By Lyn Trodd, Leo Chivers
Interprofessional operating is indispensable to an built-in team helping kids. This booklet turns interprofessional rhetoric into fact. Pt. 1. Context -- pt. 2. studying -- pt. three. operating -- pt. four. prime -- pt. five. the longer term
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Additional resources for Interprofessional working in practice : learning and working together for children and families
The approach was founded on the belief that it was both possible and desirable for a ‘profession’ to be clearly defined. Clarity would enable strict control over who was and who was not in a profession and thus maintain its exclusivity so that each profession could uphold the high market value of the benefits derived from membership (Atkinson and Delamont 1990). There are recurrent similarities in lists of the attributes of a profession. Abraham Flexner’s view was that six traits set professions apart from other groups of workers.
2001) Knowing Who I Am and What I Know: Developing New Versions of Professional Knowledge in Integrated Service Settings. Leeds: British Educational Rsearch Association. Anning, A. (2005) Investigating the impact of working in multi-agency service delivery settings in the UK on early years practitioners’ beliefs and practices. Journal of Early Childhood Research, 3: 19. , Green, J. and Robinson, M. (2006) Developing Multiprofessional Teamwork for Integrated Children’s Services: Research, Policy and Practice.
London: Routledge. , Clarke, K. and Needham, M. (2007) The Team Around the Child: Multiagency Working in the Early Years. Stoke on Trent: Trentham Books. Siraj-Blatchford, I. and Siraj-Blatchford, J. (2009) Improving Development Outcomes for Children through Effective Practice in Integrating Early Years Services. London: Centre for Excellence and Outcomes in Children and Young People’s Services (C4EO). Urban, M. (2008) Dealing with uncertainty: challenges and possibilities for the early childhood profession.