How personal constructs about “professional identity” might act as a barrier to multi‐agency working

Hymans, Michael

doi:10.1080/02667360802488724

Cited by 18 publications

(5 citation statements)

References 7 publications

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“…Examining student data can threaten educators' identities (Hymans, 2008 ). If data reveals that some students are not making progress, educators' may feel that this refl ects poorly on them and that the data analysis process is intended to cast doubt on their effectiveness as an educator.…”

Section: Sharing Practicementioning

confidence: 96%

Effective School Teams: Benefits, Barriers, and Best Practices

Markle

Splett

Maras

et al. 2013

Issues in Clinical Child Psychology

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Section: Sharing Practicementioning

confidence: 96%

Effective School Teams: Benefits, Barriers, and Best Practices

Markle

Splett

Maras

et al. 2013

Issues in Clinical Child Psychology

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“…This may be due to very few duty to co-operate agencies attending the MARAC in a non-standing capacity but may also be because informal cultural roles are routinely adopted within such partnership arrangements (Hymans, 2008) and it was observed that these roles had become well-established and were rarely resisted. One occasion of challenge was, however, noted.…”

Section: Maracs As Experienced By Duty To Co-operate Agency Representmentioning

confidence: 99%

How multi-agency are Multi-Agency Risk Assessment Committees?

Reeves

2013

Probation Journal

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This paper reports on the observations of a combined level 2 and 3 Multi-Agency Risk Assessment Committees (MARAC) over a 12 month period. It considers agency representation and discusses this in respect to attendance and the nature of relationships between representatives. The key findings are structured around the experiences of three identifiable groups of panel members and leads to a discussion of how the status of agencies and the informal roles adopted by the different members are defined by power relationships based on possession of knowledge. These relationships reflect cultural traditions in working with high risk offenders, but are also shaped by statutory responsibilities placed on different agencies within the MARAC forum.

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“…The literature base describes it as both a barrier to and facilitator of effective practice. The proposed barriers include personal constructs about professional identities (Hymans, 2008;Wiles, 2013), the absence of clear roles and responsibilities underpinning professional identities (Sloper, 2004), role blurring (Anning, 2005) and perceived identity threat (McNeil, Mitchell, and Parker, 2013;Rose, 2011). Contrastingly, a firmly grounded professional identity can lead to an enhanced sense of meaning for employees and more satisfaction from their work (Best and Williams, 2019;Gaskell and Leadbetter, 2009).…”

Section: Introductionmentioning

confidence: 99%

Professional identity as a barrier to inter-agency working? A meta-ethnography of research conducted with professionals working in UK children’s services

Richardson¹

2023

JCS

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Purpose Serious case reviews remind us that there is much to learn about inter-agency activity. Professional identity is a key phenomenon influencing work behaviour, especially during inter-agency activity. Yet, this link is complex and not well understood within the context of UK children’s services. With an agenda of improving outcomes for children and their families, The purpose of this research paper is to conduct a systematic literature review on this topic to develop a conceptual model aimed at informing how practitioners mobilise their professional identity during inter-agency activity. Design/methodology/approach This paper used meta-ethnography to synthesise the available research. This method is suitable for researchers who are interested in conceptual or theoretical understandings of a particular phenomenon as opposed to describing individual accounts or experiences. Findings The findings support postmodern accounts of identity and show the construct as fluid, contingent and constituted within interaction. Professional identities are mobilised through the sharing of professional knowledge, which is underpinned by the performative nature of language. Mobilisations can lead to both positive and negative consequences, which can act as a barrier to and facilitator of inter-agency activity. Originality/value Inter-agency working is integral to the function of children’s services but remains an undertheorised concept, and this had led to a dearth of guiding theory on inter-agency practice. By drawing on relevant psychological theory, the proposed model provides a unique psycho-social perspective that articulates the important role of identity during inter-agency activity, which would be of interest to professionals working in children’s services.

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How personal constructs about “professional identity” might act as a barrier to multi‐agency working

Cited by 18 publications

References 7 publications

Effective School Teams: Benefits, Barriers, and Best Practices

Effective School Teams: Benefits, Barriers, and Best Practices

How multi-agency are Multi-Agency Risk Assessment Committees?

Professional identity as a barrier to inter-agency working? A meta-ethnography of research conducted with professionals working in UK children’s services

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