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.
