The Concept Of Collaborative Working Social Work Essay

The Concept Of Collaborative work genial Work EssayCollaboration is a inter victor process of intercourse and decision making that enables divvy upd knowledge and skills in headspringness bursting charge providers to synergistically influence the elans service exploiter/patient c atomic number 18 and the broader participation wellness services ar provided (Way et al, 2002). The development of collaborative on the contemplate(p) depart necessarily entail close interprofessional workings (Wilson et al., 2008). According to Wilson et al, (2008) and Hughes, Hemmingway Smith, (2005) interprofessional and collaborative working describes considering the service exploiter in a holistic way, and the benefits to the service exploiter that divergent organisations, such as fond Workers (SW), Occupational Therapists (OT) and District declare (DN) and other health professionals female genitals bring working unitedly after part achieve. These definitions describe collaborat ive working as the act of people working together toward common goals. Integrated working involves putting the service exploiter at the centre of decision making to meet their necessarily and correct their lives (Dept of Health, 2009).This paper will focus early see why health care students learn close to working together then reviewing organization insurance and how this rouse be applied in a Social Care context, then on influencing factors on the outcomes of collaborative working references within the professional literature, and finally, reviewing exhibit on collaborative work out in health and fond care.Learning to work collaboratively with other professionals and agencies is a clear prospect of social worker in the prescribed curriculum for the new Social Work Degree (DoH 2002). The reasons are plain- Service users want social workers who gutter collaborate efficaciously with others to obtain andprovide services (Audit burster 2002)- Collaboration is central in implementing strategies for effective care and protection of tykeren and of dangerous adultsas underlined, respectively, by the recent report of theVictoria Climbi research (Laming 2003) and the earlier No Secrets policies (DoH 2000)- Effective collaborationismism between staff at the front-line is likewise a crucial ingredient in delivering the political relations broader goals of partnership between services (Whittington 2003). knowledge is growing of what is involved in reading for collaborative employment. This experience promises rich information for Social Work Degree providers and others developing learning opportunities only if has non been systematically researched in UK social work programmes for a decennium (Whittington 1992 Whittington et al 1994). The providers of Diploma in Social Work programmes (DipSW) represented an untapped source of directly transferable experience in this area of learning and were therefore chosen as the focus of the study.Making colla borative act a reality in institutions requires an understanding of the essential elements, persistent and go on efforts, and rigorous evaluation of outcomes. Satisfaction, quality, and cost effectiveness are essential factors on two dimensions outcomes for patient care providers and outcomes for patients. Ultimately, collaborative practice eject be recognized by demonstrated effective communication patterns, achievement of raise patient care outcomes, and efficient and effective support services in place. If these criteria are not met, collaborative practice is a myth and not a reality in your institution. Simms LM, Dalston JW, Roberts PW. Collaborative practice myth or reality? Hosp Health Serv Adm. 1984 Nov-Dec29(6)36-48. PubMed PMID 10268659. http//www.ncbi.nlm.nih.gov/pubmedHealth care students are thought close collaboration so that they can see the unique contri andion that all(prenominal) professional can bring to the provision of care in a truly holistic way. Learning about working together can facilitate prevent the development of negative stereotypes, which can inhabit interprofessional collaboration. (Tunstall-Pedoe et al 2003) Health care students can link theory they take in leant with practice and bring added value of successful collaborative practice. (www.facuity.londondeanery.ac.uk) Learning collaborative practice with other professionals is the core expectation in social work training both qualifying and post grad.Effective collaboration and interaction can directly influence a SU treatment, in a positive way, and the verso can be said about ineffective collaboration that can have severe ramifications, which has been cited in numerous public inquiries. Professionals should also region information about SUs to keep themselves and their colleagues safe from harm. running(a) together to safeguard fryren states that training on safeguarding children and recent people should be imbed within a wider framework of commitment to inter a nd multi-agency working at strategic and operational levels underpinned by share goals, planning processes and values. The Children Act 1989 accepted that the identification and investigation of child abuse, together with the protection and support of victims and their families, requires multi-agency collaboration. lovingness for People (DH, 1989) stated that successful collaboration required a clear, cor coition understanding by every agency of each others responsibilities and powers, in hunting lodge to make plain how and with whom collaboration should be secured. It is evident from the above that Government has been actively promoting collaborative working, and this is reflected in professional literature. Hence, the policy climate and legislative backdrop were established to facilitate inter-agency and intra-agency collaboration. The stated aim has been to create uplifted quality, needs-led, co-ordinated services that tapd choice for the service user (Payne, 1995). Politi cal pressure in recent years has focused attention on interprofessional collaboration in SW (Pollard, Sellman Senior, 2005) and when viewed as a good thing, it is worthwhile to critically prove its benefits and drawbacks just what is so good about it. (Leathard, 2003). Interprofessional collaboration benefits the service user by the use of complementary skills, divided up knowledge, resources and possibility bring out job satisfaction. Soon after the new Labour government in 1997 gave a powerful new impetus to the concept of collaboration and partnership between health professionals and services, they recognised this and there was a plethora of social policy initiatives official on collaborative working published. A clear reading material of this can be found in NHS Plan (DH, 2000), Modernising the Social operate (DH, 1998a). Policies concentrated on agency structures and better joint working. This was nothing new, since the mid-seventies there has been a growing emphasis on m ultiagency working. 1974 saw the first big press involvement in the death of a child (Maria Coldwell) and they questioned why professionals were not able to protect children who they had identified as most at risk. The pendulum of threat to children then swung too much the other way and the thresholds for interventions were significantly lowered, which culminated with the Cleveland Inquiry of 1988 when children were removed from their families when there was little concrete evidence of harm (Butler-Sloss, 1988), with too much emphasis put on the checkup examination opinion. An equilibrium was needed for a collaborative work ethic to share knowledge and skills and Munro (2010) states that other service agencies cannot and should not replace SWs, but there is a requirement for agencies to engage professionally about children, young people and families on their caseloads. The Children Act 2004 (Dept of Health, 2004) and associated government guidance, introduced following the Public Inquiry into the death of Victoria Climbi in 2000, including Every Child Matters (Dept of Health, 2003), were written to filtrate the importance of interprofessional and multiagency working and to help improve it. The failure to collaborate effectively was highlighted as one of m whatsoever missed opportunities by the inquiry into the sad death of Victoria Climbi (Laming, 2003) and Baby Peter (Munro, 2009). There is an assumption that shared information is information understood problems with information sharing and effective commination are cited again and again in public enquiry reports Rose and Barnes 2008 Brandon et al, 2008). These problems can simply be about very practical issues, such as delays in information shearing, lost messages, names and addresses that are incorrectly enter (Laming 2003 cited in Ten pitfalls and how to avoid them 2010)An explicit aim was to motivate the voice of multiagency working. By 1997 Labour had been re elected and rolled out a number of stud ies into collaboration. These studies revealed the many analyzableities and obstacles to collaborative working (Weinstein, 2003). The main drivers of the governments health and social care policies were partnership, collaboration and multi-disciplinary working. One of the areas covered by Working unitedly to Safeguard Children 2010 (Dept of Health, 2010) stated that organisations and agencies should work together to recognise and manage any individual who presents a risk of harm to children. The Children Act 1989 (Dept of Health, 1989) requires multi-agency collaboration to help indentify and investigate any cases of child abuse, and the protection and support of victims and their families. It should be remembered that everyone brings their assemble of expertise/ knowledge to help build the jigsaw (Working Together 2010) and to survey the service user in a holistic way. Although the merits of collaboration have rarely been disputed, the risk of conflict between the professional groups remains. virtually of the barriers to collaboration are different resource allocation systems, different accountability structures, professional tribalism, pace of change and spending constraintsThe disadvantages are if commissioning was led by health, an over-emphasis on health care needs, and inequities between patients from different practicesThere are challenges in terms of professional and personal resistance to change it is touchy to change entrenched attitudes even through inter-professional education. Sometimes professionals disagree about the causes of and the solutions to problems, they may have different objectives because of different paradigms (Pierson M, 2010). There are also several concerns for SWs which include not knowing which assessments to use, appearing to be different or work differently from others in the team, not world taken seriously or listened to by colleagues and not having sufficient time or resources because of budget constraints (Warren, 2 007). Some of the reasoning for this pessimistic mood is feelings of inequality and rivalries, the relative status and power of professionals, professional identity and territory. Different patterns of accountability and savvy between professionals, are all contributing factors to these feelings (Hudson, 2002). Thompson (2009) suggests that instead of the SW being viewed as the expert with all the answers to the problems, they should step back and look at what other professionals can contribute. Collaborative working offers a way forward, in which the SW works with everyone involved with the clients carers, voluntary workers and other professional staff, to maximise the resources, thus giving an opportunity for making progress and affording the service user the take up practicable care.Weinstein, et al, (2003) stated that although there are problems with collaborative working, the possible positive outcomes out-weight the negatives. There could be a more integrated, timely and retentive response to the many complex human problems, fewer visits, better write down keeping and transfer of information, and some reduction of risk therefore the safe and sound is greater than the sum of the parts. If SWs work in silos, working in a vacuum, they are unlikely to maximise their impact (Brodie, 2008). It is important to use collaboration and an interprofessional/multi agency working culture in Social Work in order that the most vulnerable service users receive the best possible assessments of their needs.The advantages are better understanding of the constraints of each agency and system overall, shared information on local needs, reduction in duplication of assessments, better planning, avoiding the blame culture when problems occurred and accessing social care via health less stigmatising. greater knowledge of the SWs roles and responsibilities by other health care professionals will go out that the SWs role is not substituted in assessment of the service users circumstances and needs (Munro, 2010). The Munro Report (2010) also states that if everyone holds a piece of the jigsaw a full picture is impossible until every piece is put together.Working together to Safeguard Children states a multi-professional approach is required to ensure collaboration among all involved, which may include ambulance staff, AE department staff, coroners officers, police, GPs, health visitors, school nurses, residential district childrens nurses, midwives, paediatricians, palliative or end of life care staff, mental health professionals, substance misuse workers, hospital bereavement staff, voluntary agencies, coroners, pathologists, forensic medical examiners, local authority childrens social care, YOTs, probation, schools, prison staff where a child has died in custody and any others who may find themselves with a persona to make in individual cases (for example, fire fighters or faith leaders).In a study by Carpenter et al (2003) concerning the impact on staff of providing integrated care in multi-disciplinary mental health teams in the North of England, the most positive results were found in areas where services were to the full integrated.There is much evidence to suggest that collaboration represents an ethical mode of practice where differences are respected, but used creatively to find solutions to complex problems. In essence the service user should be cared for in a holistic approach and to achieve this collaboration is the answer. (1516)Professor Munro askes Some local areas have introduced social work-led, multi-agency locality teams to help inform best next steps in respect of a child or young person, including whether a formal child protection intervention is needed. Do you think this is useful? Do you have evidence of it working well? What are the practical implications of this approach? (http//www.communitycare.co.uk/Articles/2011/01/04/116046/munro-asks-frontline-workers-what-needs-to-change.htm)