Social Pedagogy: Developing and Maintaining Multi-Disciplinary Relationships in Residential Child Care

The task of building and maintaining effective multi-disciplinary
relationships is a constant challenge for the residential child care
sector in Scotland. The absence of effective multi-disciplinary
collaboration has been cited regularly as a contributing factor to
instances of poor
and problematic practice. Social pedagogy has much to offer in terms of
enabling the residential child care sector to address some of these
issues and assist with the task of establishing effective
multi-disciplinary relationships. This article will explore how this can
be achieved in practice,
drawing on research based on multi-disciplinary social pedagogy training
delivered in Scotland.

The evidence demonstrates that social pedagogy
can begin to break down the very real barriers that often prevent
residential child care practitioners from developing and maintaining
multi-disciplinary
relationships. It can assist with the task of developing a shared
language and understanding; the creation of a clear focus on the
developmental needs of children and young people; and a more nuanced
approach to dealing with issues of risk. The messages from this article
will hold relevance
for the professions of residential child care, health and education and
be applicable to practitioners throughout Europe and beyond.

Published by Residential Forum

The Residential Forum is to promote the achievement of high standards of care and support for children and adults living in residential care and nursing homes, supported housing, residential schools and colleges, hospices and hostels. It contributes to improving the quality of service to the public. Members of the Forum are people of standing and experience drawn from the public, private and voluntary sectors, as well as some who can speak for service users and carers.

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