Roles Of Different Agencies In Health And Social Care Study

For multi agency working to be successful, good communication from all the organisations and care providers is very important with understanding of the responsibilities for each agency. It also requires all agencies involved to work to a satisfactory level.

Multi agency working is an effective way of supporting children and families with additional needs. It brings together practitioners and professionals from different sectors to provide an integrated way of working to support children, young people and families.

1.Understand the principles of inter-professional working within health and social care or children and young people’s setting.

It has been debated that children and families have received poor service because of the failure of professionals in understanding each other’s roles or working together in a multi-disciplinary

A successful approach requires multi-agency collaboration and recognition of child wellbeing at the heart of the organisation.

Multi agency teams such as a teacher, speech and language therapist and SENCO work together to support children that have speech, language and communication needs. If a parent is worried about their child’s speech, language or communication, they may visit their GP or a health visitor. The health visitor would identify problems when a child is taken for check ups. For some children if their communication difficulties are linked to other learning difficulties then it can resort to them being assessed by an educational psychologist. Once a delay in the child's development has been recognized the child would then be referred an appropriate specialist service e.g. to a speech and language therapist. It is vital that every educational provision

Their aim is to work together to ensure good practice to promote effective approaches to enhance the students learning with Special Educational Needs.

I will be evaluating the role of multi-agency working, its strengths and weaknesses and how it is used to reduce the risk of abuse imposed on adults; I will also be referring to legal frameworks, regulations, working strategies and procedures.

It is very important to recognise that parents and practitioners have different kinds of relationships with the children in their care. Practitioners need to develop consistent, warm and affectionate relationships with children especially babies but they should not seek to replace the parents. Babies need to be with the same people each and every day to develop social relationships. This is why the EYFS requires all early years settings and schools to implement a key person system. Parents and practitioners have one thing in common that is very important: they all want the best for the child. The roles involved are not the same yet they are complementary. Parents know their own child best. Practitioners have knowledge of general child development.

This enables different services and professionals to join together to prevent problems happening. It is used to support children, young people and families to help secure improved outcomes.

Working within this approach can also avoid confusion between practitioners or provision being duplicated or missed out and parents being asked the same questions over and over which could get irritating for the parents. Sharing information gives an overall better service provided. The SEN code of practice 2001 stresses the importance of working within a multi-agency team ‘All agencies should recognize the need for effective collaboration of services involved with the child and with parents. Consultative responsibilities and effective communication systems and management and practitioner levels should be clearly identified.’ (Special Educational Needs Code of Practice 2001 pg. 70)

Partnership is driven by a desire for collaborative advantage and can offer many positive outcomes, like benefits for staff and services such as less replication between different service providers. It helps them see others point of view and it keeps them from being selfish, it helps young people interact with others to achieve a goal, and it helps them develop socially. It’s important to work in partnership with others so that all agencies can share information and concerns about children and young people in their care, it also helps to keep the children safe and away from harm.

The responsibility of the practitioner is to work as part of a team with other professionals and staff members effectively to bring children and parents the best possible service i.e. working with social workers, speech and language therapists, and family support workers. Practitioners must also have a working partnership with parents, to work effectively with the child as the parents are the primary carers and they will know what the child is like at home and what the child’s interests are. For example they would have a policy called ”parents as partners”.

Multi agency and integrated working supports early intervention and maintains focus on the child/young person because more than one agency is working with the family. It avoids duplication because the agency best equipped deals with the areas there are able too.

‘Inter-professional working in education’ is a term given to a group of professionals from different agencies with a variety of specialist backgrounds working together, for educational purposes, to give children with different difficulties and levels of learning the opportunity to reach their full potential in education. The term “refers to interaction between the professionals involved, albeit from different backgrounds, but who have the same joint goals in working together” (Leathard, 2003, p.5). Inter-professional working is used in the primary school environment when a child has been noticed to struggle either with their academic work, social aspects of school