Investing in Interagency Training to Safeguard Children: An Act of Faith or an Act of Reason?

Abstract

Since the 1970s, interagency training has been considered crucial for developing effective collaborative practice, initially in relation to child protection, and latterly, to safeguarding children's welfare. Charting the history of interagency training in England, this paper aims to demonstrate how, despite limited attention being paid to its evaluation, the role of training has expanded in terms of both content and target audience. This raises questions about the evidence base upon which investment in interagency training is founded. Drawing on the limited literature and experiences of interagency trainers, the authors question whether this investment is an act of faith or reason. They conclude that a belief in the value of training different disciplines together persists, despite little being known about the way in which interagency training improves practice.

Professionals’ Perspectives on Viewing Child Sexual Abuse Images to Improve Response to Victims

“…:127). However, evidence about precisely how joint training improves practice is lacking (Charles and Horwath ).…”

“…Joint training between law enforcement and CP was found in one study to increase understanding of others' roles, and helped to develop and continue professional relationships that facilitated information sharing and ensured people were "on the same page" (Stalker et al 2007:127). However, evidence about precisely how joint training improves practice is lacking (Charles and Horwath 2009).…”

Participatory concepts of multidisciplinary/professional working on an Early Childhood Studies degree course in the UK

“…Likewise, although Canavan et al (2009) are cautious about attributing improved outcomes for children to integrated working, they do suggest that promoting reflective practice is the key to enabling professionals to deal with the complexity which arises from working. Charles and Horwath (2009) make the point that current inter-agency work, revolving around approaches based on measurement and supported by the government (HM Government 2006), denies the messiness of collaborative problem-solving. In line with this view, this paper is based on the premise that understanding participatory team work is fundamental to the pedagogical approach that should inform the education of the future early years workforce.…”

From interprofessional education to interprofessional practice: exploring the implementation gap

“…However, the framework is not unproblematic. For example, its focus on outcomes raises the question of what we mean by the term and also raises methodological questions about how and when outcomes are selected, whether outcomes can be measured and, importantly, whether specific outcomes can be causally linked to interprofessionalism (Glisson andHemmelgarn 1998, Charles andHorwath 2009). The framework is also limited in that it focuses upon the facilitating factors that lead to positive IPE outcomes but does not take inhibiting factors into consideration.…”