Leading multi-professional teams in the children’s workforce: an action research project

Abstract

IntroductionThe 2004 Children Act in the UK saw the introduction of integrated working in children’s services. A raft of change followed with processes designed to make joint working easier, and models and theories to support the development of integrated work. This paper explores the links between key concepts and practice.MethodsA practitioner action research approach is taken using an autoethnographic account kept over six months. The research question was, to what extent is this group collaborating?ResultsWhen the architecture of practice was revealed, differences between espoused and real practice could be seen. Whilst understanding and displaying the outward signs of an effective multi professional group, the individuals did not trust one another. This was exhibited by covert interprofessional issues. As a result, collaborative inertia was achieved. This realisation prompted them to participate in further developmental and participative action research.ConclusionThe paper concludes that trust and relational agency are central to effective leadership of multi professional teams.

A Multidisciplinary Approach to the Assessment and Management of Pre-school Age Neuro-developmental Disorders: A Local Experience

“…The 2004 Children Act saw the introduction of integrated working in children's services, directing professionals to work together for the bene it of children, young people and families. This led to new complexity of practical and personal dif iculties as professionals endeavored to work together in new ways [30]. Currently there are two million workers in the children's workforce [31] trained in 60 separate professions that constitute the thirteen sectors of the 'children's workforce' in the UK.…”

“…The aim of integrated working was to ensure that no children fell through the gaps between services, and to reduce duplication of work by multiple services in a culture of increasingly high stakes accountability. A number of tools were mandated that allegedly facilitated integrated working such as the 'common assessment framework', the role of the 'lead professional', a data base of information available to all services called 'contact point' and 'information sharing' protocols [30].…”

Integrating education and training, and their implications in NGOs’ disaster management: the case of Korea

“…NGO networks: Many NGOs in this category will have set up and utilized diverse formal and informal networks, including peer NGOs for their education and training curricula (Stuart, 2012). They are willing to learn from other organizations because they know they may not be providing satisfactory education and training by relying solely on their own resources.…”

Collaborative agency to support integrated care for children, young people and families: an action research study

“…The first action research cycle was practitioner action research investigating the author's practice as a leader of a collaborative team of 20 people [34]. This was first person action research [35] as the author examined her own practice in an autoethnographic account.…”