Relationships, learning and team working in UK services for children

Abstract

Purpose

This paper seeks to report on education, health, and social care practitioners' experiences of working across traditional boundaries and establishing new relationships in the context of the Common Assessment Framework (CAF) in UK children's services.

Design/methodology/approach

Semi‐structured interviews were conducted with a total of 20 education, health and social care practitioners, and operational managers using the qualitative methodology of interpretative phenomenological analysis.

Findings

The article highlights how change in the composition of teams has provided stimulus for new relationships, learning, and ways of working.

Research limitations/implications

The study is based upon a relatively small number of interviews conducted within one county.

Originality/value

Consideration of relationships and learning within multi‐agency practice contexts is underdeveloped within the literature. As new forms of partnership may result from ongoing reconfiguration of services, this research into partnership working around the CAF offers insights and learning for future interprofessional teamworking.

Citation

Collins, F. and McCray, J. (2012), "Relationships, learning and team working in UK services for children", Journal of Integrated Care, Vol. 20 No. 1, pp. 39-50. https://doi.org/10.1108/14769011211202283