1. Collaborative working for Safeguarding Children 3 March 2011 Professor Frances Gordon Hilary Pengelly Sheffield Hallam University

2. Workshop Aims: To share and explore collaborative educational approaches to child protection issues. To enhance confidence and support the development of colleagues involved in the facilitation of interprofessional education with the aim of improving the quality of student experience.

3. Learning Outcomes: following this workshop participants will be able to: Consider how far professional cultures explain some of the challenges to interprofessional learning and working Develop strategies to facilitate student learning around safeguarding issues which build on current experience, perceptions and readiness using a framework of interprofessional capability Manage the learning environment in ways that support the development of collaborative skills Appreciate the resonance between interprofessional teaching, learning and professional practice in child protection

4. Activity 1: Who do you choose? You are faced with dealing with a particularly complex and sensitive non-work related issue. Which three people would you choose to help you with this problem?

5. Who did you choose? Explain to the group - why you have chosen these three particular people

6. What about at work? Do the same considerations apply to work situations?

7. Cultural comfort zones Culture can be defined as a set of learned responses that originate through encounters with others (Ahmann, 2002). According to Purnell (2002) these include language, gender, sexual orientation and socioeconomic status - secondary considerations include educational status and occupation.

8. Professional cultures and IPE It has been argued that professional cultures are a barrier to interprofessional education and collaborative working (Low and Weinstein (2000) (Ejrnæs2004) (Mesel 2008) however Diversity of professional culture also drives effective interprofessional education and collaborative working (Gordon and Pengelly, in press)

9. Activity 2 - in small groups discuss: What has been the best experience you have had when working students of 'other' professions? What could have happened to make this experience as good as it could possibly be? What advice would you give 'other' professions about teaching students of your profession?

10. Feedback Be ready to feedback to main group What key experiences have you discussed? What common issues have you identified?

11. Working together - the challenges Key messages from serious case reviews (SCR): Communication between individuals and across agency boundaries is problematic (Ofsted 2008, 2009, 2010) SCR repeatedly document ‘deficits in inter- agency working, collecting and interpreting information, decision making, and in aspects of relations with families’ (Brandon et al 2008:9) poor practice, both clinical and professional, together with interagency failings in communication (Hammond 2001)

12. Lunch

13. Discussion point Resonances between participants' experience and the key messages

14. Making a decision De Bono's six hats - a strategy for collaborative decision making

15. Exercise: collaborative decision making Suzanne, three years old has been fostered by her grandmother for six months. This followed a suspicious injury to her ankle that medical advice indicated could only have been non-accidental. During this time she has gained weight and developed more speech and social skills, and goes to nursery regularly. Her mother, Jane, at the time was living with a male who used drugs. Jane is pregnant again but has been attending parenting classes and wishes to have Suzanne returned to her care. A core group meets to decide what to do.

16. Collaborative decision Review your unilateral decision Has it changed or stayed the same? Why?

17. Interprofessional Capability What is capability? What is the framework? Why might it be significant?

18. Capability is... Fraser and Greenhalgh (2001) have argued that competence involves what individuals know or are able to do, whereas capability refers to the extent that a person can apply, adapt and synthesise new knowledge from experience and continue to improve performance.

19. Capability is.......... Fraser and Greenhalgh (2001) suggest that capability incorporates competence in that being able to successfully undertake a ‘task’ is seen as an important component of being 'capable'. We would agree with this but consider time to be the important discriminating factor.

20. What is the Framework? The Interprofessional Capability Framework is a set of 15 Capabilities within four domains of interprofessional practice. Each Capability has three staged learning levels.

21. Why might the Framework be significant? In terms of safeguarding or child protection, serious case reviews have identified issues of interprofessional collaboration that can be related to capabilities within the Framework (such as CW3: sharing profession-specific knowledge within and across communities of practice and OC3: interagency work across teams and organisations)

22. An analysis of a case Consider the provided case - taken from 'actual' situations. Refer to the capability framework to identify which capabilities (if any), if possessed by the people involved, might have led to a different outcome.

23. Feedback What capabilities seemed absent in the actions of the professionals in the 'case'? How could these capabilities be developed in students? How far would an interprofessional approach to learning assist in this?

24. Evaluation: Discover What was best thing about this workshop experience for you?

25. Evaluation: Dream Imagine you are doing the workshop again, but you can decide on the content; what would it look like?

26. Evaluation: Design What could happen differently in this workshop to make it better?

27. Evaluation: Deliver We will use your feedback in order to review our workshop and improve it for next time

28. References De Bono's Six Thinking Hats (http://www.mindtools.com/pages/article/newTED_07.htm last accessed 1/03/2011)http://www.mindtools.com/pages/article/newTED_07.htm Gordon, F Interprofessional Capability as an aim of student learning in Bluteau, P.A.S. & Jackson, J.A. (2009) Interprofessional Education; making it happen. Palgrave. London Gordon F, Ward K. (2005) Making it real: interprofessional teaching strategies in practice Journal of Integrated Care 13 (5) 42-47 Gordon F, Walsh C. (2005) A Framework for Interprofessional Capability: developing students of health and social care as collaborative workers. Journal of Integrated Care 13 (3) 26-33 Gordon F, Walsh C, Marshall M, Wilson F, Hunt T (2004). Developing interprofessional capability in students of health and social care – the role of practice-based learning Journal of Integrated Care 12 (4) 12-18 Sheffield Hallam University (2010) Interprofessional Capability Framework 2010. ISBN 978- 1-84387-316-7 Walsh C, Gordon F, Marshall M, Wilson F, Hunt T (2005) Interprofessional Capability: A developing framework for interprofessional education Nurse Education in Practice, Volume 5, Issue 4: 230-237

29. Professor Frances Gordon: f.gordon@shu.ac.uk Hilary Pengelly h.pengelly@shu.ac.uk Contact details Social Policy and Social Work www.swap.ac.uk Health Sciences and Practice www.health.heacademy.ac.uk