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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.
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.