Download Interprofessional working in practice : learning and working by Lyn Trodd, Leo Chivers PDF

By Lyn Trodd, Leo Chivers

Interprofessional operating is necessary to an built-in group aiding teenagers. This publication turns interprofessional rhetoric into fact. Pt. 1. Context -- pt. 2. studying -- pt. three. operating -- pt. four. prime -- pt. five. the longer term

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Extra resources for Interprofessional working in practice : learning and working together for children and families

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And Kay, J. (2009) Understanding Early Years Policy. London: Sage. Bandura, A. (2001) Social cognitive theory: an agentic perspective. Annual Review of Psychology, 52: 1–26. C. and Barnes, J. (eds) (2007) The National Evaluation of Sure Start: Does Area-based Early Intervention Work? London: Policy Press. Bronfenbrenner, U. (1979) The Ecology of Human Development: Experiments by Nature and Design. Cambridge, MA: Harvard University Press. Cheminais, R. (2006) Effective Multi-agency Partnerships: Putting Every Child Matters into Practice.

Collaborative ventures in turn should consider the dominant logics of their critical delivery partners. indb 26 9/16/11 7:34 PM I N T E R O R G A N I Z AT I O N A L D Y N A M I C S A N D T R E N D S 27 The top-down view At the organizational level, partnerships between public sector organizations are not new. Current developments build upon the foundations laid down in Local Area Agreements (LAAs) and Sustainable Community Strategies (SCSs). At this strategic level, Children’s Trusts were introduced as the governance component of interagency collaboration.

For such work to happen, individual organizations need to collaborate initially in the area of identification of similar sub-categories of service users. Evidence would suggest that some organizations will find this a considerable challenge, and therefore it is an area for future organizational redesign. In its study of early intervention approaches in children’s services, C4EO observes: ‘Existing data, well used and interrogated, would often highlight needs earlier. ’ Evidence suggests that the use of data is a systemic weakness and ‘Sufficient analytical capacity within children’s services needs to be addressed as a workforce development priority’ (C4EO 2010: 8).

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