The importance of interagency cooperation within children’s services has been highlighted within recent government strategy, including the Every Child Matters agenda, the development of Children’s Centres and the expansion of Extended Schools. Following tragic cases such as Victoria Climbie, the need for effective multi-disciplinary teamwork and interagency co-operation across all education and care settings remains as pressing as ever. Working Together in Children’s Services addresses a range of theoretical perspectives and contexts to stimulate students and practitioners critical thinking about the issues of multi-agency working. The book provides the reader with a critical framework for understanding both new and future developments and explores key issues like: The notion of "working together" and what it means in practice The benefits and barriers of multi-agency work Current policy and requirements for successful interdisciplinary working Essential skills for inter-professional teamwork. As modules on multi-professional working become increasingly common, the book will provide core reading for all students of Early Childhood Studies, Initial Teacher Education and Foundation Degrees in the Early Years. By showing how to develop successful multi-agency partnerships, it is also highly relevant for teachers and practitioners working across children’s services.
Changing children's services: working and learning together focuses on the fundamental changes to children's services associated primarily with the drive towards increasingly integrated ways of working. It critically examines the potential for closer 'working together', its effectiveness and its impact on children, parents and children's services as a whole. It also explores the role of learning in this changing environment. This book will contribute to debates about the knowledge and skills that are seen as essential for work with families in childcare, health, social care and educational children's services.
Working Together for Children provides an account of the systems and processes of multi-agency work with several groups of children and their families. The key philosophy of the book is that such work is inherently complex, and only by understanding and grappling with these complexities can prospective or practising professionals within children's services contribute really effectively to multi-agency working. This second edition contains updated references to legislation and guidance underpinning multi-agency working, as well as fresh configurations of chapters to reflect new ways of categorising needs of, and organising support for, children in a variety of circumstances. New chapters are included for specific groups of children including coverage of special educational needs and disabilities (SEND) and youth justice. Reflection on practice, to help link policy with practice, is a theme running throughout the book, which uses features to assist the reader including: - information boxes giving further factual details of particular areas related to multi-agency working - reflective exercises including case studies - questions designed to stimulate reflection on issues raised - an appendix providing points to consider and suggestions for the exercises This introduction is for trainee practitioners in childcare or childhood related courses, education, social work, youth work and health care, or for those already working in such settings who are looking to improve their practice.
A Guide to Inter-agency Working to Safeguard and Promote the Welfare of Children
Author: Great Britain
Publisher: The Stationery Office
This publication contains guidance on the shared responsibilities and effective joint working practices between agencies and practitioners involved in safeguarding and promoting the welfare of children, including statutory and non-statutory guidance. This revised guidance (which supersedes that issued in 1999 (ISBN 0113223099) has been produced in light of a number of developments, including the inquiry into the death of Victoria Climbiâ (2003, Cm 5730, ISBN 0101573022), the Government's Green Paper ('Every Child Matters", Cm 5860, ISBN 0101586027) and the provisions of the Children Act 2004 (c.31, ISBN 0105431044). Three of the most important changes are: the creation of children's trusts under the duty to co-operate, the setting up of Local Safeguarding Children Boards (LSCBs), and the duty on all agencies to make arrangements to safeguard and promote the welfare of children. The publication includes statutory guidance relating to: roles and responsibilities, Local Safeguarding Children Boards, training and development for inter-agency work, managing individual cases, supplementary guidance, child death review processes and serious case reviews; as well as and non-statutory practice guidance relating to: lessons from research and inspection, implementing key principles, the welfare of vulnerable children, and managing individuals who pose a risk of harm to children.
Learning and working together for children and families
Author: Trodd, Lyn
Publisher: McGraw-Hill Education (UK)
"Written by a multi-professional team of contributors and grounded by their experience in interprofessional work, this book relates to the rhetoric of interprofessionalism to discussions and examples of practice."--Cover.
Professionals providing services to young children with special needs and their families are constantly challenged to develop service delive ry systems that will meet the needs of their clients. This book includ es practical "how to" material with case studies of early intervention teams in action, strategies to increase family involvement, specific activities for increasing team effectiveness, and examples of problems and solutions unique to early interventionists. The final chapter con sists of resources and activities to use for team-building.
Good Practice in Safeguarding Children considers how front-line professionals can keep the best interests of the child at the heart of their work when statutory guidance, the way agencies are integrated and the delivery of services are changing. Liz Hughes and Hilary Owen have drawn together contributors' experiences of working with safeguarding children on a broad range of issues, including neglect, trafficked children, parents with learning difficulties and child protection supervision. The contributors discuss current dilemmas in safeguarding children work and provide models of good practice, including case scenarios and exercises. This book explores how changes in the system offer an opportunity to enhance the quality of service provision, to achieve better outcomes for children and their families. This book is a must-read book for all front-line practitioners involved in safeguarding children, including social workers, child and adolescent mental health practitioners, police officers, healthcare professionals, probation workers and teachers. It is also suitable for undergraduate, post-graduate and post-qualifying students.
A Guide to Arrangements for Inter-agency Co-operation for the Protection of Children from Abuse
Author: Great Britain. Home Office
Category: Child abuse
A revised and updated guide on the care and protection of abused and at-risk children in the light of the Children's Act 1989. It concentrates on the importance of inter-professional and inter-agency co-operation and communication, taking into account lessons learned from recent cases.
This is very important book that is a must read-for anyone involded in the implementation of the Children's Act, Children's Centres and extended schools and in developing community based strategies to support educational improvement
Children’s Services: Working Together brings together contributions from a number of authors in the field. The book covers policy, theory, research and practice relevant to students and professionals working with children in a wide range of roles. The emphasis on working collaboratively with other professionals, where appropriate, and the holistic approach to children make this a valuable resource to anyone working with children today.
This book is concerned with how social workers and managers can engage reflectively and proactively with changes in children's services. Vicky White and John Harris have drawn together the contributors' experiences of working with children in a broad range of settings, emphasising ways in which the current context of change can be used as an opportunity to enhance the quality of service provision and achieve better outcomes for children and their families. The authors examine approaches to the assessment of children in need and the analysis of risk, and consider the impact of poverty and social divisions on children's lives. Highlighting key concepts, such as community development and multi-agency interventions, they anticipate likely policy developments for the future. Examples are provided of the planning and implementation of new initiatives including: · preventive education to protect children · positive reinforcement of children's cultural heritage · therapeutic approaches to sexually inappropriate behaviour · training programmes for foster carers. The real-life material on which the book draws can be used as source material by students undertaking qualifying programmes in health, social care and social work and by more experienced professionals to reflect on their own practice, particularly if they are undertaking post-qualifying courses – a timely resource for all staff and students seeking to develop good practice in children's services.
Family centres are designed to meet a range of day care needs for individuals, families or wider communities. This text details and evaluates expert research into the developing role of family centres in the light of political and social trends including, the Every Child Matters legislation.
This book looks at the challenges of restructuring services and working with people with different training and working practices. It suggests that the way staff work together will impact on the service offered to children and their families. It explains how to be an effective member of the team and encourage confident and open communication between colleagues. It looks at what makes an effective team; discusses how the organisational set-up affects the practice positively or negatively; suggests ways for creating listening environments where colleagues can discuss differences; and emphasises the importance of developing professional learning together.
Great Britain: Parliament: House of Commons: Education Committee
The Child Protection System in England, Fourth Report of Session 2012-13, Vol. 1: Report, Together with Formal Minutes
Author: Great Britain: Parliament: House of Commons: Education Committee
Publisher: The Stationery Office
Category: Social Science
In a report that recognises the recent positive developments in the child protection system in England, the Education Committee calls for changes to ensure that all children are treated as children and that their interests are put first. The report examines three key themes: neglect, older children and thresholds for intervention, taking children into care and adoption. On neglect, the Committee found evidence that children are left too long in harmful situations. On older children, an urgent review is needed of the support offered to this group in order that services can be re-shaped to meet their needs. On thresholds, the Committee makes a number of recommendations to ensure that the referrals process makes better use of intelligence from teachers and doctors and to improve co-ordination between agencies, including multi-agency training and greater clarity in guidance over data-sharing. The report finds that the balance of evidence is heavily in favour of care being considered as a viable, positive option at an earlier stage for many children. While welcoming the Government's proposed reforms to the adoption process, the Committee recognises that permanence and stability can be achieved by other means and that these options should also be encouraged. The Committee calls on the Government to monitor the impact of the economic situation and cuts in services on child-safeguarding.
"Diamant-Cohen, past president of the Maryland Library Association's Children's Services Division, gathers 18 examples of outreach partnerships to serve as inspiration for librarians and library administrators. Librarians from around the country describe their award-winning programs, including reading readiness initiatives, story times for children with speech and language delays, serving children of incarcerated parents, and teaching storytelling to youth. The ideas are grouped in sections on partnership with community organizations, law enforcement, academic institutions, children's museums, cultural institutions, and business"--Publisher.
Working Together to Identify and Respond to Child Victims of Abuse
Author: Pearl Rimer
Category: Abused children
Everyone has a role to play in identifying and responding to child abuse and family violence. This book is written for professionals and paraprofessionals who work with children and their families, and post-secondary students. Early childhood educators, teachers, nurses, social workers, and others are in unique positions to identify children and families at risk for abuse, and to report their suspicions to the appropriate authorities. They are also in unique positions to respond to children and families when abuse has occurred, and help children and families through the healing. They are well placed to educate and support children and families, and possibly prevent child abuse and violence. Reaching Out provides information clearly defining the roles and responsibilities of those providing services to children and families with respect to child abuse, neglect, and family violence.
With 1994 designated the United Nations Year of the Family, young children and their relationship with parents and carers is firmly back on the political agenda. Amongst recent legislation to meet this agenda in Britain is the Children Act 1989. The Act seeks to improve the position and perception of children in society, by stressing the rights of children and the responsibilities that parents and the caring professions have towards them. Working Together For Young Children addresses the central issues facing young children and their families in the light of this new social and political climate. The contributors - experienced in the fields of health, education, social and voluntary services - provide information, research evidence and ideas about practice in the light of recent legislative reform. Emphasising the need for continuity, comprehensiveness and collaboration at all levels of care provision, different chapters explore the services directed at children `in need' as well as children in general.
This book provides a comprehensive examination of the legal regulation of the provision of healthcare to young children in England and Wales. A critical analysis is given on the law governing the provision of healthcare to young and dependent children identifying an understanding of the child as vulnerable and in need of protection, including from his or her own parents. The argument is made for a conceptual framework of relational responsibilities which would ensure that consideration is given to the needs of the child as an individual, to the experiences of parents gained as they care for their child and that the wider context, such as attitudes towards disability, public health issues or the support and resources available, is examined. This book makes an important contribution to understanding the law regulating the provision of healthcare to young and dependent children and to the development of a discourse of responsibility.