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CE1B6 – Working with Parents and other Professionals

CE1B6 – Working with Parents and other Professionals. Multi-agency working: challenges and solutions. Agenda. Recap Barriers Overcoming barriers Concerns Serious Case Reviews Conclusions D.T.T.’s References. Learning Outcome.

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CE1B6 – Working with Parents and other Professionals

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  1. CE1B6 – Working with Parents and other Professionals Multi-agency working: challenges and solutions

  2. Agenda • Recap • Barriers • Overcoming barriers • Concerns • Serious Case Reviews • Conclusions • D.T.T.’s • References

  3. Learning Outcome • To consider some of the potential barriers to effective multi-agency working, their effects and ways in which they might be overcome.

  4. Recap • Definitions • Context: Changes in social structures = increasing numbers of children/families requiring support = increasing range of services. *See handout • Background: - services frequently working in isolation; - 2004 Children Act ‘putting the child first’. • Terminology – see Lumsden

  5. Recap ctd. • Benefits of effective multi-agency working: - for children and families; - for staff and settings. • Skills required: - for working with children and families - for working with other professionals - see Common Core • Initiatives

  6. Multi-agency working ‘ … the common denominator is that professionals with an interest in meeting the needs of children and their families should be ‘working together’ and sharing information with each other, within the bounds of confidentiality’. Jones C. 2009, Multi-agency working: rhetoric or reality? in Developing Reflective practice in theEarly Years. Paige-Smith, A & Croft A. (eds.), 2009 • Ensure that you read this!

  7. However … Ofsted’s evaluation of 50 Serious Case Reviews (S.C.R.’s) between 1st. April 2007 and 31st. March 2008 highlighted the … ‘… failure of all professionals to see the situation from the child’s perspective and experience; to see and speak to the children; to listen to what they said; to observe how they were and take serious account of their views in supporting their needs’. Quoted in: DfCS, (2010) HMG. Working Together to Safeguard Children.

  8. Barriers • Group task What do you consider to be the potential barriers to effective multi-agency working?

  9. Potential barriers • Communication - jargon *see handout: CWDC glossary. - different practitioners using different vocabulary - dominance of the largest partner - ‘professional’ status and attitudes - different policies/agendas - conflicting views - relationships – lack of trust - ‘cliques’ - knowledge – not knowing who to speak to. * See handout: Munro Review

  10. Potential barriers ctd. • Sharing information - ‘need to know’ attitudes - conflicting advice - different interpretations of information - inaccurately or inadequately recorded information - repetition of information - not making use of all available information - infrequent contact with some professionals - consent - confidentiality *See handout: HMG: Sharing Information. Also refer to The Common Core.

  11. Potential barriers ctd. • Knowledge and skills • Time • Funding/resources

  12. Overcoming barriers • Group task: Identifying strategies for overcoming potential barriers. Consider elements discussed in previous sessions e.g. skills required, elements of effective teamwork, initiatives introduced etc.

  13. Concerns • Have you ever had a concern about a child that you needed to share with someone else? - what was the concern? - what did you do? - what was the outcome?

  14. Responding to concerns

  15. Serious Case Reviews (SCRs) SCRs are undertaken when a child dies (including death by suspicious suicide), and abuse or neglect is known or suspected to be a factor in the death. *See handout: DfE

  16. Serious case reviews In 2010 the Department for Education announced that for the first time, serious case reviews initiated after 10 June 2010 would be published in full. Birmingham Safeguarding Children Board (BSCB)’s 180 page serious Case Review into the death of seven year old Khyra Ishaq was the first of its kind to be published in full.

  17. Case reviews • See handouts: - ‘Serious case reviews 2011’ – NSPCC reading list - Report summary ‘Learning lessons from serious case reviews 2009 – 2010’, Ofsted, October 2010

  18. Case studies Look at the timeline of the Baby Peter case. • Consider what other interventions could have taken place, and when.

  19. Conclusions Study of recent SCRs demonstrates the continuing need to improve: • Effective communication and information sharing systems – ensuring that the right information is shared with the right people at the right time; facilitating early identification, intervention and preventative work • Mutual understanding of, and respect for, the roles and responsibilities of all professionals. • Shared perspectives and holistic views of the child and their needs • Joint training, policies, planning and funding

  20. Conclusions – The Munro Report Commissioned in 2010, the review focused on: ‘what helps professionals make the best judgements they can to protect a vulnerable child?’ It recommends a revision of current statutory guidance in order to: ‘distinguish the rules that are essential for effective working together, from guidance that informs professional judgement’ Munro, E. (2011) The Munro Review of Child Protection: Final Report – A child-centred system. TSO

  21. Conclusion • In the BSCB report into the death of Khyra Ishaq, Les Lawrence, cabinet member for children, young people and families, said the council reaffirmed its commitment to …‘create a children’s social care service that better protects our young people from those who would harm them. Let this be Khyra’s legacy’… As reported in : BBC News Birmingham, 27th. July, 2010

  22. D.T.T.’s • Read articles by Foley and Graves. • Use all handouts and notes to support your wider reading and presentation; - have you encountered any of the barriers discussed? - were they overcome? - how? - what knowledge and skills were required? - evaluation of the process; conclusions?

  23. References • CWDC 2007/8 ‘Progress Towards Integrated Working: Full Report’. • CWDC, (2009) The Common Assessment Framework for children and young people: A Guide for Managers. • CWDC, (2010) The Common Core of Skills and Knowledge. • DCSF, (2010) Working Together to Safeguard Children • Jones, C. (2009) Multi-agency working: rhetoric orreality? in Developing Practice in the Early Years. • Foley, E. (2008) Boundaries and Barriers. Ch. 3 in Changing Children’s Services: Working Together. OU Press

  24. References ctd. • Graves, S. (2010) Working with Other Professionals in Supporting Every Child. Learning Matters. Exeter • HMG (2008) Information Sharing Guidance for practitioners and managers • Lumsden, E. (2005)Joined up thinking in practice: an exploration of professional collaboration. in An Introduction to Early Childhood: A Multi disciplinary approach’ • Lord Laming, (2010) The Protection of Children in England: A Progress Report. DCSF • Munro, E. (2011) The Munro Review of Child Protection: Final Report – A child-centred system. TSO • Ofsted, (2010) Learning lessons from serious case reviews 2009-2010. • NSPCC (2011) Serious case reviews 2010 NSPCC Reading list

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