to get to.

In keeping with SystemsTheory (or the contributory theory of "Cybernetics"), achieving predictable (accurately 'targeted') change first requires accurate information to be fed into the system about "where I am", so that bearings can then be taken to guide "where I am heading." Ironically, this theory was developed with the need for constant self-correcting guidance systems of rocketry in mind (so it is true to say that this work is quite like rocket science).

The point of taking AIM is that Aims and Goals (or more specifically the Formulation and Treatment Aims) are not fixed "givens" - they depend on our perception of where we are in a changing world, and this influences our ideas about where we wish to aim for...

Mapping where we are - 4 practical steps

(a) The AIM

• The phrase "Taking Aim" is also a reminder that AMBIT promotes the use of structured assessments for mapping "where are we?", and provides one that is built in to the manual, the AIM.
• The AIM is a broad Multi-Domain Assessment providing Goals-based outcome measures for the worker and client.
• Some teams may choose to use their existing structured assessments, rather than the AIM; but there are advantages to the AIM that are worth outlining:
• The AIM is embedded in this manual - it is ready to go.
• Completing it (or even just parts of it) will generate lists of Links to manualized interventions in this manual, specifically indicated for the problems you have indicated in the AIM. (See AIM suggested interventions)
• These suggested interventions can act as a prompt to promote the most evidence-based interventions for specific areas of difficulty.
• In situations where there are multiple complex interacting problems the AIM can help by suggesting rankings and sequencing for these interventions.

(b) Consideration of the Relationship to help

There are many ways that young people perceive and relate to the idea of help, and many of these will influence their behaviour in ways that make it less likely that they will be helped. There is advice in Relationship to help on some of the many experiences of help that might be encountered by workers. Recognising these accurately may help the KeyWorker to adjust the way they are presenting themselves or their help so that may be seen as more acceptable or useful.

(c) Consideration of Where are we in the therapeutic journey?

It is helpful for the worker to be clear in his or her mind which of the Phases of AMBIT work they are currently in, as different factors will be in play. This will also relate to the existing Formulation and Treatment Aims that your assessment has generated.

(d) Keep on Mapping!

Taking Aim applies regularly throughout the work, too: progress towards agreed Aims and Goals is measured (see Comparing Destinations and Agreeing Waymarks - the next steps in Active Planning: a core process with clients) using your Outcomes measures (for instance the Key Problems identified in the AIM questionnaire (see AIM Form.) Adaptations of earlier plans may be required to get back on track.