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Dissertations / Theses on the topic 'Multi-agency working'
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Hymans, Michael. "Deconstructing multi-agency working : an exploration of how the elicitation of 'tacit knowledge' amongst professionals working in a multi-agency team can inform future practice." Thesis, University of Nottingham, 2007. http://eprints.nottingham.ac.uk/13336/.
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The theory of organisational knowledge creation and conversion clarified the difference between explicit and tacit knowledge and highlighted the importance of tacit knowledge in the workplace. The key components of successful multi-agency working and accompanying group processes have been explained in terms of activity theory and the sharing of different forms of knowledge and practices. This research has illustrated how professionals in a multi-agency family support team construe their role in, and the role of, the team. The use of personal construct psychology and repertory grids (Kelly, 1951/1991) enabled team members to access their tacit knowledge about multi-agency working through sorting tasks involving similarities and differences, discrimination and selection. The sharing of elicited knowledge amongst the whole team as a participatory process helped build a common language around embedded tacit knowledge. It led to the identification of important role elements in which, for example, practitioners' roles in their previous teams influenced their views of their role in the family support team. Differences in ratings of elements for particular constructs produced dilemmas, such as whether professional identity should develop as the team evolved or when the team was established, which affected group cohesiveness. High staff turnover and lack of clarity over operational procedures within an activity system context resulted in the team oscillating between forming and storming stages of group development. This undulation together with team members' awareness of imminent comprehensive changes in core team structures and processes and their fear of the future led to incidental changes in core construing. This research elicited individual and whole team constructs based on the tacit knowledge held by various professionals about their role and the role of the multi-agency team in which they work. The whole team's co-construction of six superordinate bi-polar constructs was evidenced in implicit, reactive and deliberative learning (Eraut, 2000). The theory underpinning knowledge transfer (Nonaka and Takeuchi, 1995) was supported. The research marked out the importance of activity theory (Leadbetter, 2006) in helping the team mature and perform and confirmed particular dilemmas surrounding inter-agency practice (Arming, et al., 2006).
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Cairns, Ashley. "Multi-agency information sharing in the public sector." Thesis, Loughborough University, 2015. https://dspace.lboro.ac.uk/2134/17159.
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BACKGROUND. The need for public sector agencies to work together to deal with complex issues which overlap agencies spheres of work has been well established. Cases such as the Soham murders in 2002 (BBC News, 2003), the Climbie child abuse case in 2003 (Health Committee, 2003) and the Pilkington Anti-social Behaviour case in 2007 (Telegraph, 2009) each highlighted the need for public sector agencies to work more closely and share information with each other to more effectively serve their public. METHODOLOGY. A three year period of participant observation in the implementation of a real time information sharing system used by multiple agencies to jointly manage anti-social behaviour was undertaken. An information sharing framework was produced detailing the factors which impact an information sharing project, classified into six categories; External Environment, Organisation, Process, Project, Technology and Individual. FINDINGS. Firstly bureaucracy is not always a barrier to information sharing. At times bureaucracy was found to enable information sharing by providing documentary evidence to decisions made throughout the system implementation. Secondly an agency's level of buy in and involvement with the information sharing project was shown to be a key indicator of their motivation to share information, correlating with the level of case recording on the system. Thirdly whilst technology enables the process of information sharing the research showed people had a much greater impact on whether information sharing took place. Finally whilst the UK public sector encourages public sector agencies to share information a wide scale review and approach to IT infrastructure would better enable future information sharing projects. CONCLUSIONS. The research identified there are many factors which impact an agency's ability/motivation to share information. It is the level of motivation an agency has minus the cost of sharing which ultimately determines whether information sharing occurs. In order to further encourage information sharing there is a recommendation that the UK government look at ways to make integrating the disparate data sources easier to decrease the cost of sharing and thus improve the likelihood information sharing will occur.
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Tserema, Motlapele Lucy. "Collaboration in multi-agency teams : a case study in child protection / by Motlapele Lucy Tserema." Thesis, North-West University, 2008. http://hdl.handle.net/10394/2127.
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Kennedy, Catherine Ann. "The implementation of the Glasgow Women's Health Policy : a case-study of multi-agency working." Thesis, University of Glasgow, 1999. http://theses.gla.ac.uk/6162/.
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Multi-agency working as an approach to tackling complex and inter-related problems has increasingly been advocated in recent years in a variety of policy contexts. The research in this thesis concerns the development and implementation process of one such policy, the Glasgow Women's Health Policy. This Policy was developed by the Glasgow Healthy City Project Women's Health Working Group and is based on a social/holistic model of health. The research analyses, as a case study of multi-agency working, the process through which the Women's Health Policy was implemented, and identifies the enablers and barriers to that process. The research consists of a retrospective analysis of the implementation of the Women's Health Policy within the statutory partner organisation of the Glasgow Healthy City Project. Using a qualitative approach, the research involved three primary methods of data collection: semi-structured interviews, documentary analysis and observation. Fifty-seven interviews were conducted with a range of key informants from the statutory sector organisations, which provided the main source of data. The analysis identifies a range of action associated with the development and implementation of the Women's Health Policy by the Women's Health Working Group and statutory sector organisations. The implementation process of the Women's Health Policy was enabled by: the collaborative development of the Policy; the agency of key individuals with access to power; and the establishment of women's fora within the organisations. Barriers to the process included the marginalisation of both 'women's issues' within gendered organisations, and the social/holistic model of health in relation to the dominant biomedical paradigm prevailing within organisations. In addition a range of other impediments relating to organisational structures and cultures were identified as being common to all policy implementation.
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Thomas, L. "Multi-agency working in local children's service partnerships : so much promise but such varied results." Thesis, Canterbury Christ Church University, 2013. http://create.canterbury.ac.uk/12995/.
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At a time when Multi Agency Working (MAW) is being suggested by Central Government guidance as a preferred way of working for Children’s Services, standards of MAW provision are being reported as variable in quality. This research is undertaken with the aim of contributing to the understanding of MAW and improvement of working practice. This study seeks first hand views and perceptions of the broad provision, outcomes and developments within a cross section of Multi agency working (MAW) provision for Children’s Services. The research involves typical users and providers of a region’s service provision. This research is centred on qualitative data from a cross section of respondents involving children, parents, agency professionals, school users and providers. Data is drawn from observations of meetings and interaction and extensive interviews. Using a structured agenda, interviews are delivered to those both providing and receiving support. MAW is found to be varied in both its quality and provision. Variety is found to be due to: a) the failure of strategic management to provide recognised and understood oversight, support, guidance and control b) an absence of a clearly agreed body of MAW research based knowledge c) inadequate monitoring and evaluation, and d) a consequent lack of data and training programmes This research confirms the strengths of MAW, for example, in terms of the clarity of inter professional interaction and understanding and the clear importance of this to child protection, and suggests protocols to assist future development.
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Keightley-Smith, Lynn. "The dynamics of multi-agency working in the Final Warning Scheme in the North East of England." Thesis, Northumbria University, 2010. http://nrl.northumbria.ac.uk/2087/.
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This thesis arose from an interest in examining from a critical micro sociological perspective the practice and procedure of a Youth Justice reform implemented at the beginning of a New Labour administration. Preventing youth crime at its early onset had been a key agenda for New Labour since their election to government in 1997. Their flagship Crime and Disorder Act 1998 brought about a raft of orders with young people that included the replacement of the juvenile caution with the Final Warning scheme that was meant to be at the cutting edge of multi-agency working in youth crime control. Engineered to send messages to young people that they could no longer go on offending with impunity it was anticipated that more uniformity and structure to diversion would not only 'nip crime in the bud' but also reduce professional discretion and promote greater conformity in practitioners working on the ground. To date Final Warnings have received only limited attention from academics and remain theoretically under developed and in need of greater critical scrutiny. That research which exists has highlighted the tensions between New Labour's expectations set against the reality of operational Final Warning practice on the ground. Missing is the nature and causes of these tensions, how they arise and why. Using a combination of in depth semi structured interviews and observational data with police inspectors responsible for administering Final Warnings, YOT officers who delivered early intervention and young people who received a Final Warning this thesis examines the basis for New Labour's policy with young offenders and explores how the participants interpreted the reform and the ways in which this informed their actions. Enabling an understanding of the Final Warning from the vantage point of all who participate in the initiative may go some way towards the development of best practice in 'joined up thinking' in youth justice. It is the argument of this thesis that local organizational culture and practice can inhibit government aspirations for reform. The Final Warning in the study area continued to exhibit many of the problems of the previous caution system with juveniles but within a more prescribed system that can disadvantage young people. The conclusion suggests reform in youth justice is unlikely to succeed without paying greater attention to local dynamics and the transformational tendencies at the ground level.
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Louws, Margie. "Electronic multi-agency collaboration : a model for sharing children's personal information among organisations." Thesis, University of Bradford, 2010. http://hdl.handle.net/10454/5694.
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The sharing of personal information among health and social service organisations is a complex issue and problematic process in present-day England. Organisations which provide services to children face enormous challenges on many fronts. Internal ways of working, evolving best practice, data protection applications, government mandates and new government agencies, rapid changes in technology, and increasing costs are but a few of the challenges with which organisations must contend in order to provide services to children while keeping in step with change. This thesis is an exploration into the process of sharing personal information in the context of public sector reforms. Because there is an increasing emphasis of multi-agency collaboration, this thesis examines the information sharing processes both within and among organisations, particularly those providing services to children. From the broad principles which comprise a socio-technical approach of information sharing, distinct critical factors for successful information sharing and best practices are identified. These critical success factors are then used to evaluate the emerging national database, ContactPoint, highlighting particular areas of concern. In addition, data protection and related issues in the information sharing process are addressed. It is argued that one of the main factors which would support effective information sharing is to add a timeline to the life of a dataset containing personal information, after which the shared information would dissolve. Therefore, this thesis introduces Dynamic Multi-Agency Collaboration (DMAC), a theoretical model of effective information sharing using a limited-life dataset. The limited life of the DMAC dataset gives more control to information providers, encouraging effective information sharing within the parameters of the Data Protection Act 1998.
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Louws, Margie. "Electronic Multi-agency Collaboration. A Model for Sharing Children¿s Personal Information Among Organisations." Thesis, University of Bradford, 2010. http://hdl.handle.net/10454/5694.
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The sharing of personal information among health and social service organisations is a complex issue and problematic process in present-day England. Organisations which provide services to children face enormous challenges on many fronts. Internal ways of working, evolving best practice, data protection applications, government mandates and new government agencies, rapid changes in technology, and increasing costs are but a few of the challenges with which organisations must contend in order to provide services to children while keeping in step with change.
This thesis is an exploration into the process of sharing personal information in the context of public sector reforms. Because there is an increasing emphasis of multi-agency collaboration, this thesis examines the information sharing processes both within and among organisations, particularly those providing services to children. From the broad principles which comprise a socio-technical approach of information sharing, distinct critical factors for successful information sharing and best practices are identified. These critical success factors are then used to evaluate the emerging national database, ContactPoint, highlighting particular areas of concern. In addition, data protection and related issues in the information sharing process are addressed.
It is argued that one of the main factors which would support effective information sharing is to add a timeline to the life of a dataset containing personal information, after which the shared information would dissolve. Therefore, this thesis introduces Dynamic Multi-Agency Collaboration (DMAC), a theoretical model of effective information sharing using a limited-life dataset. The limited life of the DMAC dataset gives more control to information providers, encouraging effective information sharing within the parameters of the Data Protection Act 1998.
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MacKendrick, Amelia Anne. "Investigating the development of community pyschology through multi-agency working in educational psychology services (Volume 1 of 1)." Thesis, University of Essex, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.506082.
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Newton, Jill. "Multi-agency working for children with physical difficulties : an investigation into the processes and effects of joint planning." Thesis, University of East London, 2006. http://roar.uel.ac.uk/3802/.
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Context: Children with physical difficulties are increasingly included in mainstream schools in the United Kingdom. These children are likely to have many agencies supporting them and helping to meet their needs, for example physiotherapists and occupational therapists. In recent years the working practice of many professionals has changed from clinic based practice to a school focused model. The purpose of this research is to measure the effectiveness of multi-agency support for children with physical difficulties who attend mainstream schools. Current legislation encourages multi-agency working practices but gives little guidance as to how to do this for the maximum benefit of the children. Methods: The participants were two groups of children with physical difficulties aged between six and ten years of age, who attended mainstream schools. For one group of children the professionals involved jointly developed the child's individual education plan (IEP). For the other group professional planning was completed separately. The intervention ran for a period of six months. The children's progress was measured both before and after the intervention using the School Function Assessment (SFA), a comprehensive measure of functional skills. Functional skills are the non-academic skills required for participation in the academic and related social aspects of an educational programme. The self-esteem of the children was measured pre- and postintervention using the Self Image Profiles for Children (SIP-C). The research also investigated the processes involved in multi-agency working through focus group discussions. The children's views were collected through interviews and drawings. Results There were small differences between the functional skills scores for the two groups of children. Although the differences were not statistically significant the children whose programmes were jointly planned made more progress in particular for cognitive/behavioural tasks. The gains in self-esteem were statistically significant with the joint planning group attaining increased scores and the separately planning group showing decreases. The groups of professionals who planned together communicated more and with greater specificity and detail. This led to more problem solving and actions taken to meet the needs of the child. The members of these groups and others in the wider school demonstrated a sense of responsibility for the child and felt empowered to contribute to the child's programme of support. The children who had joint plans demonstrated a clear and realistic understanding of their needs and they were able to express this through talking and drawing. Outcomes: As a result of this research, recommendations are made for professional practice in a multi-agency framework. The assessment of functional skills is recommended as a measure of progress and a focus for appropriate target setting for children with physical difficulties.
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Madembo, Claudious. "Unconscious processes in multi-agency partnership working for protecting and safeguarding children : a psychoanalytic examination of the conception and development of a multi-agency safeguarding hub (Mash) project in an Inner London local authority." Thesis, University of East London, 2015. http://roar.uel.ac.uk/4742/.
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This study was set within the context of child protection and safeguarding in an inner city local authority. Its main aim was to explore the unconscious processes experienced by organizational representatives when co-located to provide multi- agency partnership work in children services. It acknowledged that a lot has been written about the rational challenges to multi-agency work. It then took a different dimension which focussed on the ‘beneath the surface’ issues in partnership work. The main research question was; whether an understanding and consideration of the emotional and the unconscious processes in organisations is the missing link in strengthening multi agency partnership working in safeguarding and protecting vulnerable children and their families. Qualitative data from a two year ethnographic study is presented which was obtained using three research techniques; psychoanalytic informed participant observation, interviews and institutional documentary sources. The observations and narratives from the research participants provided a framework for exploring emotional experiences of being ‘an individual, a professional and an organizational being’ within an organization, interacting between and amongst others in a group and different subgroups. The research confirmed the presence of unconscious processes at work which centred on individual and organizational defences. It revealed that multi-agency partnerships are often the context for a range of complex interactions between and amongst individual, professional and organizational aspects of working together. It also confirmed that collaborative structures need to foster boundary negotiation capabilities in order to sustain the survival of the partnerships. Traditional organisational and professional roles and general government prescriptions also need to adapt to new and challenging social problems and come up with context specific solutions.
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Lynch, Nicola. "Conceptualising a Model of Effective Multi Agency Working in the Context of Supporting the Educational Acheivement of Looked after Children." Thesis, University of Newcastle Upon Tyne, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.506522.
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Gillen, Alexia. "Multi-agency working with children and families : a focus on facilitators and using activity theory principles to explore this topic area." Thesis, University of Newcastle Upon Tyne, 2011. http://hdl.handle.net/10443/1271.
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This systematic review of literature explores the factors that facilitate professionals in working together to support vulnerable children and their families. Consideration is also given to factors which pose a barrier to effective multi-agency working. The review focuses on bringing together qualitative and quantitative data from a range of studies exploring a variety of established multiagency teams and community-wide projects in the UK and USA; a total of eight studies were included for in-depth review. Studies included for review investigated issues relating to professional working practice, and measured outcomes for children and families and outcomes for professionals. Findings identified 12 themes considered to be facilitators to multi-agency working. The review concluded that the majority of research in this area focused on services delivered to very young children (below the age of three) and on good practice when establishing a multi-agency team; therefore, it would be beneficial for future research to focus on other age groups and on established teams to determine effective ways of joined-up working.
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Corban, Ian. "Educational psychologists' views of factors that influence job approbation, job satisfaction and dissatisfaction when working within multi-agency local authority contexts." Thesis, University of Manchester, 2011. https://www.research.manchester.ac.uk/portal/en/theses/educational-psychologists-views-of-factors-that-influence-job-approbation-job-satisfaction-and-dissatisfaction-when-working-within-multiagency-local-authority-contexts(a489a1f4-12aa-4df0-80cf-4b7121bc887c).html.
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Background: Over the past decade Local Authority Educational Psychologists in England have been increasingly required to engage in multi-agency work. There has been limited research within the UK context looking at factors which facilitate or are barriers to EP job satisfaction and approbation. This qualitative study elicits Educational Psychologists‟ views of factors that influence approbation, job satisfaction and dissatisfaction when working within this context. Methods: 27 Main grade and senior Educational Psychologists working in the North West of England participated in a combination of focus groups and individual semi-structured interviews using a set of predefined questions. Interviews were audio taped and transcribed before being analysed using inductive, explicit thematic analysis. Results: Five themes of approbation, autonomy, job satisfaction, job dissatisfaction and multi-agency working were identified as relevant to the study. Conclusions: In-depth Educational Psychology interviews allowed examination of the factors related to approbation, job satisfaction and dissatisfaction. This resulted in a number of implications and recommendations for future policy and practice.
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Woodland, Maryanne. "Inclusive education and integrated working : an exploration of the transition into care for young people in Key Stage 4." Thesis, University of Exeter, 2010. http://hdl.handle.net/10036/3033.
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Paper 1 - Integrated Working and the Personal Education Plan: An Exploration of the Transition into Care for Young People in Key Stage 4: The Social Care and Education systems have undergone major reform in recent years, papers such as the Every Child Matters (DfES, 2003) and The Children’s Plan (DCSF, 2007) have acted as political drivers for the identification of children in care as an vulnerable group within education. In addition, the need for effective integrated working has been identified as a key area of development in terms of professional practice. The Personal Education Plan has been identified as a vehicle for raising attainment and promoting integrated working, however, the process of engaging in the Personal Education Plan has remained relatively unexplored. This study reports a qualitative exploration of integrated working in the support of young people entering care in Key Stage 4. The study specifically explored transition, integrated working and the application of psychology within this process. Data was collected using focus groups and interviews to elicit the views of the professionals who engage in supporting young people entering care. Data was analysed using Thematic Analysis (Braun & Clarke, 2006). The findings of the study identify the successive nature of changes experienced by the young person entering care as potentially detrimental to him/her and the supporting professionals. Findings from the study suggest that professionals supporting young people in care experience ambivalence regarding the usefulness of the PEP Personal Education Plan. The competent management of change, acknowledgement of psychosocial implications and effective group working were identified as areas of development for young people entering care and for the professionals supporting them. In addition, the study found that the knowledge and experience of Educational Psychologists’ is an under utilised but potentially valuable resource. Paper 2 - Inclusive Education and the Personal Education Plan: An Exploration of the Support for Young People Entering Care in Key Stage 4 Abstract The education system has undergone major reform in recent years, papers such as the Every Child Matters (DfES, 2003) and The Children’s Plan (DCSF, 2007) have instigated a re-evaluation of the process and context of the education system. One of the major implications of this reform has been the need to identify any groups within the population who underachieve educationally with the intention of providing additional support. The role of designated teacher and use of the Personal Education Plan has been established within school settings, however, the process of supporting young people entering care within college settings has remained relatively unexplored. This study reports a qualitative exploration of core subject teachers in the support of young people entering care in Key Stage 4. The study specifically explored professional engagement in the Personal Education Plan, classroom practice and support of young people entering care. Data was collected using focus groups to elicit the views of the professionals who teach young people entering care. Data was analysed using Thematic Analysis (Braun & Clarke, 2006). The findings of the study suggest that teaching staff identify individual need in response to conflict (in the form of response to presenting behaviour within school). The nature of additional need identified within the study was predominantly psychosocial. Additional support is therefore reactive. The dichotomy between inclusive legislation and practice is explored Teachers identified the need for a proactive response to supporting young people in care as an area for development at both the individual and systemic level. Future considerations for the application of psychology and research are identified.
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Hall, Sharon Clare. "Exploring implications and benefits of holistic working with young people who have sexually harmed others." Thesis, De Montfort University, 2010. http://hdl.handle.net/2086/4977.
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Over the past twenty years there has been growing recognition that young people who have sexually harmed should not simply be treated as younger versions of adult sex offenders. Changes in terminology and recommended treatment reflect the fact that these young people are still developing and have a range of strengths and needs including harmful sexual behaviour. In acknowledging the harm caused by sexual abuse to victims it is also important to see that many young perpetrators have also been victims of abuse, domestic violence and sexual exploitation. Practitioners and Government reports have asserted that work with these young people should be holistic, but this word ‘holistic’ is used with a range of meanings and emphases. This study identifies broadly accepted meanings of working holistically with young people who have sexually harmed and presents associated benefits, challenges and implications for practice. The study used a mixed methods approach, utilising an initial breadth survey of practitioners across England and Wales before focusing in on a depth study based in one city Youth Offending Team. Key themes from the breadth survey were tested during the fieldwork placement with observations and interviews with professionals within the team and external therapists, social workers and residential staff. Additional interviews included contributions from volunteer panel members, young people and a parent. Grounded theory analysis led to the identification of four main themes of holistic work: seeing the whole young person; working with wider family and peers; working in a multiagency way and using a range of creative methods. Findings are discussed in relation to ‘what works’ and ‘evidence based practice’. Each of these areas contributes benefits and challenges to the work and leads to implications for practice. The study concludes with recommendations for practitioners and policy-makers to make work more holistic and effective.
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Wilkinson, Jodie. "Addressing the needs of young people identified to be experiencing behavioural, emotional and social difficulties : A study of 'in-city' support and multi-agency working." Thesis, University of Exeter, 2012. http://hdl.handle.net/10036/4002.
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Young people who are identified on the Special Educational Needs (SEN) Register as experiencing behavioural, emotional and social difficulties (BESD) are acknowledged as being the most difficult to support and teach, with most requiring skilful and attentive management (Ofsted, 1999). The complications of establishing effective interventions and models of support for these young people have been repeatedly recognised (Farrell & Tsakalidou, 1999; Farrell & Polat, 2003). Currently, a wide range of services and models of provision are offered for young people with identified BESD, with varying degrees of effectiveness (Lloyd & O'Regan, 1999). There is a continued move, within our society, towards supporting children and young people through multi-agency service delivery, and this is reflected in recent government documentation (DfE, 2011). Models of multi-agency working and factors for facilitating these are, however, diverse. The effectiveness of multi-agency services for specific groups of young people, i.e. those reported to be experiencing BESD, is still not clear, and there is no one model of multi-agency working that is consistently acknowledged to be the most valuable. The aims of this research were to undertake a mixed methodology evaluation of a Service established to support young people with BESD, and to explore the impacts of multi-agency working. Paper one consists of an evaluation of the service that is currently provided; looking specifically at what is offered, and what the outcomes are for service users, their families and the local authority. There is also a consideration of whether the Service differs from, and/or is additional to, other provisions acknowledged as supporting young people with BESD, as documented in relevant literature. Participants include ten young people, six caregivers and ten members of Service staff. Data is collected through questionnaires with young people and their caregivers; interviews with staff; completion of the Strength and Difficulties Questionnaire (SDQ); and a review of records on the CareFirst system and young people’s files. The results from Paper one indicate multi-agency, holistic (meeting a range of psychological, social and biological needs) services help to create positive outcomes for young people recognised as experiencing BESD. These include reductions in emotional, social and mental health difficulties; as well as young person and caregiver satisfaction with services. A ‘model of service delivery’, reflecting the findings of this research, is proposed. Paper two looks at the experiences of staff in relation to the multi-agency setting they work in. This includes an exploration of staff perceptions of multi-agency working; the factors that facilitate multi-agency working; and the benefits experienced for service users and staff. Ten members of staff participated and data is collected through semi-structured interviews, and a questionnaire identifying facilitating factors for multi-agency working (Watson, 2006). The semi-structured interviews are analysed using thematic analysis. The results from Paper two indicate a number of key factors for facilitating multi-agency working, which are reflective of previous literature. Benefits of multi-agency working are identified, including holistic assessment and support; increased opportunities for multi-professional problem solving; and personal development. Difficulties relating to professional identity and communication are explored; and a consideration of how to minimise these difficulties is made. Government policy is moving further towards delivering multi-agency services nationwide (DfES, 2011), and it is acknowledged throughout the research that multi-agency working appears to bring benefits for services, service providers and service users. There is a need, however, to identify how a continued development in multi-agency services will occur when there are a growing number of local authority budgetary cuts, and a growth in traded and privatised services (Rowland, 2002).
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Das, Jodie. "An investigation into how multi agency risk assessment conferences apply the principles for best practice when working interprofessionally with survivors of domestic violence and abuse and their families." Thesis, City University London, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.549563.
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Disley, Emma Rose. "Challenging the boundaries of criminal justice and social policy : responses to priority offenders." Thesis, University of Oxford, 2008. http://ora.ox.ac.uk/objects/uuid:2e032dec-aad7-4fe1-9833-c128fd66f3c7.
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This thesis examines the interaction of criminal justice policy and social policy within the Prolific and Priority Offenders Scheme (PPOS), a government initiative which aims to reduce offending by persistent offenders. The research on which this thesis is based takes an interpretative approach to social inquiry and employs a qualitative methodology. It examines the operation of four PPO Schemes in the Thames Valley through semi-structured interviews with 22 practitioners and 16 offenders, and participant observation of over 45 multi-agency meetings. The interaction between crime and social policy is explored through examination of three aspects of the PPOS: the coercion of offenders within the Schemes; the working practices and roles of the police and probation officers seconded to the Schemes; and the way in which information and intelligence is used and generated within the Schemes. The central argument of this thesis is that the widely-accepted idea that social policy is being ‘criminalised’ provides an inadequate account of the relationship between criminal justice and social policy in the PPOS. Rather, this Scheme evidences a merger of criminal justice and social welfare agendas, which includes elements of the ‘socialisation’ of crime policy in addition to elements of ‘criminalisation’ of social policy. Whilst the ultimate aim of the PPOS is to reduce crime, and whilst social welfare services such as health, housing and benefits are provided in pursuance of this aim, the ways in which these services are provided accords with the ethos and values of social policy. The idea of a merger of criminal justice and social policy has relevance beyond the PPOS, providing a framework for analysis of other contemporary criminal justice policies, and contributing to broader debates in criminology which have for so long been dominated by the ‘criminalisation’ thesis.