Multi Disciplinary Teams working together: Bringing services together
Give your team the opportunity to pause and reflect on what matters most to them about the work they do. The act of listening to each other creates relationships and strengthens trust and inclusion within the team. In creating a shared vision, groups of people build a sense of commitment together. They develop images of ‘the future we want to create together’, along with the values that will be important in getting there and the goals they want to see achieved along the way.
“There is no power for change greater than a community discovering what it cares about”Margaret Wheatley – ‘Turning to One Another’ (2002)
Give your team the opportunity to pause and reflect on what matters most to them about the work they do. The act of listening to each other creates relationships and strengthens trust and inclusion within the team. In creating a shared vision, groups of people build a sense of commitment together. They develop images of ‘the future we want to create together’, along with the values that will be important in getting there and the goals they want to see achieved along the way. Unfortunately, many people still think ’vision’ is the top leader’s job. In schools, the ‘vision task’ usually falls to the Headteacher and/or the governors or it comes in a glossy document from the local authority or the DfES. But visions based on authority are not sustainable.
Drawing on the planning tools MAPS and PATH (Pearpoint, Forest and O’Brien 1997) and other facilitation sources we use both process and graphic facilitation to enable the group to build their picture of what they would love to see happening within their organisation/community in the future and we encourage this to be a positive naming, not just a list of the things they want to avoid.
Exploring effective models of multi agency working. We need new process of joint work and problem solving to impact upon decision-making that can have expensive long-term consequences for all involved. Learn about a process that ‘listens deeper’ to generate reflective problem-solving; create lasting behaviour change and effective behaviour intervention plans. A particularly valuable process for those looking to enhance their leadership and facilitation skills.
Learn a deeper approach to problem solving which will provide you with a new and richer approach to developing inclusive strategies for dealing with the most difficult to reach children and young people. Reflect on your own emotional responses to individuals you work with, explore relationships and generate richer hypotheses about what is really going on.
‘Very empowering. Great Structure and I will use definitely. It will help with team building.’
‘Impressive framework for problem solving and analysis. Very invigorating!’.’
‘Superb, Fantastic how robust the process was – Feel enthused to get together with others and to develop further…’
- Deeper understanding of what is actually happening underneath the behaviour and to maintain problems
- Increased confidence in managing and building relationships with challenging pupils in mainstream schools
- Process for locating richer and wider range of practical strategies to impact on behaviour problems
- Deeper understanding of self and psychodynamic processes happening between staff and pupils
- Opportunity to reflect on professional practice
- Mutual support established with other ‘front line’ practitioners
Who Is It For ?
- Multi Agency Teams
- Social workers
- CAMHS teams
- Year Managers
- Primary and secondary staff teams
- Early Years and School based Practitioners
- Heads and Deputies
- Advanced Skills Teachers
- Primary and secondary teachers
- Local Authority Support Services
This can be introduced in one day but is better offered over a series of 10 twilight or half day workshops with individualised coaching.
The course answers the questions:
- Can we find an alternative to permanent exclusion or special unit or school placement?
- Cannot understand why a child is behaving as they do?
- Struggling with a child for whom praise is ineffective?
- Feeling isolated in your responses to a child’s needs?
- Worried about where your instinctive reactions are leading you?
- Dealing with strong personal feelings, which are getting in the way of your reactions to a pupil?
- Cannot seem to get any consensus view of a young person’s behaviour/needs amongst all the professionals involved – everyone pulling in different directions?
We will cover:
- Setting the tone
- Background and detailed teaching of process
- Inclusion values underpinning this work
- Graphic and process facilitation skills
- Processes modelled and opportunities to try process out with coaching
- Practical setting up of circles of adults
- Lessons learned
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