Key questions for multidisciplinary Methods Suitable for self–directed learning or reflection with a colleague or supervisor. Learning Outcome Review your understanding of multidisciplinary working and identify actions that can improve its effectiveness. Time Required Two sessions of 45 minutes Process Thinking of current multidisciplinary team working, answer the following questions: Who are the other key professionals who contribute to the health and well-being of the child? What roles do they have? How can their skills and input be put to best use in the multidisciplinary team? What tensions exist between these roles? What impact do these tensions have on the child, the team and the outcomes that can be achieved? Reflect on a situation where there was confusion over someone’s role or responsibility: why did this happen and what could have been done to prevent it from happening? How can you ensure that others are clear about what you can and can’t do? Foster carers and adopters are rightly considered to be core members of the team (DCSF, 2010). How might perceived differences in professional status impact on team decisions and information sharing? Is some knowledge more valid than others? (Finlay, 2000 in Stone and Rixon 2008). If so, what is that based on? Issues around contact (Neil, 2010) and delegated authority are often areas of conflict between carers, social workers and birth parents. How can you ensure that every perspective is considered with the best interests of the child guiding the decision making? Who brings or represents the voice? What conflicts might occur depending on who represents the child or interprets their views?
Key questions for multidisciplinary Methods Suitable for self–directed learning or reflection with a colleague or supervisor. Learning Outcome Review your understanding of multidisciplinary working and identify actions that can improve its effectiveness. Time Required Two sessions of 45 minutes Process Thinking of current multidisciplinary team working, answer the following questions: Who are the other key professionals who contribute to the health and well-being of the child? What roles do they have? How can their skills and input be put to best use in the multidisciplinary team? What tensions exist between these roles? What impact do these tensions have on the child, the team and the outcomes that can be achieved? Reflect on a situation where there was confusion over someone’s role or responsibility: why did this happen and what could have been done to prevent it from happening? How can you ensure that others are clear about what you can and can’t do? Foster carers and adopters are rightly considered to be core members of the team (DCSF, 2010). How might perceived differences in professional status impact on team decisions and information sharing? Is some knowledge more valid than others? (Finlay, 2000 in Stone and Rixon 2008). If so, what is that based on? Issues around contact (Neil, 2010) and delegated authority are often areas of conflict between carers, social workers and birth parents. How can you ensure that every perspective is considered with the best interests of the child guiding the decision making? Who brings or represents the voice? What conflicts might occur depending on who represents the child or interprets their views?
DfE-10-Mutidisciplinary-exercises_SB220414.docx