Book contents
- Frontmatter
- Dedication
- Contents
- List of tables and figures
- Acknowledgements
- Foreword
- one Introduction
- two The significance of ‘information sharing’in safeguarding children
- three So, what is this thing we call ‘information’?
- four Understanding professional information need and behaviours
- five How is information shared in ‘everyday’ practice?
- six Putting pieces of the ‘jigsaw’ together to establish a ‘full’ picture
- seven Professional relationships with information
- eight Emotion information: working with hunches, concerns and uncertainty
- nine Conclusion
- Appendix 1 Children in need model
- Appendix 2 Multi-agency interview schedule used in phase two of data collection
- References
- Index
three - So, what is this thing we call ‘information’?
Published online by Cambridge University Press: 01 September 2022
- Frontmatter
- Dedication
- Contents
- List of tables and figures
- Acknowledgements
- Foreword
- one Introduction
- two The significance of ‘information sharing’in safeguarding children
- three So, what is this thing we call ‘information’?
- four Understanding professional information need and behaviours
- five How is information shared in ‘everyday’ practice?
- six Putting pieces of the ‘jigsaw’ together to establish a ‘full’ picture
- seven Professional relationships with information
- eight Emotion information: working with hunches, concerns and uncertainty
- nine Conclusion
- Appendix 1 Children in need model
- Appendix 2 Multi-agency interview schedule used in phase two of data collection
- References
- Index
Summary
What is information?… although the question may appear rhetorical there is a sense in which the answer is that nobody really knows. (Martin, 1995, p 17)
Introduction
Everything around us is potentially information; it affects everything we do. Information is often assumed to mean the same thing to everyone, so there is little discussion about what is actually is, and why and when it matters. Social actors tend to assume that what is information for one person is also information for another. Pollner (1987) argued that we all make a fundamental assumption that we will see the same things, if placed in the same position. In many ways, and in whatever social setting, information ‘is what it says on the tin’; any enquiry into its definition would be for a specific purpose, such as the requirement of further delineation for dictionary purposes. However, if we stop and ask what information ‘really’ means, the answer is more difficult than perhaps first anticipated. Despite the term ‘information’ being in usage for over 600 years (making an early appearance in one of Chaucer's tales between 1372 and 1386 (Schement and Rubins, 1993, p 177)), this does not make the question any easier to answer – something this chapter’s opening quote alludes to.
In this chapter, I do not seek to establish a working definition of what information is, but rather build a critical analysis of ‘information’ in the context of child protection practice. More specifically, my critical analysis of information sharing is located in the context of ‘referrals’ as a particular kind of information. In practice terms, understanding referral information remains an important area of enquiry, given the yearly increases in referral figures while resources for protecting vulnerable children steadily diminish. Between 2013 and 2014, 657,800 referrals were received by children's social care services – a 7% increase on the number of referrals received between 2010 and 2011, and an 11% increase on 2012–13 figures (Stevenson, 2015). By drawing on referrals as a particular type of information from a theoretical position, I aim to offer a ‘destabilised’ picture of information-sharing practices that challenges objectivist policy dictates.
- Type
- Chapter
- Information
- Strengthening Child ProtectionSharing Information in Multi-Agency Settings, pp. 53 - 70Publisher: Bristol University PressPrint publication year: 2016