Working Together for Children: A Critical Introduction to Multi-Agency Working

Description

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. Cover Half Title Series Title Copyright Dedication Contents Acknowledgements Preface to the Second Edition Glossary of Key Terms Introduction Parameters of the book Outline of the book Learning tools used in the book Part I General Frameworks and Principles 1 What Is Multi-Agency Work? Introduction What is multi-agency work? Why multi-agency work? The history of multi-agency work Who might be involved in multi-agency work? Education (DfE, 2014b) Schools Education services Children’s social care (HM Government, 2015b) Social workers Family support workers Health Midwives (NCT, 2015) Health visitors (Health Careers, 2016b) School nurses (National Careers Service, 2016) General practitioners (Health Careers, 2016a) Mental health workers for adults Mental health workers for children Police (Home Office, 2016a) Youth offending teams (Home Office, 2016b) The probation service (National Probation Service, 2016) Social housing (Shelter, 2016) The voluntary and community sector Parents or carers Conclusions Further reading 2 Key Factors in Multi-Agency Work Introduction General functions of agencies in multi-agency work Models of multi-agency work Characteristics of good multi-agency working Key barriers to effective multi-agency work Structural barriers Different core functions of agencies which may clash and compete Different values, cultures and practices between agencies Different and conflicting social policy or legislation Individualized barriers Lack of clarity in boundaries Lack of clarity in lines of authority and decision-making Historical or current jealousies or rivalries between agencies Lack of clarity about why agencies are involved Conclusions Further reading 3 Information Sharing Introduction The Data Protection Act 1998 The Human Rights Act 1998 Government guidance on information sharing for practitioners Confidentiality and information sharing Sharing information and preventative services The issue of consent Further issues related to sharing information Conclusions Further reading 4 Multi-Agency Assessments Introduction The common assessment framework (CAF) The process of the CAF Evaluation of the CAF The statutory assessment The structure of the statutory assessment Domain 1: The developmental needs of the child Domain 2: The capacity of the parents to meet the needs of the child Domain 3: Wider family and environmental factors Issues for multi-agency working Conclusions Further reading Part II Multi-Agency Work in Specific Contexts 5 Children Requiring Early Help Introduction Who are children requiring early help? Systems and processes to support children requiring early help Issues for multi-agency working Conclusions Further reading 6 Children in Need of Support Introduction Who are children in need of support? Systems and processes to support children in need of support Issues for multi-agency working Conclusions Further reading 7 Children with Special Educational Needs and Disabilities (SEND) Introduction Who are children with special educational needs and disabilities (SEND)? Systems and processes to support children with special educational needs and disabilities (SEND) Special educational needs (SEN) support education, health and care (EHC) plans Issues for multi-agency working Conclusions Further reading 8 Children in Need of Protection Introduction Who are children in need of protection? Systems and processes to support children in need of protection Issues for multi-agency working Conclusions Further reading 9 Children Involved in the Criminal Justice System Introduction Who are children involved in the criminal justice system? Systems and processes for children in the criminal justice system Youth offending teams Abolition of ‘doli incapax’ Prevention At the police station The youth court Sentencing options Issues for multi-agency working Conclusions Further reading 10 Looked-After Children Introduction Who are looked-after children? Systems and processes to support looked-after children Care plans Personal education plans Issues for multi-agency working Conclusions Further reading Part III Moving Forward with Multi-Agency Work 11 Skills and Factors to Enhance Multi-Agency Work Introduction General factors Personal attributes and attitudes Personal knowledge Personal skills General team working skills Conclusions Further reading Conclusion Appendix: Points to consider and suggestions for the reflective box exercises Chapter 1 Case study – Amy Chapter 2 Case study – Jenny Case study – Jack Chapter 3 Case study – Sarah Case study – Anisha Case study – Connor Case study – Alison Chapter 4 Case study – the McLoughlin family Chapter 5 Case study – Michael Chapter 6 Case study – Johnnie and Sam Chapter 7 Case study – Joseph Chapter 8 When is harm significant? Sexual activity between young people Chapter 9 Case study – Ryan Chapter 10 Case study – Carlton Case study – Marcus Chapter 11 Case study – Christa Bibliography Index