131 Me first: helping children and young people to reach an agreement with professionals and parents in health and social care using children and young people centred communication training

2018 ◽  
Author(s):  
R Nauton ◽  
Jessie McCulloch
Keyword(s):  
Young People ◽  
Social Care ◽  
Communication Training ◽  
Children And Young People ◽  
Health And Social Care

scholarly journals Recognition of risk and prevention in safeguarding of children and young people: a mapping review and component analysis of service development interventions aimed at health and social care professionals

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Duncan Chambers ◽  
Anna Cantrell ◽  
Andrew Booth
Keyword(s):  
Young People ◽  
Social Care ◽  
Evidence Synthesis ◽  
Routine Data ◽  
Service Development ◽  
Future Research ◽  
Care Providers ◽  
Children And Young People ◽  
Development Interventions ◽  
Health And Social Care

Abstract Background The term ‘safeguarding’ covers the protection of health, wellbeing and human rights. Effective safeguarding enables people (particularly children, young adults and other vulnerable people) to live free from fear of abuse, harm or neglect. The UK Children Act 2004 required key agencies, including health and social care providers, to consider the need to safeguard children and promote their welfare. Within a larger evidence synthesis project, we sought to identify and map service development interventions (excluding provision of training) aimed at improving awareness of safeguarding and identifying at-risk children and young people in health and social care settings. Methods We searched fourteen health and social care databases from 2004 (date of Children Act) to October 2019 and updated the review via a citation search in March 2021. Studies of any design were eligible if they described or evaluated an intervention (other than training) aimed at health or social care professionals in the United Kingdom and designed to improve recognition of risk in the context of safeguarding children and young people. Studies with no intervention (e.g. qualitative studies) were included to explain why interventions work or fail to work. Included studies were summarised using narrative synthesis. Risk of bias of included studies and overall strength of evidence were assessed using standard methods. We used a 5-item checklist (“TIDieR-Lite”) to map intervention components. Results Thirty-nine publications were included, of which 31 dealt with service developments, six with use of data and two with other initiatives. Promising service development initiatives include liaison nurses, assessment clinics, secondment, joint protocols and a ‘hub and spoke’ model. Initiatives involving use of routine data appeared promising and unlikely to generate significant additional costs. However, the quality of the evidence was generally low, with a shortage of controlled and long-term studies. Conclusions Health and social care services wishing to improve awareness of child safeguarding issues may benefit from looking beyond high-quality training provision. Future research should focus on service-relevant outcomes and ensure the active involvement of young people and their families/carers.

scholarly journals An Effective Knowledge-Based Modeling Approach towards a “Smart-School Care Coordination System” for Children and Young People with Special Educational Needs and Disabilities

Symmetry ◽  
2020 ◽  
Vol 12 (9) ◽  
pp. 1495
Author(s):  
Rasha Hafidh ◽  
Mhd Saeed Sharif ◽  
Ali H. Al-Bayatti ◽  
Ahmed S. Alfakeeh ◽  
Madini O. Alassafi ◽  
...  
Keyword(s):  
Young People ◽  
Care Coordination ◽  
Social Care ◽  
Special Educational Needs ◽  
Local Authorities ◽  
Children And Young People ◽  
Knowledge Based ◽  
Health And Social Care ◽  
Coordination System ◽  
School Care

There is a significant need for a computer-aided modeling, effective information analysis and ontology knowledge base models to support both special needs children and care providers. As this research work correlated to the symmetry scope, it proposes an innovative generic smart knowledge-based “School Care Coordination System” (SCCS), which is established on a novel holistic six-layered data management model. The development of the Smart-SCCS adopts a methodology of ontology engineering to transform the given theoretical unstructured special educational needs and disabilities (SEND) code of practice into a comprehensive knowledge representation and reasoning system. The intended purpose is to deliver a system that can coordinate and bring together education, health and social care services into a single application to meet the needs of children and young people (CYP) with SEND. Moreover, it enables coordination, integration and monitoring of education, health and social care activities between different actors (formal, informal and CYP in the education sector) involved in the school care process network to provide personalized care interventions based on a predefined care plan. The developed ontology knowledge-based model has been proven efficient and solved the enormous difficulties faced by schools and local authorities on a daily basis. It enabled the coordination of care and integration of information for CYP from different departments in health, social care and education. The developed model has received significant attention with great feedback from all the schools and the local authorities involved, showing its efficiency and robustness.

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