Within multidisciplinary teams each member acts autonomously in terms of their
assessments, interventions and discipline-specific goals. There is an increasing attention
to the concept of transdisciplinary, interdisciplinary and multidisciplinary practice,
where the focus is on group-based interventions and holistic delivery.
Thinking about the practice used by the professional disciplines that you are involved
with in working with children with learning difficulties and disabilities, what advantages
can you identify in working in a more transdisciplinary way?
Are your review or educational planning meetings open to family members?
Collaborative, multiprofessional working and shared decision making is necessary
to ensure that the education, social care and health needs of children with learning
difficulties and disabilities are assessed, and plans are developed, implemented,
reviewed and evaluated. Multiprofessional meetings involving families and colleagues
from education, health and social work are held regularly to review a child’s
progress and identify new targets.
As part of the shared decision making process there is a need to appreciate the practice
context of colleagues from other disciplines and the professional regulation frameworks
and codes of practice that are in place.
People with passion or flair inspire others. We need
to capitalise on the strengths, interests and talents of our colleagues. How can we
spread their knowledge with best effect?
Watch the video of Sophia’s review, noting the backgrounds of the professionals
involved in meeting her needs. Identify the regulatory issues that need to be taken
into account in relation to multiprofessional working.
Kline, R. and Preston Shoot, M. (2012) Professional Accountability in Social Care and Health: Challenging unacceptable practice and its management. Sage.