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
Appendix 2 - Multi-agency interview schedule used in phase two of data collection
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
1. How does your workload come in to you?
2. How do concerns or issues about a child/family arise?
3. What do you understand to be your main role?
4. What do you understand as your subsidiary/secondary role?
5. Could you give me an account of a typical case from beginning to end and tell me why this is case is regarded as ‘typical’?
6. Could you give me an account of a untypical case from the beginning to end and tell me why this case is not regarded as typical?
7. Do you think that your case examples could be dealt with by an alternative agency or in a different way (e.g. using informal networks more)?
8. What are your agency's strengths in working with vulnerable families?
9. What are your agency's limitations in working with vulnerable families?
10. What information do you need to deal with or identify any concerns and issues regarding children and families (i.e. growth charts, education records, housing records and so on)?
11. Is that (information) the same for others you work with?
12. Do you think practices vary with regards to what information is needed to deal with or identify concerns and issues with children and families? If yes, how do practices vary?
13. What kinds of records do you keep? When and how are these records used?
14. What are your policies and procedures regarding record keeping generally (i.e. filing system, which bits of cases are kept/filed and which information is disregarded)? How is the IT system/ telephone used/depended on?
15. Do you accept information given to you? When would you research the information further and how would you do this?
16. What information would you consider is hard to get hold of?
17. What information would you consider is easy to get hold of?
18. What concerns or issues would lead you to refer to social services? Could you give two or three examples of these concerns (and all the details) and tell me how you were first alerted to these concerns and also what you did?
19. What information do you feel you need to confidently refer to social services (i.e. a comment, a report from another professional, discussion with a supervisor to reach agreement whether to make a referra)l?
- Type
- Chapter
- Information
- Strengthening Child ProtectionSharing Information in Multi-Agency Settings, pp. 195 - 196Publisher: Bristol University PressPrint publication year: 2016