Multi agency working
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Transcript of Multi agency working
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Working with Families
Multi-agency Working
Nathan Loynes
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Today’s P
ack
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Thompson, (2009:183)
“Multi-disciplinary collaborations involve a number
of differences that can
easily clash”
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Values
Perspectives
Expectations
Priorities Experiences
Norms
Budgets
Protocols
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Thompson, (2009:184-5)
“Working in partnership is
important to avoid these
3 sets of problems”
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Thompson, (2009:184-5)
1. Falling between 2 stools2. Wasteful overlap3. Pulling in different directions
How might each of these appear?
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Thompson, (2009:185)
“In some of these situations, clients may receive contradictory advice, with one person undermining the efforts of another. In many situations this will happen unwittingly [not deliberate], but, unfortunately, there are cases on record of this happening intentionally – clearly very poor, unethical practice.”
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Read Thomson, 2009:186-8
Principles of working togetherHow might each of the following principles be affected in communications between a Health professional (i.e. a Midwife) and a Social Care professional (i.e. a Family Support Worker)?Avoid stereotypes Understand each other’s roles Be sensitiveAvoid Hierarchies Avoid preciousness
Focus on communication
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Conclusion:
• Multi-disciplinary collaboration has always been important. In recent years it has received renewed emphasis:
• Development in Law• Development in Policy• Recognition of impact on clients• Never-the-less, ‘Human Factors’ often impede
effective collaboration.
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Development in Law
The Children Act 2004
•S.10 A new duty on agencies to co-operate
to improve the well-being of children and young people.
•S.11 A duty to safeguard and promote the welfare of children.
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Development in Policy(Victoria Climbie : 25 February 2000)
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Every Child Matters, 2004
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What did ECM mean?
•More roles•More interventions•More skills
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“Multi-agency working has shown to be an effective way of supporting children and young people with additional needs, securing real improvements in their life outcomes”. (www.everychildmatters.gov.uk, cited in Rawlings, 2008:77)
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More Skills? Earlier & Better Assessments of need
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Assessment is part of a bigger process
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The Common Assessment Framework
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Summary:
• Renewed emphasis following death of Victoria Climbie (2000).
• Climbie case characterised by a failure for professionals to collaborate and communicate.
• Acknowledgement that improved professional communication could improve out comes for all children.
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Summary (continued)
• ECM policy devised to unify the goals that all children’s professionals should be working towards.
• This to be achieved through improved communication and collaboration.
• Communication and Collaboration given increased statutory importance by The Children Act 2004.
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Summary (continued)
• This needed to be achieved by different systems, role creation and training in skills.
• These systems, roles and skills can be exemplified in the Common Assessment Framework.
• The CAF is a graduated and systematic approach focused upon early identification of needs with the intention to provide services before ‘things get too far/bad’.
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Finally:
• Although, communication and collaboration (Multi-agency working) ‘look good on paper’ and most professionals would sign-up to their aims ‘in principle’; ideal effective multi-agency partnerships remain difficult to achieve and maintain in practice.
• (See Cheminais 2009 in today’s pack for more detail on these barriers and benefits)