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Collaborative Practices

Collaborative practice occurs when professionals from different disciplines work together with clients, families, carers and communities to deliver the highest quality of care. This process includes communication and decision-making, enabling a synergistic influence of grouped knowledge and skills. Elements of collaborative practice include responsibility, accountability, coordination, communication, cooperation, assertiveness, autonomy, mutual trust and respect. The psychologist understands different services, contributions and perspectives from other organisations, settings, disciplines and professionals, and applies integrated approaches to deliver client intervention. Several key collaborative practices listed include:

  • Multidisciplinary Model

The psychologist in a multidisciplinary team draws on knowledge from the different disciplines of team members but stays within the boundaries of their own expertise to develop individual care goals which then provide a more comprehensive view of the client’s concerns.

  • Interdisciplinary Model

The psychologist in an interdisciplinary team analyses, synthesises and harmonises links between disciplines, building on each other’s expertise to achieve common shared goals.

  • Transdisciplinary Model

The psychologist in a transdisciplinary team works with the other team members to develop shared conceptual and methodological frameworks that integrates the natural, social and health sciences in a humanities context, and in so doing transcends each of their traditional boundaries.

Competencies that a psychologist should possess include:

  • Knowledge about current and relevant research, information and ideas from collaborative networks

  • Knowledge about the types of collaborative practice and the roles and functions of professionals and stakeholders in the social service sector

  • Ability to develop professional relationships with social service professionals through clear understanding of various styles and methods of communication.

  • Ability to contribute in intra-case conferences, cross-training and resource-sharing activities to facilitate information exchange within collaborative teams to deliver care or care plans.

  • Taking professional responsibility within collaborative teams to deliver care, following ethical guidelines and procedures.

  • Implementation, documentation, and retention of workplace operations of the collaborating teams

Multidisciplinarity, Interdisciplinarity, and Transdisciplinarity in Health Research, Services , Education and Policy: 1. Definitions, Objectives and Evidence of Effectiveness (2006)

This article explores the definition of multidisciplinary, interdisciplinary and transdisciplinary from different sources. This article is the first of two in a series. Specifically it discusses the definitions, objectives, and evidence of effectiveness of such teamwork.

Choi, B. C., & Pak, A. W. (2006). Multidisciplinarity, interdisciplinarity and transdisciplinarity in health research, services, education and policy: 1. Definitions, objectives, and evidence of effectiveness. Clinical and Investigative Medicine, 29(6), 351-364.

http://uvsalud.univalle.edu.co/pdf/politica_formativa/documentos_de_estudio_referencia/multidisciplinarity_interdisicplinarity_transdisciplinarity.pdf

Multidisciplinarity, interdisciplinarity, and Transdisciplinarity in Health Research, Services , Education and Policy: 2. Promotors, Barriers, and Strategies of Enhancement (2007)

This article explores the definition of multidisciplinary, interdisciplinary and transdisciplinary from different sources. This article is the second of two in a series. Specifically it discusses the promotors, barriers, and ways to enhance such teamwork..

Choi, B. C., & Pak, A. W. (2007). Multidisciplinarity, interdisciplinarity and transdisciplinarity in health research, services, education and policy: 2. Promotors, barriers, and strategies of enhancement. Clinical and Investigative Medicine, 30(6), 224-232.

https://www.thecentrehki.com.au/wp-content/uploads/2020/09/2950-Article-Text-3642-1-10-20071204.pdf

Multidisciplinary, Interdisciplinary, and Transdisciplinary Collaboration: Implications for Vocational Psychology (2009)

This article uses the literature on collaborative practices to identify the benefits, challenges and conditions for success, by which to assist vocational psychology in translating its interdisciplinary discourse into action.

Collins, A. (2009). Multidisciplinary, interdisciplinary, and transdisciplinary collaboration: Implications for vocational psychology. International Journal for Educational and Vocational Guidance, 9(2), 101-110.

https://www.researchgate.net/publication/225648281_Multidisciplinary_interdisciplinary_and_transdisciplinary_collaboration_Implications_for_vocational_psychology

 

Multidisciplinary Model

The psychologist in a multidisciplinary team draws on knowledge from the different disciplines of team members but stays within the boundaries of their own expertise to develop individual care goals which then provide a more comprehensive view of the client’s concerns.

Competencies that a psychologist should possess include:

  • Knowledge of, and demonstrated ability in choice and administration of assessment tools

  • Knowledge of, and implementation of appropriate intervention, including psychoeducation and debriefs as necessitated

  • Facilitation of communication between team members, and between the team and clients, caregivers, and other stakeholders

  • Contribution to case discussions and reflections during team meetings to facilitate case conceptualization and intervention plans

  • Contribution of skills and knowledge to cross-training and resource-sharing activities

Here are some ideas and resources:

BOOKS

Early Intervention:

Chapter 7 looks at the role of pediatric psychologists in multidisciplinary teams. It identifies the prerequisites, effectiveness and potential challenges that may surface when pediatric psychologists work in a multidisciplinary team. A case example is also provided for reference. These valuable opportunities for effective collaboration with other specialists allows psychologists to implement their clinical skills across a range of settings.

https://www.guilford.com/books/Clinical-Practice-of-Pediatric-Psychology/Roberts-Aylward-Wu/9781462514113/editors

Psychological Services

Chapter 11 of this book outlines processes for working in multidisciplinary teams (MDTs), including the importance of establishing your role as a CBT therapist, common conflicts within MDTs, and suggestions for improving access to CBT in MDT settings.

https://www.oxfordclinicalpsych.com/view/10.1093/med:psych/9780199561308.001.0001/med-9780199561308

VIDEOS

General

  • What are Multidisciplinary Teams (Integrated care) | Source: Social Care Institute for Excellence (SCIE)

This video gives a general overview of what constitutes a multidisciplinary team and general principles – a group of professional coming together to provide person centered care for the individuals in need.

https://www.youtube.com/watch?v=bENp2Imh0Rw&t=153s

Early Intervention

  • 60 Seconds at the CDI – Considering the WHOLE Child| Source: Child Development Institute Early Intervention Centre

This video gives an example of how the different skillset of each discipline in MDT is required to support the needs of a child. 

https://sw-ke.facebook.com/ChildDevelopmentInstituteSydney/videos/306586807847060/

 

Psychological Services

  • Psychologists in Integrated Health Care: Super-utilizer Team Care| Source: American Psychological Association (APA)

This segment features how integrated psychologists working alongside physicians, social workers and pharmacists, learn from each other as they engage in patient-centered care. 

https://www.youtube.com/watch?v=QsIFRDBelns&t=76s

  • Psychologists in Integrated Health Care: Inter-professional Team-Care for Wellbeing | Source: American Psychological Association (APA)

This video gives a general overview of what constitutes a multidisciplinary team and general principles – a group of professional coming together to provide person centered care for the individuals in need.

https://www.youtube.com/watch?v=_dXgs3lFLAU

  • Psychologist in Integrated Health Care| Source: American Psychological Association (APA)

This website features a series of videos highlighting how psychologists can work side-by-side with other health professionals to improve patients’ overall well-being.

https://www.apa.org/health/psychologists-integrated-care

OTHER RESOURCES

General:

  • Integrated Care Research and Practice| Source: Social Care Institute for Excellence (SCIE)

https://www.scie.org.uk/integrated-care/research-practice/activities/multidisciplinary-teams

This website provides a broad overview of what multidisciplinary teams are, how they support integration, the beneficiaries of MDT and the conditions that MDTs should have in order to succeed. There are articles and practice examples available for download at this website.

  • Five Ways to Describe a Multidisciplinary Team (1996)

This article describes five different ways that are used to describe what is a multidisciplinary team in terms of degree of integration, extent of collective responsibility, membership, client pathway and decision making and management structures. Using these concepts, this helps practitioners clarify their working arrangements and make improvements. These concepts also aid in service planning and research.

Øvretveit, J. (1996). Five ways to describe a multidisciplinary team. Journal of Interprofessional Care, 10(2), 163-171.

https://www.tandfonline.com/doi/ref/10.3109/13561829609034099?scroll=top

  • A Practitioner’s Perspective of Multidisciplinary Teams: Analysis of Potential Barriers and Key  Factors for Success (2016)

This article highlight the risk factors that hinder effectiveness of MDT and factors that aid MDT, all of which to provide more effective care for clients.

Roncaglia, I. (2016). A practitioner’s perspective of multidisciplinary teams: Analysis of potential barriers and key factors for success. Psychological Thought, 9(1), 15–23.

 https://psyct.psychopen.eu/article/view/145/html

  • A Multilevel Study of Patient-centered Care Perceptions in Mental Health Teams (2021)

This article outline the importance of collaboration in MDT working in patient-centered care. 

Durand, F., & Fleury, M.-J. (2021). A multilevel study of patient-centered care perceptions in mental health teams. BMC Health Services Research, 21(1), 44–44.

https://www.researchgate.net/publication/348313747_A_multilevel_study_of_patient-centered_care_perceptions_in_mental_health_teams

  • Experiences of Two Multidisciplinary Team Members of Systemic Consultations in a Community Learning Disability Service (2017)

This article outlines the experiences of MDT members.  Themes such as differing expectations, enabling for the client, positive techniques and uncertainty regarding "forum" consultations are identified.

Johnson, C., & Viljoen, N. (2017). Experiences of two multidisciplinary team members of systemic consultations in a community learning disability service. British Journal of Learning Disabilities, 45(3), 172–179.

https://onlinelibrary.wiley.com/doi/abs/10.1111/bld.12191

  • Prevention: Toward a Multidisciplinary Approach (1987)

This article takes a detailed look at different disciplines and how a multidisciplinary approach to prevention and refine and increase effectiveness. Chapter 1 specifically provides a broad overview of the multidisciplinary approach in areas of teaching, research and intervention.

Jason, L. A., Hess, R. E., Felner, R. D., & Moritsugu, J. N. (1987). Chapter 1: Toward a Multidisciplinary Approach to Prevention. Prevention in Human Services, 5(2), 1-10.

https://www.tandfonline.com/doi/abs/10.1300/J293v05n02_01?journalCode=wzpe20

Early Intervention:

  • Multidisciplinary Teamwork in Autism (2014)

This article emphasises on the need of a common focus among professionals in a multi-disciplinary team. ABA is recommended as a unifying framework for professionals to conceptualise and intervene. A case study is presented to demonstrate the use of ABA in a multi-disciplinary team to improve the quality of life for a child with autism.

Dillenburger, K., Röttgers, H. R., Dounavi, K., Sparkman, C., Keenan, M., Thyer, B., & Nikopoulos, C. (2014). Multidisciplinary teamwork in autism: Can one size fit all?. The Educational and Developmental Psychologist, 31(2), 97-112.

https://www.cambridge.org/core/journals/educational-and-developmental-psychologist/article/multidisciplinary-teamwork-in-autism-can-one-size-fit-all/3CCD8B9E81C06724B3C1BC71A8544D0D

  • The Psychologist on the Multidisciplinary Developmental Disabilities Team (1982)

This article describes the role of a psychologist on a multi-disciplinary team working with developmental disabilities. It includes teaching, research, assessment and counselling.

Udziela, A. D., Shinn, T. K., & Whitman, B. Y. (1982). The psychologist on the multidisciplinary developmental disabilities team. Professional Psychology, 13(6), 782.

https://psycnet.apa.org/record/1983-24206-001–788

  • Using a Multidisciplinary Approach with Children Diagnosed with Autism Spectrum Disorder (2017)

This article emphasises on the need for interprofessional collaboration using a multidisciplinary approach to increase the positive health care and educational outcomes of children with autism spectrum disorder due to the complexity of the disorder. The multidisciplinary approach is the best practice model for the care and treatment of individuals with multidimensional health problems, like chronic illness and ASD.

Strunk, J., Leisen, M., & Schubert, C. (2017). Using a multidisciplinary approach with children diagnosed with autism spectrum disorder. Journal of Interprofessional Education & Practice, 8, 60-68.

https://www.sciencedirect.com/science/article/abs/pii/S2405452616300040

  • Management of Autism Spectrum Disorder: A Case‑based Overview (2017)

This article highlights a case management using multidisciplinary approach and outlines the roles of the respective members (including psychologist) within the MDT. 

Oommen, S. P., Bhattacharyya, S., Koshy, B., Roshan, R., Samuel, L., & Preethi, R. (2017).  Management of autism spectrum disorder: A case-based overview. Current Medical Issues, 15(1), 17-27.

https://www.cmijournal.org/article.asp?issn=0973-4651;year=2017;volume=15;issue=1;spage=17;epage=27;aulast=Oommen

  • Individual Responsibilities in Multidisciplinary Working (2003)

This article describes the responsibilities of different discipline in a MDT in support children with disabilities.

Morton, R. ., Billings, K., Hankinson, J., Hart, D., Nicholson, J., Rowlands, A., Saunders, R., & Walter, A. (2003). Individual responsibilities in multidisciplinary working. Current Paediatrics, 13(1), 23–29.

https://www.paediatricsandchildhealthjournal.co.uk/article/S0957-5839(03)90404-0/pdf

Psychological Services:

  • Requirements for Multidisciplinary Teamwork in Psychiatric Rehabilitation (2001)

This article outline the attributes of effective MDT, challenges faced by MDT in areas such as communication and collaboration.  It also states the roles and expected skills of a psychologist in a MDT. 

Liberman, R. P., Hilty, D. M., Drake, R. E., & Tsang, H. W. H. (2001). Requirements for multidisciplinary teamwork in psychiatric rehabilitation. Psychiatric Services (Washington, D.C.), 52(10), 1331–1342.

https://ps.psychiatryonline.org/doi/full/10.1176/appi.ps.52.10.1331

  • Balancing Confidentiality and Collaboration Within Multidisciplinary Health Care Teams (2012)

This article outline the ethical challenges of communication in a MDT where psychologist consider providing certain degree information sharing to facilitate discussion yet threatens infringing confidentiality.  The article also outline recommendations for ethical practice.  

Van Liew, J. R. (2012). Balancing confidentiality and collaboration within multidisciplinary health care teams. Journal of Clinical Psychology in Medical Settings, 19(4), 411–417.

https://link.springer.com/content/pdf/10.1007/s10880-012-9333-0.pdf

  • ‘Chipping in’: Clinical Psychologists’ Descriptions of Their Use of Formulation in Multidisciplinary Team Working (2012)

This article investigates the use of case formulation sharing by psychologists in MDT meeting.  The study revealed that sharing formulation in multidisciplinary teams lead to provision of more consistent and coordinated service to clients and helped staff feel supported and valued.

Christofides, S., Johnstone, L., & Musa, M. (2012). “Chipping in”: Clinical psychologists’ descriptions of their use of formulation in multidisciplinary team working. Psychology and Psychotherapy, 85(4), 424–435. 

https://bpspsychub.onlinelibrary.wiley.com/doi/abs/10.1111/j.2044-8341.2011.02041.x

Adult Disability:

  • “Everyone on the Same Team, All Working Together”: Implementing a Co-ordinated Multi-disciplinary Approach to Supporting Young People with Co-occurring Intellectual Disability and Mental Health Issues (2021)

This article provides a preliminary support for the efficacy of a community-based mental health service a and suggests future specialist dual disability services may look to a family-focused, multidisciplinary approach that includes assessment, treatment, and management as an effective treatment model.

Whitehead, R., Hopkins, L., Hughes, E., Kehoe, M., & Pedwell, G. (2021). “Everyone on the same team, all working together”: Implementing a co-ordinated multi-disciplinary approach to supporting young people with co-occurring intellectual disability and mental health issues. Journal of Mental Health Research in Intellectual Disabilities, 14(1), 1–22.

https://www.tandfonline.com/doi/abs/10.1080/19315864.2020.1864689

  • Community Learning Disability Teams: Perceived Effectiveness, Multidisciplinary Working and Service User Satisfaction (2007)

This article looks at the effectiveness of community learning disability teams (CLDTs) provide support for people with learning disabilities and their families within the community setting. The barriers and good practices for an effective CLDT are also discussed in this article.

Slevin, E., McConkey, R., Truesdale-Kennedy, M., Barr, O., & Taggart, L. (2007). Community learning disability teams: perceived effectiveness, multidisciplinary working and service user satisfaction. Journal of Intellectual Disabilities, 11(4), 329-342.

https://www.researchgate.net/publication/5818701_Community_Learning_Disability_Teams_perceived_effectiveness_multidisciplinary_working_and_service_user_satisfaction

  • Development and Introduction of “Communication Passport” in an Adult Inpatient Psychiatric Unit for Persons With Intellectual Disabilities: A Brief Report from Singapore (2018)

This article describes an example of multidisciplinary work in Singapore in IMH in research to improve coordination of care amongst caregivers and care providers. The tool developed is a communication passport.

Sajith, S. G., Teo, Y., & Ling, C. S. (2018). Development and introduction of “communication passport” in an adult inpatient psychiatric unit for persons with intellectual disabilities: A brief report from Singapore. Journal of Policy and Practice in Intellectual Disabilities, 15(2), 166–170.

https://doi.org/10.1111/jppi.12235

Interdisciplinary Model

The psychologist in an interdisciplinary team analyses, synthesises and harmonises links between disciplines, building on each other’s expertise to achieve common shared goals.

Competencies that a psychologist should possess include:

  • Ability to integrate and translate themes shared across several professionals during assessment and intervention phases

  • Knowledge of, and provision of appropriate assessment and intervention within one’s area of expertise

  • Flexibility and open-mindedness in sharing of professional responsibilities and responsiveness in assisting other team members

  • Contributing to case discussions and reflections during team meetings to promote common goals and a shared decision-making process

  • Contributing skills and knowledge to cross-training and resource-sharing activities to enhance understanding of different areas of expertise

  • Promotion of good interpersonal relationships and respect between team members

Here are some ideas and resources:

BOOKS

General:

  • APA Handbook of Community Psychology: Theoretical Foundations, Core Concepts, and Emerging Challenges (2017)| Source: Perkins, D. D., & Schensul, J. J. (American Psychological Association, APA)

Chapter 9 of this book focuses  on interdisciplinary contributions to community psychology and transdisciplinary promise (pp. 189-209).

https://www.apa.org/pubs/books/4311524

Early Intervention:

  • Caring for Children with Neurodevelopmental Disabilities and Their Families (2004)| Source: Vargas, C. M., & Prelock, P. A. (Routledge)

This book presents a model multidisciplinary approach to care that is family-centred and collaborative which has proven effective in practice. A pillar of the approach is recognition of the importance of performing culturally competent assessment and adjusting service delivery such that it is responsive to cultural differences.

https://www.routledge.com/Caring-for-Children-With-Neurodevelopmental-Disabilities-and-Their-Families/Vargas-Prelock/p/book/9780805844771

  • Interdisciplinary Team Assessment for Young Children (2000) | Source: Guralnick, M. J. (Paul H Brooke Publishing Company)

Chapter 1 looks at the different components involved in conducting a clinical assessment for young children, and delineates the different roles of each of the different professions in providing a wholistic assessment of young children with developmental disabilities (pp. 3-15).

https://depts.washington.edu/chdd/guralnick/pdfs/Guralnick_Interdisciplinary_Team_p3-15-2000.pdf

OTHER RESOURCES

General:

  • Interdisciplinary Approach (2012)

This article shares experiences of early career psychologists in various settings on the benefits of interdisciplinary approach.

Smith. B. L. (2012). Taking psychology further.  Monitor on Psychology, 43(3), 58.

https://www.apa.org/monitor/2012/03/interdisciplinary

  • Community Psychology at the Crossroads (2006)

The purpose of this paper is to help make clear the benefits of interdisciplinary community research and  to begin to address its challenges. It also explores the prospects for expanding and improving interdisciplinary community research.

Maton, K. I., Perkins, D. D., & Saegert, S. (2006). Community psychology at the crossroads: Prospects for interdisciplinary research. American Journal of Community Psychology, 38(1-2), 9-21. DOI: 10.1007/s10464-006-9062-3

https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.460.7151&rep=rep1&type=pdf

  • The Conceptual Basis for Interprofessional Collaboration: Core Concepts and Theoretical Frameworks (2005)

This article identifies the conceptual basis for interprofessional collaborations and the theoretical frameworks that underpin interdisciplinary work, and highlights the roles of the psychologist in this process.

D'Amour, D., Ferrada-Videla, M., San Martin Rodriguez, L., & Beaulieu, M. D. (2005). The conceptual basis for interprofessional collaboration: core concepts and theoretical frameworks. Journal of interprofessional care, 19(sup1), 116-131. DOI: 10.1080/13561820500082529

https://www.tandfonline.com/doi/abs/10.1080/13561820500082529

  • Consultation and interprofessional Collaboration (2004)

This article provides information regarding the competencies of the psychologist in the interdisciplinary team setting.

Arredondo, P., Shealy, C., Neale, M., & Winfrey, L. L. (2004). Consultation and interprofessional collaboration: Modeling for the future. Journal of Clinical Psychology, 60(7), 787-800. DOI: 10.1002/jclp.20015

https://onlinelibrary.wiley.com/doi/abs/10.1002/jclp.20015

  • Working on Working Together. A Systemic Review on how Healthcare Professionals Contribute to Interprofessional Collaboration (2019)

This systemic review demonstrates considerable evidence for professionals actively contributing to interprofessional collaboration and highlights three ways of doing so: by bridging gaps, by negotiating overlaps in roles and tasks, and by creating spaces in which to do so.

Schot, E., Tummers, L., & Noordegraaf (2019). Working on working together. A systemic review on how healthcare professionals contribute to interprofessional collaboration. Journal of Interprofessional Care, 34(3), 332-342.

https://www.tandfonline.com/doi/full/10.1080/13561820.2019.1636007?src=recsys

Early Intervention:

  • Interprofessional Collaboration in Children’s Services (1999)

This article reviews the current state of interprofessional collaboration and barriers to its implementation, and secondly proposes a theoretical framework for interprofessional collaboration that draws on the fundamental principles of human development and provides guidelines for practice.

Walsh, M. E., Brabeck, M. M., & Howard, K. A. (1999). Interprofessional collaboration in children's services: Toward a theoretical framework. Children's services: Social policy, research, and practice, 2(4), 183-208.

https://www.tandfonline.com/doi/abs/10.1207/s15326918cs0204_1

Psychological Services:

  • Interdisciplinary Collaboration: Ethical Issues and Recommendations (2000)

This article explores some of the issues and ethics of interdisciplinary case based on a discussion held among five established mental health professionals. These professionals both provide their perspectives and recommendations for effective interdisciplinary work among practitioners.

Paproski, D. L., & Haverkamp, B. E. (2000). Interdisciplinary collaboration: Ethical issues and recommendations. Canadian Journal of Counselling, 34(2), 85-97.

https://files.eric.ed.gov/fulltext/EJ609443.pdf

  • Synthesizing and Integrating Mental Health Practice: An Interdisciplinary Approach (2012)

This thesis review the literature regarding the collaboration of various disciplines in mental health including history, key aspects of integrating mental health seen through other collaborative efforts, and future direction. It also outlines 8 key features that can facilitate more constructive collaboration in the mental health field.

Paden, D. A. (2012). Synthesizing and integrating mental health practice: An interdisciplinary approach. (pp. 14 – 23). Loma Linda University.

https://scholarsrepository.llu.edu/cgi/viewcontent.cgi?article=1089&context=etd

Transdisciplinary Model

The psychologist in a transdisciplinary team works with the other team members to develop shared conceptual and methodological frameworks that integrates the natural, social and health sciences in a humanities context, and in so doing transcends each of their traditional boundaries.

Competencies that a psychologist should possess include:

  • Actively disseminate and apply evidence-based theory and strategies to facilitate a more holistic assessment and intervention of clients

  • Actively seeks consensus and shared decision-making with the rest of the team during case formulations and intervention-planning

  • Flexibility and responsibility to be a ‘keyworker’ in charge of monitoring and reporting on progress in all domains of the client’s care, and not only their area of expertise

  • Contribute to the deliberate exchange of knowledge, skills and expertise that transcend traditional discipline boundaries

  • Ability to develop good interpersonal relationships and seek active collaboration with other team members for the ultimate benefit of the clients

Here are some ideas and resources:

BOOKS

Early Intervention:

  • Early Intervention Team Approaches: The Transdisciplinary Model (1998) | Source: Woodruff, G and McGonigel, M. J.. (Reston, VA)

This is an introduction to different team approaches in the early intervention setting. Three approaches are discussed – multidisciplinary, interdisciplinary, and transdisciplinary – with a focus on the components and process of the transdisciplinary model.

Woodruff, G., & McGonigel, M. J. (1988). Early intervention team approaches: The transdisciplinary model.

https://files.eric.ed.gov/fulltext/ED302971.pdf

  • Tool Kit for the  Transdisciplinary Team Approaches | Source: Center for Development and Disability (New Mexico)

This tool kit is a brief introduction to the transdisciplinary team approach for Early Intervention in New Mexico. It provides an overview of the process and key concepts, and also helpful information and resources to support and guide new early intervention staff and their partners in their understanding of the Transdisciplinary team approach. It is intended as an orientation guide for new staff..

New Mexico Family Infant Toddler Program. Tool kit for the transdisciplinary team approach. Centre for Development and Disability. New Mexico.

http://cdd.unm.edu/ecln/FIT/pdfs/TTA%20ToolKit.pdf

VIDEOS

  • Open Dialogue: An Alternative Finnish Approach to Healing Psychosis| Source: Daniel Mackler

This video provides a 74-minute documentary film on the Western Lapland Open Dialogue Project.

https://youtu.be/HDVhZHJagfQ

OTHER RESOURCES

  • Transdisciplinarity in Health Care: A Concept Analysis (2017)

This article analyses the concept of transdisciplinarity and provides an enhanced definition of transdisciplinarity in healthcare.

Van Bewer, V. (2017). Transdisciplinarity in health care: A concept analysis. Nursing Forum, 52(4), 339-347.

https://www.researchgate.net/publication/317186599_Transdisciplinarity_in_Health_Care_A_Concept_Analysis

  • The Application of a Transdisciplinary Model for Early Intervention Services (2009)

This article elaborates upon the essential elements of the transdisciplinary approach, and presents a real world example of the approach as implemented in an early intervention programme in Ontario. Challenges and implications of the transdisciplinary approach for the practitioner are discussed.

King, G., Strachan, D., Tucker, M., Duwyn, B., Desserud, S., & Shillington, M. (2009). The application of a transdisciplinary model for early intervention services. Infants & Young Children, 22(3), 211-223.

https://depts.washington.edu/isei/iyc/22.3_King.pdf

Systemic Approaches:

Open Dialogue Approach  was developed in Western Lapland, Finland, over 30 years, & since been adopted in countries around the world, including the rest of Scandinavia, Germany, UK, and several States in America. It is a model of mental health care which involves a consistent family & social network approach where all treatment is carried out via whole systems meetings, which always includes the client. All multidisciplinary staff involved are trained in family therapy & related psychological skills. ODA has the best documented outcomes in the Western World; for e.g. around 75% of those experiencing psychosis have returned to work or study within 2 years & only around 20% are still taking antipsychotic medication at 2-year follow-up. Internationally, ODA has also seen remarkable results in non-randomised trials.

  • Towards a Model for Collaborative Practice in Community Mental Health (2014)

This article present a new model that provides a framework to  develop and test practice guidelines for community mental healthcare.

Ness, O., Karlsson, B., Borg, M., Biong, S., Sundet, R,m McCormack, B., & Kim, H. S. (2014). Towards a model for collaborative practice in community mental health. Scandinavian Psychologist, 1(1), E6 .

https://psykologisk.no/sp/2014/11/e6/

  • The Key Elements of Dialogic Practice in Open Dialogue: Fidelity Criteria (2014)

The intent of this document is to support the development of an Open Dialogue practice for whole teams participating in Open Dialogue meetings, for supervision and training purposes, and for helping in systematic research.

Olson, M., Seikkula, J., & Ziedonia, D. (2014). The key elements of dialogic practice in open dialogue. The University of Massachusetts Medical School. Worcester, MA.

http://www.do-ge.ch/uploads/1/3/9/9/13993272/keyelementsv1.109022014.pdf

  • Open Dialogue: A New Approach to Mental Healthcare (2015) | Source: Neil Burton (Psychology Today)

This guest blog traces the origins of Open Dialogue and how it involves a consistent family/ social network approach to care.

https://www.psychologytoday.com/us/blog/hide-and-seek/201507/open-dialogue-new-approach-mental-healthcare

  • International ODA webpage, including training formation

 http://open-dialogue.net/

  • United Kingdom ODA webpage

https://www.nelft.nhs.uk/dialoguefirst-whatisopendialogue


Systemic consultation is a form of tertiary case supervision derived from the principles of systemic family therapy wherein ability to reflect on the interpersonal dynamics inhibiting change in individuals with behavioural of concern. It has the potential to augment behaviour support, enable clinicians to understand and negotiate problematic interpersonal dynamics when responding to behaviours of concern.

  • Transforming Practice in Developmental Disability Services through Systemic and Dialogical Practice (2014)

This article narrates the story of organisational change in a large government developmental disability service responsible for working with multi-stressed families.

Rhodes,. P., Fennessey, K., Dickens, K., Whatson, L., Wilson, A., & Donelly, M. (2014). Transforming practice in developmental disability services through systemic and dialogical practice. Journal of Systemic Therapies, 33(3), 1-16.

https://guilfordjournals.com/doi/10.1521/jsyt.2014.33.3.1

  • Beyond the Impasse? Systemic Consultation and Understanding Complex Services  (2013)

This article examines the utility of systemic consultation as an opportunity for clinicians working with complex cases and behavioural concerns to reflect on interpersonal dynamics that may be inhibiting change. This approach to case review is drawn from systemic family therapy and is progressively gaining acceptance within the filed of intellectual disability.

Rhodes, P., Donelly, M., Whatson, L., Brearley, K., Dikian, J., Hansson, A., ... & Mora, L. (2014). Beyond the impasse? Systemic consultation and understanding complex cases. Journal of Applied Research in Intellectual Disabilities, 27(3), 226-235

https://www.researchgate.net/publication/256613260_Beyond_the_Impasse_Systemic_Consultation_and_Understanding_Complex_Cases