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Integrated early years systems: a review of international evidence
- Authors:
- PASCAL Chris, BERTRAM Tony, PECKHAM Kathryn
- Publisher:
- Wales Centre for Public Policy
- Publication year:
- 2019
- Pagination:
- 55
- Place of publication:
- Cardiff
This report provides an overview of available international evidence on integrated early years systems. It analyses the early years systems in Belgium, Denmark, Estonia and the Netherlands and explores the means by which system change has been achieved. In relation to early years, integration primarily concerns a coordinated policy for children under which different sectors such as social welfare, health, education and employment services work together in integrated networks. The review finds there is no one country that can offer a fully functioning model of an integrated system that can be replicated in Wales, but aspects of system development and structural features drawn from a range of countries in this review can usefully inform the development of an integrated early years system in Wales. There are various models and levels of integration, from a fully unified or integrated model, to more loosely coupled models, but a hybrid of approaches may be pragmatic and workable in the short and medium term. Clarity of vision, sustained government commitment and system leadership at central and local level are key to the change process, which will take time (more than one parliamentary term to embed) and maybe legislation to achieve. The process of change requires funding and resources to be used as a lever to incentivise integrated working, even when no additional funding is available. Most countries begin the change process with a targeted programme or initiative from which learning can be generated before wider roll out of the change system-wide. The biggest challenge is to join up early education, care and family support systems (which seem to be easier to fully integrate) with the health system, especially when there is disconnection between the health services that offer support at different stages in a child’s life (e.g., post-natal to school age). (Edited publisher abstract)
Local Education and Training Boards: key messages for promoting integrated care
- Authors:
- MCCRIRICK Virginia, HUGHES Rhidian
- Journal article citation:
- Journal of Integrated Care, 21(3), 2013, pp.157-163.
- Publisher:
- Emerald
Purpose - NHS reforms in England led to the establishment of Local Education and Training Board (LETBs) to ensure the future supply of staff. LETBs have an important role in addressing health and social care integration. This paper aims to stimulate debate, ideas and opportunities to improve integrated workforce planning, practice and policy. Design/methodology/approach - This is a thought leadership article which presents a distillation of key policy and strategy, drawing out implications for policy makers and workforce planners at a strategic level. Findings - The paper describes and critically appraises the role of LETBs in supporting integration between health and social care. The key messages include: ensure social care and public health representation on the board, track education and training decisions against commissioning priorities, focus on outcomes and transition points, build health related skills in social care, support providers and use performance measures of integration. Practical implications - LETBs need to demonstrate an open and transparent approach to workforce education and planning. All partners need to engage including social care and public health service commissioners and providers. Originality/value - There is a substantial body of literature on integration, although much less is devoted to examining workforce. This article will be of particular interest to LETB leaders, those responsible for reviewing and assessing the performance of LETBs as well as social care leaders and workforce planners. In addition the article will be of interest to those supporting integrated workforce planning and development across the UK and internationally. (Publisher abstract)
What is the impact of out-of-home integrated care and education on children aged 0-6 and their parents?
- Authors:
- PENN Helen, et al
- Publisher:
- University College London. Institute of Education. EPPI-Centre
- Publication year:
- 2004
- Pagination:
- 65p., bibliog.
- Place of publication:
- London
This review looks at research that assesses the impact of out-of-home integrated care and education settings on children aged from birth to six. For the review 'care' was defined as offering six hours a day or more of care for children and 'education' was defined as a system that followed an agreed publicly-stated curriculum. The report contains detail of methods used in the review and a summary of principle findings.
Going full circle? Integrating provision for young people in the Connexions Service
- Author:
- ARTARAZ Kepa
- Journal article citation:
- Social Policy and Society, 7(2), April 2008, pp.173-183.
- Publisher:
- Cambridge University Press
Welfare initiatives introduced by New Labour have emphasised the integration of service provision by sponsoring the creation of new professional roles and by promoting closer interagency links. The Connexions service exemplifies these two levels of integration. This article argues that the process of integration in Connexions was limited and it offers two main types of explanations. The first set concentrates on the changes brought to the professional role of Connexions workers. The second uses the example provided by interagency links between schools and the Connexions service in order to explore the role played by power relations to explain limitations to integration. The article concludes with a consideration of some of the effects brought about by Youth Matters and by the introduction of Children's Trusts on the provision of services for young people in the future.
Journal of Children's Services
- Publisher:
- Emerald
The Journal of Children's Services is designed to encourage and support the development of evidence-informed policy and practice in integrated children's services. The Journal encompasses education, health, youth justice, social care issues and the new children's trusts. It is relevant for all those responsible for planning, delivering and evaluating integrated children's services in a variety of settings. The Journal is published quarterly in: March, June, September, and December. Articles from this journal are abstracted and indexed selectively on Social Care Online.
One giant leap
- Author:
- AHMED Maria
- Journal article citation:
- Community Care, 06.04.06, 2006, pp.47-49.
- Publisher:
- Reed Business Information
The author looks at the need to remove the silo mentality that can be an obstacle to the integration of education and social care and establish a shared identity.
Integrated approach
- Author:
- FRANCIS Joy
- Journal article citation:
- Community Care, 18.2.93, 1993, pp.14-15.
- Publisher:
- Reed Business Information
SSDs and education departments are not known for working together, although they are both concerned with the protection and welfare of children. The need for co-operation between the departments has been highlighted by the Children Act and the Education Reform Act and the Education Bill. Looks at how Hillingdon is tackling the changes by merging the two departments.
Critical practice with children and young people
- Editors:
- ROBB Martin, MONTGOMERY Heather, THOMSON Rachel
- Publisher:
- Policy Press
- Publication year:
- 2019
- Pagination:
- 336
- Place of publication:
- Bristol
- Edition:
- 2nd ed
This book provides a critical perspective on work with children and young people at a time of change. It examines the ways that ideas inform practice, explores recent changes in the organisation of services, and explores what it means to be a critical, reflective practitioner. Part one is concerned with the ways in which ideas about children and young people shape practice. Part two then offers a closer, critical analysis of some recent developments in practice. The final part of the book explores the interface between the professional identities of people working with children and young people and their personal lives. This revised edition contains additional chapters to discuss emerging topics including: the politics of child protection, working with grieving children, and the impact of devolution on policy and practice. The book is relevant to professionals working in a wide variety of services, including social work, education, healthcare, and youth work, and covers the whole age range from early years to youth. (Edited publisher abstract)
Short duration clinically-based interprofessional shadowing and patient review activities may have a role in preparing health professional students to practice collaboratively: a systematic literature review
- Authors:
- BRACK Peter, SHIELDS Nora
- Journal article citation:
- Journal of Interprofessional Care, 33(5), 2019, pp.446-455.
- Publisher:
- Taylor and Francis
Interprofessional education is important to help prepare and develop a health professional workforce that practices collaboratively. The aim of this systematic review was to examine the benefits of participation in short duration clinically-based interprofessional activities for health care professional students. Eight electronic databases (MEDLINE, CINAHL, PUBMED, EMBASE, PsychINFO, PEDRO, ERIC, OT Seeker) were searched from inception to June 2017. Full-text English-language studies reporting outcomes of short duration clinically-based interprofessional activities involving health professional students from at least two disciplines were included. Studies were excluded if they evaluated longer duration, iterative or simulation-based interprofessional activities. Data were analysed descriptively and using content analysis based on the Core Competencies for Interprofessional Collaborative Practice framework. Of 521 identified articles, 13 were identified for inclusion and assessed for quality independently by two reviewers. The included studies assessed two types of interprofessional activities (shadowing and patient reviews) completed by a range of different student cohorts including those from medicine, pharmacy, nursing, dietetics, physiotherapy, occupational therapy, social work, podiatry, speech pathology, and medical imaging. Students perceived shadowing a health professional from another discipline, for between 2 and 10 hours during the early stages of their training, improved their understanding across all domains of the Core Competencies for Interprofessional Collaborative Practice framework. Students who completed patient review activities with at least one other student or staff member from another discipline, for 2.5 to 4 hours during the later stages of their training, described developing clinical skills in addition to improving their understanding of the roles and responsibilities and teamwork domains of the Core Competencies for Interprofessional Collaborative Practice framework. A low quality body of evidence suggests short duration clinically-based interprofessional activities may help prepare health professional students to work collaboratively. (Edited publisher abstract)
Education for integration: four pedagogical principles
- Authors:
- COOK Ailsa, HARRIES John, HUBY Guro
- Journal article citation:
- Journal of Integrated Care, 23(6), 2015, pp.317-326.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to consider how postgraduate education can contribute to the effective integration of health and social care through supporting public service managers to develop the skills required for collaborative working. Design/methodology/approach: Review of documentation from ten years of delivery of a part-time postgraduate programme for health and social care managers, critical reflection on the findings in light of relevant literature. Findings: The health and social care managers participating in this postgraduate programme report working across complex, shifting and hidden boundaries. Effective education for integration should: ground learning in experience; develop a shared language; be inter-professional and co-produced; and support skill development. Originality/value: This paper addresses a gap in the literature relating to the educational and development needs of health and social care managers leading collaborative working. (Publisher abstract)