Мултидисциплинарни тимови
A multidisciplinary approach to educational disadvantage and early school leaving (ESL) brings together professionals from within and beyond the school, including psychologists, social workers and health professionals. Multidisciplinary teams have the potential to offer a range of services to support young people at risk of educational disadvantage and ESL. This includes, for example, focus on children’s language development, mental health support, emotional support, bullying prevention skills, outreach to marginalised families and support for development of parenting skills.
Creating and supporting multidisciplinary teams requires a strategic approach. It is essential that the multidisciplinary team develop a coherent approach to address the learner’s complex needs. Rather than each member of the team working separately to address their own priorities, this requires all to have a shared understanding of the outcomes they want to achieve for each learner, and to determine how they can bring their combined expertise together.
Research highlights key conditions for the effective internal functioning of multidisciplinary teams. These conditions include, for example, appropriate leadership strategies, inclusive communicative skills, and conflict resolution skills. The development of shared strategies and sufficient time and space to implement these are also vitally important. Working as part of a multi-agency team, professionals may also need to share their resources and information about the learners they are working with so that they can benefit from ‘joined-up’ support. This may require teams to create new information sharing agreements and shared budgets for some interventions. Research suggests that targeted intervention for learners at risk of ESL will be more effective if carried out by multidisciplinary teams in schools and/or by bringing external professionals into schools, and with the involvement of all those interacting with the learners, be they family members, siblings or volunteers, etc.
Multidisciplinary teams will be required to engage in interventions at different levels and across the individual, group, class, school, family and community. Careful consideration of the composition and ethos of the team is required, with a cultural affinity with marginalised families. Depending on the situation, there may be a need to establish a completely new multidisciplinary team, or it may be appropriate to build teams within existing community structures, organisations and locations, depending on country and local area context.
Find out more:
Downes, P., Multi/Interdisciplinary Teams for Early School Leaving Prevention: Developing a European Strategy Informed by International Evidence and Research, NESET Research Paper, 2011.
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