Transcript Slide 1

3.6 Working together
Level 3 CYPW
Unit 029 - Working Together
for the Benefit of Children
and Young People
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Tutor; Karen Sendall
3.6 Working together
Unit 029 - Working Together for the Benefit of Children and
Young People
Unit aim
The unit is designed to enable the learner to understand the importance of multi
agency and integrated working and to develop the skills of effective
communication for professional purposes. It includes and assesses competence in
information sharing between those involved in work with children and young
people.
Learning outcomes
1. Understand integrated and multi agency working
2. Be able to communicate with others for professional purposes
3. Be able to support organisational processes and procedures for recording,
storing and sharing information
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3.6 Working together
MULTI-AGENCY WORKING
&
INTERGRATED WORKING
What’s the difference?.....
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3.6 Working together
How can your given scenario be a
barrier to multi agency working?
Worksheet 2
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3.6 Working together
Potential Barrier to working Together
Reluctance to intervene
Information not shared
Confidentiality
Different organisational structures and working practices
Lack of shared understanding
Different professional cultures
Professional status and professional pride
Different professional priorities
Poor communication skills
Budget
Disagreements on how to proceed
Relationships between professional and ‘service user’
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3.6 Working together
Worksheet 1
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3.6 Working together
Benefits of multi-agency working
Provides a forum to
exchange ideas and
experience to identify
innovative service solutions
Improves
knowledge &
skills of
practitioners
Enables learning from
each other to take place
Cements relationships
and builds trust amongst
all those involved
Enhances organisational
capacity and declining
resources that in turn
benefit the young
person.
Increases efficiency
and effectiveness of
delivery of service
Creates opportunities
for future joint working
Changes
practice within
organisations
Creates opportunities for
creativity, collaboration and
understanding of different
organisational strengths
and cultures
Exposure to other practitioners allows individuals to expand their knowledge and
expertise while providing support, dividing responsibility and cushioning the effect of
any failures
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3.6 Working together
What is the Common
Assessment Framework?
Worksheet 3
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3.6 Working together
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There are many external agencies that provide
services for children and young people.
How many can you think of?....
What is there function?...
Worksheet 4
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3.6 Working together
Once upon a time…
Zainul used to live in Bangladesh but he has recently moved to
Bristol with his parents and older sister.
Zainul is 5 years old and has arrived for his first day at primary
school. His mother speaks little English and seems nervous as
she leaves Zainul with his teacher.
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3.6 Working together
First response
The teacher, Mrs McLean, smiles at
Zainul’s mother as she takes his
hand and walks him over to where
some other boys are playing.
Zainul sits and watches but doesn’t
seem to want to join in and makes
no attempt to talk during the
morning activities. Mrs McLean
makes a point of making eye
contact and smiling at him.
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3.6 Working together
Identify
Mrs McLean suspects that Zainul and his family are probably
feeling anxious about the move to the UK and may need help to
adjust. She decides that the family would benefit from contact
with other agencies and begins by observing Zainul’s
interactions during the school day. Having identified his needs,
Mrs McLean then considers the possible needs of the
whole family.
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3.6 Working together
Act
Zainul speaks little English – obtain dual language books and
tapes from the library.
Mrs McLean speaks no Bangladeshi – learn a few key
phrases from another teacher.
There are no GP details on Zainul’s records and the notes
indicate that they have no family or friends in the area –
offer to refer the family to the local Surestart Family Link Worker
for support.
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3.6 Working together
Explain
Having done this, Mrs McLean enlists the help
of another teacher, who speaks Bangladeshi,
to help translate her ideas.
When Zainul’s mother collects him at the end
of the day she is told in Bangladeshi that the
school would like to support the whole family
and the solutions so far.
Mrs McLean then gives her details of a local
organisation for Bangladeshis.
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3.6 Working together
Follow up
Mrs McLean knows that she cannot make a referral to other
agencies without the parent’s permission but also that the whole
family will need to be supported for many months and may feel
embarrassed at asking for help. She makes a note in her diary to
follow up with Zainul’s mother in a few weeks time.
to be continued…....
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3.6 Working together
Activity
In groups discuss how you
would continue this story?....
What else could Mrs McLean
do to help support Zainul and
his family?
Case Study 1
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3.6 Working together
What steps are required to make a
CAF referral?
Worksheet 5
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Referral stages
Steps 1 to 8
Complete referral form by the deadline given
5
Identify the agency you want to refer to
2
Make links with the contact person
6
Gain consent of the appropriate person
(parent/carer/child)
Specify the support needed to the agency
1
Follow the referral procedure of this agency
4
Find out what the service is able to offer
3
Follow up to find out the decision made
8
7
Worksheet 5
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