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This is the ability to use the knowledge in different practice scenarios while assessing parents; it starts from a general systems theory that incorporates human development ecologically. Therefore, it is sensitive and listens to the people’s stories rather than their composure, and it also provides a theoretical and conceptual clarity that ensures a child’s welfare. The critical view takes into account the practical and emotional aspects of parenting. When adopting a critical lens to a child’s protection practice, Milner (205) suggests the primary analytical document should be the Trevithick conceptual schema for knowledge. Trevithick’s model contains the three core domains that a social worker must acquire to ensure competence. The three-core domain is knowledge from other disciplines, for example, psychology, practice theories, or discrete set of ideas that outline social work models and practice knowledge that is adapted under different scenarios (Milner et al.,

205). The practice theories should be incorporated from the Social Care On-Line, parenting, and parenting assessment sources to obtain factual information. Therefore, the approach was tested through experienced social workers who had had a two-year experience or more and who attended a master’s course in Northern Ireland. The author administered the course for seven-plus years from (2006-203) to different classes of students. A module in the course emphasizes the enhancement of the social worker’s competence in assessing parental capacity, basing on both factual and theoretical knowledge (Forrester, et al., 202). The author records the reactions of the social workers to the materials that dwell on assessing the essential characteristics of a eutopia assessing model for parents and studies the hindrances to such a model and considerations on the opportunities and constraints I the social orders roles and skills, knowledge values needed for one to be a competent assessor.