INPRO – Educational content and methods for the training of Interprofessionality in Child Care

1. INPRO – Educational content and methods for the training of Interprofessionality in Child Care Choca Train Meeting, Ahaus 24th March 2011 Hubertus Voss-Uhlenbrock

2. INPRO Aims Interprofessionality as a service approach has been gaining in importance for all participants in the area of the integrative and modern child care. Consequently, it is necessary to implement a systematic model for the intelligent design and utilization of corresponding expert networks as needed. INPRO will develop, test and establish as trans-national vocational training project specific learning contents and methods for training interprofessionality in the child care as well as in the development and further education of the qualified personnel as well as at the professional level. The participants should be enabled with the qualification modules to form, to maintain and to competently control a complex inter-professional expert network.

3. Euregio Qualifizierungs- und Technologieforum e.V. Hochschule Osnabrück Point Europa Publiczne Przedszkole Nr.3 Niezapominjka Nauczycielskje Kolegium Jezyków Obcych w Kaliszu Confédération Caritas Luxembourg EU-Geschäftsstelle Wirtschaft und Berufsbildung der Bezirksregierung Münster Volkshilfe Steiermark Caritasverband für das Dekanat Borken e.V. (Projektkoordination) INPRO Partner Organisations

4. INPRO TOI project -Existing Methods and Materials • Qualiflex (EQUAL) • Choca (LdV) • Mutual (LdV) • Famigra • Example: Family Centres in Germany, expert networks for e.g. speech disorders

5. INPRO Interprofessionality Interprofessionality is defined as the development of a cohesive practice between professionals from different disciplines. It is the process by which professionals reflect on and develop ways of practicing that provides an integrated and cohesive answer to the needs of the client/family/population. It involves continuous interaction and knowledge sharing between professionals organized, to solve or explore a variety of education and care issues all while seeking to optimize the user/family participation. aus: D‘Amour, D. & Oandasan, I. (2005). Interprofessionality as the field of interprofessional practice and interprofessional education: An emerging concept. Journal of Interprofessional Care, 19, Suppl. 1, 8-20. Malin, N. & Morrow, G. (2007). Models of interprofessional working within a Sure Start „Trailblazer“ Programme. Journal of Interprofessional Care, 21, 445-457.

6. INPRO UK Position I Integrated, child-centred support is now the focus for regional childcare in the UK. There are two main definitions which help to describe this inter-disciplinary way of working: • “Integrated working is where everyone supporting children and young people works together effectively to put the child at the centre, meet their needs and improve their lives.” cwdc “Integrated Working, Everyone working together – Setting up multi-agency services” • “Multi-agency working is central to effective integrated working, because each member of the team works with, and shares information with everyone else to improve outcomes for children, young people and families. cwdc “Integrated Working, Everyone working together – Setting up multi-agency services” Some common models for Multi-agency working in the UK are: • Team around the Child (TAC) – multi-disciplinary team of practitioners established on a case by case basis to support the child, young person or family. • Multi-agency panel - A multi-agency panel is a group of people from different agencies that meet regularly for short periods of time to discuss children and young people with additional needs who may need multi-agency support. Panels are often used to allocate resources to new cases and to review progress across a range of cases. Members of multi-agency panels remain employed by their home agencies. • Multi-agency team - In this model, practitioners are seconded or recruited into a team, share a team identity and are generally managed by the team leader, though they may maintain links with their home agencies through supervision and training. • Integrated services - An integrated service acts as a hub for the community by bringing together a range of services, usually under one roof. Its practitioners work in a multi-agency way to deliver integrated support to children, young people and families. “Extended Services” and “Sure Start Centres” are examples of this kind of hub, although they are under review at the moment in the UK. All - cwdc “Integrated Working, Everyone working together – Setting up multi-agency services”

7. INPRO UK Position II • The Local Authority is regionally responsible for safeguarding and promoting the welfare of children. This is achieved through three statutory requirements: • Children's Trusts Boards - responsible for ensuring that workforce strategies are developed in their local areas. • Local Safeguarding Children's Boards (LSCB) – responsible for agreeing how the relevant organisations in each local area will co-operate and ensuring effectiveness –work closely with the Children's Trust Board. • All agencies have a duty to make arrangements to promote safety and welfare of children. • It is the Local Authority’s responsibility to ensure clear roles and responsibilities for those working with children. HM Government “Working together to safeguard Children” A number of legislative documents and government policies have determined the direction of childcare in the UK: • KEY 2003 Government Strategy “Every Child Matters” – identified 5 welfare outcomes for children: • Be healthy; • Be safe • Enjoy and achieve • Make a positive contribution • Achieve economic wellbeing • Children Act 2004 – statutory requirement on Local Authorities to fulfill the above outcomes • Child Protection Procedures – Regional best practice, aimed at people working with children, what to do if they suspect a child is at risk of any sort of harm • KEY “Working Together to Safeguard Children” (2010) - Government Advisory Document – sets out how organisations and individuals should work together in accordance with the above legislation to safeguard and promote the welfare of children.

8. INPRO UK Position III Training • Employers are responsible for the organisation and delivery of training. • LSCBs are responsible for providing single and inter-agency training; ensuring training is reaching staff; also responsible for quality assurance; in certain circumstances the may take responsibility of delivery of higher level training. • 8 levels of target groups, ranging from people who frequently work with children to LSCB members • Statutory requirement of basic training for everyone with higher level, more specific courses for advanced practitioners or specialist areas. Some key processes in integrated working include: • Information sharing between all parties involved – professionals, families, children, managers etc • CAF (Common Assessment Framework) – initial assessment to identify the needs of children at risk of low outcomes (Every Child Matters); reduces duplication and improves referrals between agencies • Contact Point – online directory; a quick way for practitioners to find out who else is working with a particular child • Lead Professional – Practitioner who has lead role in co-ordination of services; main contact for child/family Cwdc “Integrated working” factsheet Dec 08

9. INPRO Fan Further Training Mix of methods/ competences Learniong respectively activity field Application Example Experts Educational Partnership /Parents Cases Round Tables Presentations ….. Capacity for Teamwork Self-reflection Capacity for conflict solving …. Social/Communication Competence Flexibilisation of childcare (caring, guiding, education) Total network Documentation of development (Observation, Diagnostic, Screening, Portfoliowork) Language Primary school teacher Pediatricians Speech therapists Psychologists X Intercultural opening Integration Units Migration Public Youth administration Primary school teacher X Primary Prevention Health (Nutrition, Sports) Caterer Nutritionists Motion Therapists Dentists Health insurance organisations X Case Management Early Child protection Integrative Work approach Guidance Pediatricians Public Youth administration Medical Service X INPRO Fan