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Reading: Leading multi-professional teams in the children’s workforce: an action research project

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Research & theory

Leading multi-professional teams in the children’s workforce: an action research project

Author:

Karen Stuart

GB
About Karen
University of Cumbria, Knowledge Transfer Partnership to Head of Research at Brathay Trust.
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Abstract

Introduction: The 2004 Children Act in the UK saw the introduction of integrated working in children's services. A raft of change followed with processes designed to make joint working easier, and models and theories to support the development of integrated work. This paper explores the links between key concepts and practice.

Methods: A practitioner action research approach is taken using an autoethnographic account kept over six months. The research question was, to what extent is this group collaborating?

Results: When the architecture of practice was revealed, differences between espoused and real practice could be seen. Whilst understanding and displaying the outward signs of an effective multi professional group, the individuals did not trust one another. This was exhibited by covert interprofessional issues. As a result, collaborative inertia was achieved. This realisation prompted them to participate in further developmental and participative action research.

Conclusion: The paper concludes that trust and relational agency are central to effective leadership of multi professional teams.

How to Cite: Stuart K. Leading multi-professional teams in the children’s workforce: an action research project. International Journal of Integrated Care. 2012;12(1):None. DOI: http://doi.org/10.5334/ijic.750
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Published on 13 Jan 2012.
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