Presentation on theme: "Learning New Ways of Working for Inter-professional Collaboration Bath, Oxford, Birmingham, Belfast TLRP Phase III Anne Edwards, Educational Studies, Oxford."— Presentation transcript:
Learning New Ways of Working for Inter-professional Collaboration Bath, Oxford, Birmingham, Belfast TLRP Phase III Anne Edwards, Educational Studies, Oxford
The Social Exclusion of Children and Young People zSeen as lack of access to the most important life chances that a modern society offers, where those chances connect individuals to the mainstream of life in that society. zWork on social inclusion e.g. the Childrens Fund focuses on supporting childrens individual trajectories of inclusion.
Interagency Work to Support Trajectories of Inclusion zReferrals between services (service-led). zWhole-school approaches for behaviour management. Or: zA new way of seeing collaboration: recognising constantly changing combinations of people and resources across services, and their distribution over space and time (following the child).
zServices are shaped by their histories and organised for the convenience of the provider not the client (Cabinet Office, 2001). zAudit Commission report (2002 p.52): a general consensus that agencies need to work more closely together to meet the needs of young people, but different spending priorities, boundaries and cultures make this difficult to achieve in practice zInteragency working of such services tend to 'underlap' rather than overlap and agencies can ignore the complexity their clients present
Policy and Inclusion zCurrent policy on social inclusion is running ahead of conceptualisations of inter- professional collaboration and the learning it requires in a number of fields. There is also a new emphasis on user participation in the design of services and the design of individual trajectories.
Craft Tacit Knowledge Mass Production Articulated knowledge Development
Craft Tacit Knowledge Mass Production Articulated knowledge Process Enhancement Practical Knowledge Mass Customisation Architectural knowledge Renewal Development Linking Modularisation
Craft Tacit Knowledge Mass Production Articulated knowledge Process Enhancement Practical Knowledge Mass Customisation Architectural knowledge Co-configuration Renewal Development Linking Modularisation Networking
Co-configuration Includes interdependency between multiple producers in a strategic alliance or other pattern of partnership which collaboratively creates and maintains a complex package which integrates products and services and has a long life cycle. Victor and Boynton, 1998 Co-configuration Includes interdependency between multiple producers in a strategic alliance or other pattern of partnership which collaboratively creates and maintains a complex package which integrates products and services and has a long life cycle. Victor and Boynton, 1998
The LIW Timeline zJan August 05 preparatory phases to identify main case studies and test feasibility of methods zSept 05 - June 07 three case studies: Looked After Children Team, a new Multi- agency Team and an Extended School
LIW Case Studies zCase studies are moving on from mass customisation (service -led) to co- configuration in children and family work zStructured by CHAT: focus on individual action and the systems in and across which the actions occur zPromoting and supporting learning as well as studying it
Developmental Work Research (DWR): focusing on practice zTaking practitioners everyday situated understandings of multi-agency work and questioning them - e.g. what are they working on i.e trying to change? with whom? with what tools? how do implicit rules shape how they see what they are working on? zSix 2 hour workshops at 2 monthly intervals from January 2006 zPractitioners trying out the ideas they develop in these workshops
Some Key Concepts in DWR zIt is interventionist: promotes learning at the level of systems. (we are focusing on the individual and system) zMoving people from from everyday to scientific understandings. zActivity systems are multivoiced and by focusing on identifying and contesting the object of activity the object is expanded and the system itself changed.
What is the Object in an Extended School? zFrom 1st DWR: Different views of the childs trajectory zbehaviour zhappiness (mental health) zattendance zattainment zremoval for the sake of others
Challenges for Developing Interagency Working in the School zWhat is the activity system - school or school plus community? (Service led or Co-configuration?) zWhat is the object? Which is the most salient feature of the trajectory at any time? zWhich rules hold sway in the school? zHow is the work co-ordinated to best use the expertise spread across the local system? zWhat tools will help responsive multi-agency collaboration? (not the CAF)