Connect, Share and Learn. Evaluating the Outcomes of Inter-Agency Training to Safeguard Children (original) (raw)
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2010
The study sought to develop an evidence base for interagency training to safeguard children. It was carried out in partnership with the training coordinators in eight LSCBs in four parts of England and with the support of an advisory group. Specific measures were developed to assess the outcomes of both generic and specialist courses on such topics as “Introduction to safeguarding” and “Safeguarding disabled children”. These measures generally performed reliably and were sensitive to change. In addition to assessing outcomes, the project sought to describe the context and mechanisms through which interagency training is planned and delivered and also to estimate the costs. Interagency training is not an end in itself but should be seen as a necessary and vital component of the safeguarding children process.
Investing in Interagency Training to Safeguard Children: An Act of Faith or an Act of Reason?
Children & Society, 2009
Since the 1970s, interagency training has been considered crucial for developing effective collaborative practice, initially in relation to child protection, and latterly, to safeguarding children's welfare. Charting the history of interagency training in England, this paper aims to demonstrate how, despite limited attention being paid to its evaluation, the role of training has expanded in terms of both content and target audience. This raises questions about the evidence base upon which investment in interagency training is founded. Drawing on the limited literature and experiences of interagency trainers, the authors question whether this investment is an act of faith or reason. They conclude that a belief in the value of training different disciplines together persists, despite little being known about the way in which interagency training improves practice.
Annual report - Data analysis network for children's services
This is an annual report prepared as part of a project by the Department of Social Sciences, Loughborough University. DAN works to help member local authorities improve their information systems, both paper- and computer-based, in order to achieve better outcomes for children in need, particularly those who are looked after. Much of DAN’s work over the past year has identified areas where information systems can be improved to better meet the needs of managers, practitioners and, ultimately, service users.
Evaluation of a Training Curriculum for Inter-Agency Collaboration
Journal of Community Practice, 2002
This paper reports the activities and outcomes of one university based training project which provided a five-day training series on interagency collaboration for public child welfare workers and staff in the fields of substance abuse, mental health, and domestic violence, and summarizes lessons learned in the project. The overarching goal of this program was the development of a cadre of child welfare practitioners and community professionals who have the ability to respond effectively to complex family problems of child abuse and neglect resulting from substance abuse, mental illness, and domestic violence. A quasi-experimental design utilizing pre-and post measures was used to test the impact of interdisciplinary training. The evaluation shows gains in trainee knowledge, positive attitudes toward collaboration, and the trainees reported more collaboration in their own practice between the pre-and post tests that was sustained in a follow-up. The implications of these findings for administrative and community practice are discussed.
2019
Over the last 20 years, inter‐school collaborations have become increasingly seen as a mechanism for improving educational and social outcomes amongst students. Countries around the world have incorporated a collaborative approach into their education systems in order to improve attainment, reduce inequality and address division along social, economic, religious or ethnic lines (Bell et al., 2006; Borooah & Knox, 2015; Chapman, Collins, Sammons, Armstrong, & Muijs, 2009; Duffy & Gallagher, 2014b). Well known examples of inter‐school collaboration initiatives include, Beacon schools, which emerged in England and Wales in the late 1990s. Their aim was to ‘twin’ high performing schools with ‘failing’ schools and funding them to build partnerships to share best practice in order to improve performance (Rudd et al., 2000). More recently, the London Challenge and, later, its extension to other cities through the City Challenge built upon this approach by encouraging schools to work in par...