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Protecting vulnerable children is always a challenging and difficult task. Many of the challenges stem from the nature of the difficulties that children come across in their life and especially from the duration of time they have been exposed to. Atat the same time, problems arise due to lack of working protocols amongst agencies, lack of common understanding amongst professionals on how they determine and assess children best interest. Therefore, this cross-section study, commissioned by the Ombudsman of Children Rights in Cyprus, collected data through individual interviews and focus groups that were analysed using the content analysis method. Content analysis is performed by identifying specific conceptual categories, as they emerge from the literature review and the analysis and conceptual connection of interview data. The study aims were to gain knowledge on how involved stakeholdersagencies (governmental and non-governmental) a) understand the determination and assessment of a child within their working environment b) what are the procedures currently in action, in order to guarantee children's best interest (BIC) and finally c) the level of children's involvement in the decision-making process. Results of the study indicated lack of coordinated interdisciplinary synergies, lack of common understanding amongst professionals on how to ensure children's best interest (BIC) and need for setting up a common framework both in practice and teachingeducational level in order to secure children's best interest. Therefore, this study highlighted the need for curricula update that will promote and enhance interdisciplinary practices in child care. Focus is mainly given on how social work education can adopt this study results. [ABSTRACT FROM AUTHOR]

Abstract Background The increase in demand for young people’s mental health services has been met by a growth of co-located mental health service provision in the NHS and third sector. This research explores the benefits and challenges of the NHS collaborating with a charity to provide a step-down crisis mental health service for young people in Greater Manchester, and suggests how the collaboration between the NHS and third sector may be improved for future projects. Methods Working from a critical realist paradigm, this qualitative case study utilised thematic analysis of 9 in-depth interviews with operational stakeholders from 3 operational layers, to explore insiders’ perspectives of the benefits and challenges of collaboration between the NHS and third sector in the context of the ‘Safe Zones’ initiative. Results Themes relating to perceived benefits of collaboration were: doing things differently, flexibility, a hybrid approach, shared expertise, and shared learning. These were counterbalanced by perceived challenges: getting the pieces to fit, obtaining a shared vision, geography, lack of referrals, and timing. The importance of effective communication (e.g. of shared vision, standard operating procedures, key performance indicators) was noted as central to addressing challenges and reaping benefits. Conclusions NHS and third sector collaboration can yield a range of benefits, some of which can mitigate against the perceived inflexibility and restrictive nature of usual mental health service provision, thereby providing a vehicle for innovation in step-down crisis care for young people.

Background: The increase in demand for young people's mental health services has been met by a growth of co-located mental health service provision in the NHS and third sector. This research explores the benefits and challenges of the NHS collaborating with a charity to provide a step-down crisis mental health service for young people in Greater Manchester, and suggests how the collaboration between the NHS and third sector may be improved for future projects. Methods: Working from a critical realist paradigm, this qualitative case study utilised thematic analysis of 9 in-depth interviews with operational stakeholders from 3 operational layers, to explore insiders' perspectives of the benefits and challenges of collaboration between the NHS and third sector in the context of the 'Safe Zones' initiative. Results: Themes relating to perceived benefits of collaboration were: doing things differently, flexibility, a hybrid approach, shared expertise, and shared learning. These were counterbalanced by perceived challenges: getting the pieces to fit, obtaining a shared vision, geography, lack of referrals, and timing. The importance of effective communication (e.g. of shared vision, standard operating procedures, key performance indicators) was noted as central to addressing challenges and reaping benefits. Conclusions: NHS and third sector collaboration can yield a range of benefits, some of which can mitigate against the perceived inflexibility and restrictive nature of usual mental health service provision, thereby providing a vehicle for innovation in step-down crisis care for young people. [ABSTRACT FROM AUTHOR]

This article reports on the development of a new transition service in Norfolk; 'Preparing for Adult Life' (PfAL), led by Adult Services (ASSD). It identifies the strategies that were used to develop effective partnership working across Children's Services, Education and Health, including how shared understanding and learning from one another is being incorporated to manage risk and support for personalisation as part of promoting a transitional approach to safeguarding for individuals as they approach the transition to adulthood. Using the literature, we examine why improved multi-agency working and understanding of roles and responsibilities is important as part of safety planning, particularly during transition to adulthood, and the benefits of an ASSD led strengths-based approach for the young person. The primary focus of this work is based on the principles of Making Safeguarding Personal to the young person; allowing opportunity to make unwise decisions, with consideration of the Mental Capacity Act 2005, and considering a risk assessed approach with the aim of achieving better outcomes for young people. [ABSTRACT FROM AUTHOR]

Abstract Background Working effectively with Aboriginal and Torres Strait Islander people is important for maximising the effectiveness of a health care interaction between and Aboriginal and Torres Strait Islander patients and a health professional. This paper presents a framework to guide health professional practice in Aboriginal and Torres Strait Islander health. Methods This qualitative study was based in a social constructionist epistemology and was guided by a critical social research methodology. Two methods were employed: interviews with Aboriginal health workers and allied health professionals about their experiences of working together in Aboriginal health, and an auto-ethnography conducted by the researcher, a non-Aboriginal dietitian and researcher who worked closely with two Aboriginal communities while undertaking this research. Results Interviews were conducted with 44 allied health professionals and Aboriginal health workers in 2010. Critical Social research, which involves the deconstruction and reconstruction of data, was used to analyse data and guided the evolution of themes. Strategies that were identified as important to guide practice when working respectfully in Aboriginal health included: Aboriginal and non-Aboriginal people working with Aboriginal health workers, using appropriate processes, demonstrating commitment to building relationships, relinquishing control, having an awareness of Aboriginal history, communication, commitment, flexibility, humility, honesty, and persistence. Reciprocity and reflection/reflexivity were found to be cornerstone strategies from which many other strategies naturally followed. Strategies were grouped into three categories: approach, skills and personal attributes which led to development of the Framework. Conclusions The approach, skills and personal attributes of health professionals are important when working in Aboriginal health. The strategies identified in each category provide a Framework for all health professionals to use when working with Aboriginal and Torres Strait Islander people.

Introduction The United Kingdom needs to educate more medical students to meet workforce demands. With static numbers of clinical teachers available, novel and efficient approaches are required to prepare students for real-life work where doctors routinely work with colleagues from different medical schools. This innovative project was designed to investigate student attitudes towards inter-university learning (IUL), whereby two medical students from different universities learn together. Materials and methods Thirteen students at Great Western Hospital, Swindon, England, volunteered and were randomly paired with a student from another university. Pairs completed a 20-minute simulated clinical scenario and observed three others. Students completed pre- and post-session questionnaires adapted from the Readiness for Inter-Professional Learning scale. Seven students took part in semi-structured interviews which underwent thematic analysis. Results Quantitative analysis of post-session questionnaires demonstrated a positive response to IUL. Thematic analysis generated six themes: impact on learning, impact on career, working together, recognising differences, practical considerations, and psychosocial perspectives. Discussion Students enjoyed the social learning opportunity to practise team-working, communication, and role delegation with unknown peers whilst sharing different clinical approaches. Differences in course structure meant students displayed varying strengths, although unexpected findings centred around pre-conceptions of both universities and social comparison behaviours. Conclusion IUL's strength was deemed to be in non-technical skill development to prepare for real-life work, ultimately enhancing patient safety. Practicalities to consider include session design and psychological safety. IUL provides a novel solution to efficiently educate future healthcare professionals and further work to explore its benefits on a wider scale is suggested., Competing Interests: Human subjects: Consent was obtained or waived by all participants in this study. Swindon Academy Medical Education Research Committee issued approval Not applicable. The committee concluded that the project met the minimum ethical standards for conducting medical education research at Swindon Academy on the 10th of December 2021. Animal subjects: All authors have confirmed that this study did not involve animal subjects or tissue. Conflicts of interest: In compliance with the ICMJE uniform disclosure form, all authors declare the following: Payment/services info: All authors have declared that no financial support was received from any organization for the submitted work. Financial relationships: All authors have declared that they have no financial relationships at present or within the previous three years with any organizations that might have an interest in the submitted work. Other relationships: All authors have declared that there are no other relationships or activities that could appear to have influenced the submitted work., (Copyright © 2024, Ridley et al.)

Aboriginal and Torres Strait Islanders have suffered violence and extreme prejudice in every walk of life as a result of the European colonisation of Australia. We acknowledge the ongoing colonial legacy to this suffering and discuss how cultural safety is a solution to overcoming some elements of the disadvantages that still beset Aboriginal and Torres Strait Islander people in terms of accessing health care. Accessible and culturally safe health services are critical in reducing health inequalities for First Nations' people because of the burden of ill-health they experience. 'Cultural safety' in this context refers to approaches that strengthen and respectfully engage with Aboriginal and Torres Strait Islander cultures in mainstream services. Alongside holistic Indigenous health and primary prevention approaches, a broad range of medical, socio-cultural and allied health support is needed to alleviate these inequalities. In this article, we describe how the working relationship between Aboriginal Hospital Liaison Officers and Social Workers in public hospitals in Victoria, Australia, contributes to cultural safety, and thereby improves the quality of care and a reduction in discharges against medical advice by Aboriginal patients. We conclude that elements of this model may be applicable to improving care for First Nation peoples in other countries. [ABSTRACT FROM AUTHOR]

Background: Working effectively with Aboriginal and Torres Strait Islander people is important for maximising the effectiveness of a health care interaction between and Aboriginal and Torres Strait Islander patients and a health professional. This paper presents a framework to guide health professional practice in Aboriginal and Torres Strait Islander health.Methods: This qualitative study was based in a social constructionist epistemology and was guided by a critical social research methodology. Two methods were employed: interviews with Aboriginal health workers and allied health professionals about their experiences of working together in Aboriginal health, and an auto-ethnography conducted by the researcher, a non-Aboriginal dietitian and researcher who worked closely with two Aboriginal communities while undertaking this research.Results: Interviews were conducted with 44 allied health professionals and Aboriginal health workers in 2010. Critical Social research, which involves the deconstruction and reconstruction of data, was used to analyse data and guided the evolution of themes. Strategies that were identified as important to guide practice when working respectfully in Aboriginal health included: Aboriginal and non-Aboriginal people working with Aboriginal health workers, using appropriate processes, demonstrating commitment to building relationships, relinquishing control, having an awareness of Aboriginal history, communication, commitment, flexibility, humility, honesty, and persistence. Reciprocity and reflection/reflexivity were found to be cornerstone strategies from which many other strategies naturally followed. Strategies were grouped into three categories: approach, skills and personal attributes which led to development of the Framework.Conclusions: The approach, skills and personal attributes of health professionals are important when working in Aboriginal health. The strategies identified in each category provide a Framework for all health professionals to use when working with Aboriginal and Torres Strait Islander people. [ABSTRACT FROM AUTHOR]

The aim of this paper is to share a case study from Brunel University London's Department of Life Sciences, where a change project was established to manage a significant increase in undergraduate student numbers. It gives an insight into the key factors behind the successful implementation of change, in particular focusing on how the project empowered academic and professional services staff to work together to develop shared solutions. It also emphasises the importance of adopting a project management approach, and the benefits a structured project framework can offer when managing change. Examples of specific solutions developed by the project's work streams are reviewed, along with an analysis of the overall impact of these. These solutions enabled the Department to transition smoothly to a significantly increased student intake without negatively affecting staff workload or the student experience. It is hoped the lessons from this case study will be helpful to those seeking to embrace the challenges of the shifting higher education landscape, by demonstrating a way to successfully manage and implement change which is both positive and effective. [ABSTRACT FROM AUTHOR]

The article reports on the design and building of a museum by cultural institutions to be located in Aarhus, Denmark. Topics discussed include the details of the overall project comprising of history, art, and city archive museums, the total area and size of the storage facilities in the proposed museums along with its climate evaluation, and the special needs and challenges for the project. The article also includes the details of the storage facilities and private working areas in the proposed museum project.

Improving collaboration by public sector agencies is an important element of many public sector reforms. Common approaches include introducing responsibilities under legislation and policy decisions, the provision of information and guidance, and strengthening third-party oversight. To identify how collaboration is being practised, this paper reviews evidence from over one hundred reports by Auditors-General and Ombudsmen in Australia and New Zealand to identify key attributes of collaboration, and assesses these further by examining three reports in detail. It concludes that problems that have been known for many years continue to constrain public sector effectiveness. Although continuing existing approaches may assist in improving collaboration, the paper argues that there is a need to adopt more systematic approaches to organisational capacity for collaboration. It further identifies that changes in the external environment such as technology-based innovation may demand rapid progress and change in relation to collaboration. [ABSTRACT FROM AUTHOR]

The importance of safeguarding children from violence is internationally recognised. However, detecting, intervening and protecting children from abuse both within the family and in institutions is complex. This paper specifically focuses on safeguarding in England and how workforce reform in the early years offers the opportunity to forge new partnerships with families and professionals. These relationships have the potential to support more positive outcomes for babies, young children and families who are ‘in need’ or where the children are at risk of significant harm or abuse has occurred. The paper draws on the findings from research exploring the impact of workforce reform in the early years and how the changes impact upon the wider safeguarding agenda. It will argue that the introduction of an inter-disciplinary graduate professional in the early years has afforded an opportunity to forge new partnerships that have the potential to significantly impact on child maltreatment. [ABSTRACT FROM PUBLISHER]

Abstract: What psychological mechanisms facilitate social coordination and cooperation? The present research examined the hypothesis that social cues that signal an invitation to work with others can fuel intrinsic motivation even when people work alone. Holding constant other factors, participants exposed to cues of working together persisted longer on a challenging task (Experiments 1 and 3), expressed greater interest in and enjoyment of the task (Experiments 1, 3, and 5), required less self-regulatory effort to persist on the task (Experiment 2), became more engrossed in and performed better on the task (Experiment 4), and, when encouraged to link this motivation to their values and self-concept, chose to do more related tasks in an unconnected setting 1–2 weeks later (Experiment 5). The results suggest that cues of working together can inspire intrinsic motivation, turning work into play. The discussion addresses the social–relational bases of motivation and implications for the self and application. [Copyright &y& Elsevier]

Given the need to facilitate and manage care, making every consultation count, knowledge of—and working with—different professional care providers is essential. To optimise care outcomes for clients, the adoption of interprofessional working is essential. This article describes how interprofessional learning was embedded in a community nursing practice placement environment with student nurses and students from other professions. [ABSTRACT FROM AUTHOR]

One of the crucial factors to make high quality eye care services available, accessible and affordable to all is the availability of appropriately trained human resources. Providing health through a health care team is a better and cost effective alternative. The concept of the team approach is based on the principles of working together; task shifting; and ensuring continuity of care. Composition of a team varies based on the community needs, population characteristics and disease burden. But for it to be effective, a team must possess four attributes - availability, competency, productivity, and responsiveness. Therefore, training of all team members and training the team to work together as a unit are crucial components in the success of this concept. Some of the critical attributes include: Training across the health spectrum through quality and responsive curricula administered by motivated teachers; accreditation of programs or institutions by national or international bodies; certification and recertification of team members; and training in working together as a team through inter- and intra- disciplinary workshops both during training and as a part of the job activity. [ABSTRACT FROM AUTHOR]

In the present article, the author presents the main aspects that need to be clarified during the investigation of thefts, both in theory, and in judicial practice in this domain. [ABSTRACT FROM AUTHOR]

This article outlines an early childhood leadership model that senior Anangu and Yapa (Aboriginal) women, living semi-traditional lifestyles in the remote desert regions of central Australia, have identified as a positive and important way forward for their children, families, governments and related professionals. The initiative - Warrki Jarrinjaku Jintangkamanu Purananjaku (Warrki Jarrinjaku), Warlpiri for 'working together everyone and listening' - is a collaboration between senior Anangu and Yapa women from the central desert, Waltja Tjutangku Palyapayi Aboriginal Organisation (Waltja) and the Australian Government Department of Families, Housing Community Services and Indigenous Affairs (FaHCSIA). It is also known as the Aboriginal Child Rearing Strategy (ACRS). This article also discusses some of the key findings from the Warrki Jarrinjaku ACRS project and explores its emerging influence in early childhood practice within Australia and internationally. [ABSTRACT FROM AUTHOR]

Comments on an article about pedagogical objectives in teaching research ethics in science and engineering. Topics in which the development of modules are based in an effort to familiarize researchers with basis issues in research ethics; Concerns about Web-based instructional programs; Example of the importance of group approaches to ethical problems.

This article refers to the impact on single discipline working on professional understanding of mental disorder, particularly as it relates to child protection. The dilemmas of bringing a multi-agency group with diverse experiences and knowledge base together into one training event are considered, with suggestions as to how the difficulty might be addressed. Topics of common concern are identified and training techniques and methods described. The benefits and outcomes of joint training across disciplines and agencies is acknowledged in relation to child protection and parental mental disorder. [ABSTRACT FROM AUTHOR]

This paper argues that there has been a major change since the mid-1980s in the extent to which other workers involved in child protection recognize the value of the contribution of school nurses. Evidence for this is drawn from a longitudinal study in an English shire county using a vignette approach to explore workers' perceptions of the handling of child protection issues. While in part the greater recognition of the role of the school nurse can be attributed to the adoption of child protection procedures, this provides only a partial explanation. School nurses in the 1990s were better qualified and more experienced, while other workers such as school heads and social workers recognized the need to work with others, such as the school nurse, in order to meet their own objectives. The paper concludes that there is a case for more formal recognition of school nurses in child protection because, like health visitors, with whom they have a follow-on colleague relationship, they are often the most significant health workers for children who may be neglected or abused. Copyright © 2000 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

Pre-registration midwifery education prepares as midwives those who are not already qualified as nurses. It replaces and develops the 'direct entry' system and links midwifery to higher education through joint validation and award. This report covers the early experiences of the first group of midwives who qualified by this route and explores their views about their courses, their professional work relationships and experiences in practice. Findings suggest that hostility to them as a group because of their preparation route to become midwives is replaced by an acceptance of their role in developing the professional ideology and hegemony. In practice, most are confident with clients although there is some evidence that they need greater experience and support in working with sick neonates. The respondents suggest improved attention to the issue of shared learning and experiences, especially as these concern experiences in non-midwifery nursing areas [ABSTRACT FROM PUBLISHER]

One of the crucial factors to make high quality eye care services available, accessible and affordable to all is the availability of appropriately trained human resources. Providing health through a health care team is a better and cost effective alternative. The concept of the team approach is based on the principles of working together; task shifting; and ensuring continuity of care. Composition of a team varies based on the community needs, population characteristics and disease burden. But for it to be effective, a team must possess four attributes - availability, competency, productivity, and responsiveness. Therefore, training of all team members and training the team to work together as a unit are crucial components in the success of this concept. Some of the critical attributes include: Training across the health spectrum through quality and responsive curricula administered by motivated teachers; accreditation of programs or institutions by national or international bodies; certification and recertification of team members; and training in working together as a team through inter- and intra- disciplinary workshops both during training and as a part of the job activity.