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Learning New Ways of Working for Inter-professional Collaboration

Learning New Ways of Working for Inter-professional Collaboration. Bath, Oxford, Birmingham, Belfast TLRP Phase III Anne Edwards, Educational Studies, Oxford. The Social Exclusion of Children and Young People.

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Learning New Ways of Working for Inter-professional Collaboration

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  1. Learning New Ways of Working for Inter-professional Collaboration Bath, Oxford, Birmingham, Belfast TLRP Phase III Anne Edwards, Educational Studies, Oxford

  2. The Social Exclusion of Children and Young People • Seen as lack of access to the most important life chances that a modern society offers, where those chances connect individuals to the mainstream of life in that society. • Work on social inclusion e.g. the Children’s Fund focuses on supporting children’s individual trajectories of inclusion.

  3. Interagency Work to Support Trajectories of Inclusion • Referrals between services (service-led). • Whole-school approaches for behaviour management. Or: • A new way of seeing collaboration: recognising constantly changing combinations of people and resources across services, and their distribution over space and time (following the child).

  4. Services are shaped by their histories and organised for the convenience of the provider not the client (Cabinet Office, 2001). • Audit Commission report (2002 p.52): a general consensus that agencies need to work more closely together to meet the needs of young people, but different spending priorities, boundaries and cultures make this difficult to achieve in practice • Interagency working of such services tend to 'underlap' rather than overlap and agencies can ignore the complexity their clients present

  5. Policy and Inclusion • Current policy on social inclusion is running ahead of conceptualisations of inter-professional collaboration and the learning it requires in a number of fields. • There is also a new emphasis on user participation in the design of services and the design of individual trajectories .

  6. Mass Production Articulated knowledge Development Craft Tacit Knowledge

  7. Modularisation Mass Customisation Architectural knowledge Linking Process Enhancement Practical Knowledge Mass Production Articulated knowledge Development Craft Tacit Knowledge Renewal

  8. Networking Co-configuration Modularisation Mass Customisation Architectural knowledge Linking Process Enhancement Practical Knowledge Mass Production Articulated knowledge Development Craft Tacit Knowledge Renewal

  9. Co-configuration Includes interdependency between multiple producers in a strategic alliance or other pattern of partnership which collaboratively creates and maintains a complex package which integrates products and services and has a long life cycle. Victor and Boynton, 1998

  10. The LIW Timeline • Jan 2004- August 05 preparatory phases to identify main case studies and test feasibility of methods • Sept 05 - June 07 three case studies: Looked After Children Team , a new Multi-agency Team and an Extended School

  11. LIW Case Studies • Case studies are moving on from ‘mass customisation’ (service -led) to ‘co-configuration’ in children and family work • Structured by CHAT: focus on individual action and the systems in and across which the actions occur • Promoting and supporting learning as well as studying it

  12. Developmental Work Research (DWR): focusing on practice • Taking practitioners’ everyday situated understandings of multi-agency work and questioning them - e.g. what are they working on i.e trying to change? with whom? with what tools? how do implicit rules shape how they see what they are working on? • Six 2 hour workshops at 2 monthly intervals from January 2006 • Practitioners trying out the ideas they develop in these workshops

  13. Some Key Concepts in DWR • It is interventionist: promotes learning at the level of systems. (we are focusing on the individual and system) • Moving people from from ‘everyday’ to ‘scientific’ understandings. • Activity systems are multivoiced and by focusing on identifying and contesting the object of activity the object is expanded and the system itself changed.

  14. What is the Object in an Extended School? • From 1st DWR: Different views of the child’s trajectory • behaviour • happiness (mental health) • attendance • attainment • removal for the sake of others

  15. Challenges for Developing Interagency Working in the School • What is the activity system - school or school plus community? (Service led or Co-configuration?) • What is the object? Which is the most salient feature of the trajectory at any time? • Which ‘rules’ hold sway in the school? • How is the work co-ordinated to best use the expertise spread across the local system? • What tools will help responsive multi-agency collaboration? (not the CAF)

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