Institute for Child Centred Interprofessional Practice (ICCIP)

Primary school children

Institute for Child Centred Interprofessional Practice (ICCIP)

Kingston University’s Institute for Child Centred Interprofessional Practice (ICCIP)’s helps practitioners in education, healthcare, social work, criminal justice and the police service and those in the private, voluntary, independent, maintained and third sectors work together more effectively in the interests of safeguarding children and young people.


The primary aim of ICCIP is to safeguard and promote the welfare of children and young people.

By ‘welfare’ we mean their physical, emotional, social and intellectual health and fulfilment. All ICCIP’s activities – the courses, research projects, conferences, workshops and work with children, young people, carers, service users, employers and policy makers – are aimed at promoting this view of welfare.

ICCIP strives to achieve this objective by acting in accordance with core values of fairness, respect for the autonomy of individuals, acting with integrity and seeking the best results. These values form the FAIR framework* adopted by ICCIP:

By ‘fairness’, we mean regarding the welfare of all children and young people as equally important and only treating individuals differently from each other if they have different needs.

By ‘respect for autonomy’, we mean respecting the informed decisions of children and young people about how they live and how others treat them.

By ‘integrity’, we mean integrating our actions with our values and objectives, and doing our utmost to achieve what we say we will do.

By ‘seeking the best results’, we mean aiming to minimise harm, and being as beneficial as possible, to everyone affected by our policies and actions.

With these values in mind, in our courses we critically explore the acceptability of the FAIR values for all people working with 0–19 year olds.

*ICCIP is grateful for the permission of Richard Rowson to use the FAIR framework developed in his book, ‘Working Ethics – how to be fair in a culturally complex world’ – Jessica Kingsley Publishing, London, 2006.

At ICCIP, we believe ethical awareness is vital to promoting good interprofessional practice.

We believe people from different professions and practices are more likely to trust each other and develop effective interprofessional practices if they can understand differing professional values.
This will only assist in providing seamless supportive services to the 0-19 year olds for whom they work.

In following these beliefs, ICCIP courses require students to become aware of the ethical perspectives and fundamental objectives of each other’s professions and practices, and to analyse the differences and commonalities between them. Students will also appraise the view that to have core values held in common throughout the workforce would promote harmonious and efficient interprofessional practices.
Additionally, students look at the work of Richard Rowson, who established a framework of core values for all professions working in culturally complex settings. Students will accept the framework for all professions in the children’s and young peoples’ workforce.

Across the ICCIP courses, there is a specific focus on ethics in modules concerned with children and families, with safeguarding children and young people and with carrying out independent study and research. In modules encouraging reflective practice, students will also consider their personal values and the place of these values in professional practice.


Kingston University’s Institute for Child Centred Interprofessional Practice courses are suitable for people who work with children, young people and families.

The courses were developed in collaboration with strategic managers and practitioners in Local Authorities and the private, voluntary, maintained, independent and third sectors. The courses are also underpinned by the Every Child Matters (2004) agenda and The Common Core of Skills and Knowledge (2005).

The courses offered are:


The programmed can lead to employment directly within children’s services or in children’s centres, and can be used to access new and emerging roles in the children’s workforce.