The Concept Of Collaborative Working Social Work Essay

The Concept Of Collaborative Working Social Work Essay Collaboration is a interprofessional process of communication and decision making that enables shared knowledge and skills in health care providers to synergistically influence the ways service user/patient care and the broader community health services are provided (Way et al, 2002). The development of collaborative working will necessarily entail close interprofessional working (Wilson et al., 2008). According to Wilson et al, (2008) and Hughes, Hemmingway Smith, (2005) interprofessional and collaborative working describes considering the service user in a holistic way, and the benefits to the service user that different organisations, such as Social Workers (SW), Occupational Therapists (OT) and District Nurse (DN) and other health professionals can bring working together can achieve. These definitions describe collaborative working as the act of people working together toward common goals. Integrated working involves putting the service user at the centre of decision making to m eet their needs and improve their lives (Dept of Health, 2009). This paper will focus first see why health care students learn about working together then reviewing government policy and how this can 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 evidence on collaborative practice in health and social care. Learning to work collaboratively with other professionals and agencies is a clear expectation of social worker in the prescribed curriculum for the new Social Work Degree (DoH 2002). The reasons are plain: à ¢-  Service users want social workers who can collaborate effectively with others to obtain and provide services (Audit Commission 2002) à ¢-  Collaboration is central in implementing strategies for effective care and protection of children and of vulnerable adultsas underlined, respectively, by the recent report of the Victoria Climbià © Inquiry (Laming 2003) and the earlier No Secrets policies (DoH 2000) à ¢-  Effective collaboration between staff at the front-line is also a crucial ingredient in delivering the Governments broader goals of partnership between services (Whittington 2003). Experience is growing of what is involved in learning for collaborative practice. This experience promises valuable information for Social Work Degree providers and others developing learning opportunities but has not been systematically researched in UK social work programmes for a decade (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 collaborative practice a reality in institutions requires an understanding of the essential elements, persistent and continuing 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 can be recognized by demonstrated effective communication patterns, achievement of enhanced 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-Dec;29(6):36-48. PubMed PMID: 10268659. http://www.ncbi.nlm.nih.gov/pubmed Health care students are thought about collaboration so that they can see the unique contribution that each professional can bring to the provision of care in a truly holistic way. Learning about working together can help prevent the development of negative stereotypes, which can inhabit interprofessional collaboration. (Tunstall-Pedoe et al 2003) Health care students can link theory they have 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 education both qualifying and post grad. Effective collaboration and interaction can directly influence a SU treatment, in a positive way, and the opposite can be said about ineffective collaboration that can have severe ramifications, which has been cited in numerous public inquiries. Professionals should also share information about SUs to keep themselves and their colleagues safe from harm. Working together to safeguard children states that training on safeguarding children and young people should be embedded within a wider framework of commitment to inter and multi-agency working at strategic and operational levels underpinned by shared goals, planning processes and values. The Children Act 1989 recognised that the identification and investigation of child abuse, together with the protection and support of victims and their families, requires multi-agency collaboration. Caring for People (DH, 1989) stated that successful collaboration required a clear, mutual understanding by every agency of each others responsibilities and powers, in order 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 collaborati on. The stated aim has been to create high quality, needs-led, co-ordinated services that maximised choice for the service user (Payne, 1995). Political 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 examine 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, shared knowledge, resources and possibility better 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 indication of this can be found in NHS Plan (DH, 2000), Modernising the Social Services (DH, 1998a). Policies concentrat ed on agency structures and better joint working. This was nothing new, since the 1970s there has been a growing emphasis on multiagency 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 medical 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. T he Children Act 2004 (Dept of Health, 2004) and associated government guidance, introduced following the Public Inquiry into the death of Victoria Climbià © in 2000, including Every Child Matters (Dept of Health, 2003), were written to stress the importance of interprofessional and multiagency working and to help improve it. The failure to collaborate effectively was highlighted as one of many missed opportunities by the inquiry into the tragic death of Victoria Climbià © (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 recorded (Laming 2003 cited in Ten pitfalls and how to avoid them 2010) An explicit aim was to motivate the contribution of multiagency working. By 1997 Labour had been re elected and rolled out a number of studies into collaboration. These studies revealed the many complexities 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 Together 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 piece of expertise/ knowledge to help build the jigsaw (Working Together 2010) and to assess the service user i n a holistic way. Although the merits of collaboration have rarely been disputed, the risk of conflict between the professional groups remains. Some of the barriers to collaboration are different resource allocation systems, different accountability structures, professional tribalism, pace of change and spending constraints The disadvantages are if commissioning was led by health, an over-emphasis on health care needs, and inequities between patients from different practices There are challenges in terms of professional and personal resistance to change; it is difficult 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 being taken seriously or listened to by colleagues and not having sufficient time or resources because of budget constraints (Warren, 2007). 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 discretion 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 best possible care. Weinstein, et al, (2003) stated that although there are problems with collaborative working, the potential positive outcomes out-weight the negatives. There could be a more integrated, timely and coherent response to the many complex human problems, fewer visits, better record keeping and transfer of information, and some reduction of risk; therefore the whole 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 ensure 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, community 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 contribution 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 fully integrated. There is much evidence to suggest that collaboration represents an ethical method 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)

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Chile is a very dynamic country with many interesting features that have shaped their aviation industry to be one of the most unique in the world. Apart from having a very unique shape, it also has many land features that set it apart from other countries. These features have affected the international aviation industry in Chile and made it very distinctive. Before the arrival of Spanish conquistadors in the 16th century, Chile was home to the Inca tribe in the north and the Mapuche ruled central and southern Chile. Overtime the Spanish began to take over and drive out the native people. The Spanish ruled Chile until they were driven out in the War of The Pacific in the early 1800’s. Over the next few centuries Chile's governance was very unstable, changing rulers and governments every few decades. Things began to settle down starting in 1990 when Chile inaugurated a freely elected president. With this new government system Chile saw steady economic growth, the poverty rate was cut in half, and it began to establish itself as a stable, democratic nation. In January 2014, Chile acquired a non-permanent seat on the United Nations Security Council for the 2014-2015 term (Central Intelligence Agency, 2014). The Chilean economy is market oriented meaning that it has a lot of foreign trade and has also established itself as a home for strong financial institutions earning it the strongest sovereign bond rating in South America (Central Intelligence Agency, 2014). Exporting goods and natural resources accounts for approximately one third of Chile’s Gross Domestic Product and copper provides 19 percent of the government’s revenue, making it the world’s leading producer of copper (Heritage Foundation, 2014). Chile’s other export... ...tion, 2013). Another issue that Chile has to face is the possibility of volcanic eruptions and subsequent ash clouds. If a major eruption occurs in Chile it could greatly affect the air travel in and out of Chile for a long time. The last major eruption occurred in 2011 and not only grounded flights in Chile but also Australia and New Zealand as the ash cloud was blown a great distance (Williams, 2011). Chile has a very strong and stable aviation industry today. Since the government stabilized and remained consistent over the past years the focus of the government was clearly on enhancing the aviation industry in Chile. From airline giants like LAN to some of the most treacherous, mountainous regions in the world, it is amazing that the aviation industry has been able to thrive as much as it has. Chile truly has one of the best aviation industries in the world.

Increase Petrol Price

Bad traffic and increasing pollution are thorny issues challenging every major city in the globe. To combat such problems, government encourages companies to mark up gas price in an effort to decrease car use and cut down waste gas. However it may temporarily alleviate the problem, but is doubtfully the optimal solution. First of all, consumers and economy would be victimized by such measures. The number of cars in a country directly depends on the proportion of the population affluent enough to own cars.As a result, raises in gas price could invoke hard feelings among this segment of people but would not drastically change their behavior in using cars. Even if the number of cars on road is reduced due to higher gas cost, this is not the best way to solve traffic problems. Such policy would hurt the auto industry, place higher costs on current and prospect car owners, and undermine the economy of a nation. In the long run, the final way out could be the construction of better roads a nd more effective use of available transport facilities.Secondly, there is evidence that waste gas from cars is not the leading cause of air pollution. The culprit may be the discharge of polluting substances into the atmosphere due to the rapidly growing manufacturing industry. As a result, reduction of the number of cars would not return us a blue sky and fresh air. We could better handle this problem if we could increase control over industrial waste discharge and adopt more environmental friendly materials and production equipment. Finally, other measures like the application of cheaper and cleaner energy resources could also be a better solution.For example, we now have the ability to make cell-powered or even solar-powered cars. Such energy is completely clean and plentiful. However we still have a very long way to go to turn such technologically possible into afford able and practical products. To conclude, it is not the best way to control traffic and pollution by increasing gas price because such action will hurt consumers and economy without achieving what it is aimed for. Measures such as construction of better transport facilities and development of new energy resources could be more effective solutions.

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Deaf Culture: Is it all Peaceful? Deafness is not a disability but a different way of being. â€Å"So the members of the American deaf community are not characteristically isolated, or uncommunicative, or unintelligent or childlike, or needy, or any of these things we imagine them to be,† stated Harlan Lane (269). The deaf produce their own culture and way of living. Knowing that, what is a culture, what are factors in their culture, and why is there negativity associated with the deaf community producing their own culture? Culture is what individuals learn in life. Cultures are taught. Individuals learn their culture from people within their society. They learn language, acceptable behavior, beliefs, customs, and values to help them throughout life. Cultures can also be viewed as a standard of living and be used as a sense of belonging. There are many cultures in this world. They range from cultures of a particular country to cultures of a certain group. There are even cultures within a culture. The deaf community for example has more than one culture. The main culture they learn is the culture they are raised in, basically, what their countries’ cultures are, but they are also part of their own culture. Deaf individuals have their own language, needs, and customs along with the mainstream culture they live in. In the deaf community, they have their own opportunities for their group of people. They have schools, social activities, jobs, and forms of communication to say the least. Deaf grade schools and colleges are all over the country. One of the better-known colleges is Gallaudet University. According to Oliver Sacks, â€Å"Gallaudet is the only liberal arts college for the deaf in the world and is, moreover, the core of the world’s deaf community† as of 1988 (236). Gallaudet is also known for a riot that took place in March of 1988. The riot was to protest against selection of a hearing president for ... Free Essays on Deaf Culture Free Essays on Deaf Culture Deaf Culture: Is it all Peaceful? Deafness is not a disability but a different way of being. â€Å"So the members of the American deaf community are not characteristically isolated, or uncommunicative, or unintelligent or childlike, or needy, or any of these things we imagine them to be,† stated Harlan Lane (269). The deaf produce their own culture and way of living. Knowing that, what is a culture, what are factors in their culture, and why is there negativity associated with the deaf community producing their own culture? Culture is what individuals learn in life. Cultures are taught. Individuals learn their culture from people within their society. They learn language, acceptable behavior, beliefs, customs, and values to help them throughout life. Cultures can also be viewed as a standard of living and be used as a sense of belonging. There are many cultures in this world. They range from cultures of a particular country to cultures of a certain group. There are even cultures within a culture. The deaf community for example has more than one culture. The main culture they learn is the culture they are raised in, basically, what their countries’ cultures are, but they are also part of their own culture. Deaf individuals have their own language, needs, and customs along with the mainstream culture they live in. In the deaf community, they have their own opportunities for their group of people. They have schools, social activities, jobs, and forms of communication to say the least. Deaf grade schools and colleges are all over the country. One of the better-known colleges is Gallaudet University. According to Oliver Sacks, â€Å"Gallaudet is the only liberal arts college for the deaf in the world and is, moreover, the core of the world’s deaf community† as of 1988 (236). Gallaudet is also known for a riot that took place in March of 1988. The riot was to protest against selection of a hearing president for ...

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Is brain dead really dead Research Paper Example | Topics and Well Written Essays - 1500 words

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Design System and Security Control Essay Example | Topics and Well Written Essays - 3250 words

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