Multidisciplinary teams providing social support to different children encounter numerous challenges. The article “Joining up Children’s Services: Safeguarding Children in Multi-Disciplinary Teams” argues that the combination of internal team aspects and inter-agency issues can make multidisciplinary teams successful. The unique issues affecting many teams include professional identities, information-sharing, and diversity. With proper management and leadership, multidisciplinary teams can address every existing tension (Frost & Robinson, 2007). The engagement and promotion of diversity is something capable of supporting the best values. The authors have strong backgrounds in child health and social welfare thus making it easier for them to deliver meaningful arguments.
According to the researchers, multidisciplinary teams can use different skills to develop communities of practice (Frost & Robinson, 2007). Despite the existence of challenges, the professionals have the potential to find new ways of collaborating and realizing their goals. A combination of internal teams and inter-agency aspects can result in effective strategies. When new ways of working together are identified, the members of a multidisciplinary team “will realize effective joined-up practice” (Frost & Robinson, 2007, p. 198). The teams should use adequate skills to establish a sense of identity and manage diversity. Team leaders should use their skills to manage diverse groups and address every emerging challenge. Enough time should be allocated to ensure “the teams provide development for staff undergoing changes in working practice” (Frost & Robinson, 2007, p. 197).
It is also notable that multidisciplinary teams encounter a wide range of challenges that make it hard for them to offer the most desirable support. After conducting the study, the authors observed that different team members tend to have conflicting roles and responsibilities (Frost & Robinson, 2007). For instance, physical distances can make it impossible for the members to focus on the needs of the clients. The members of the team might encounter numerous challenges whenever sharing information (Frost & Robinson, 2007). The individuals find it hard to define and understand the unique problems faced by different clients. The occurrence of such conflicts can therefore threaten the anticipated goals.
However, members of multidisciplinary teams find it easier to develop “new ways of working together” (Frost & Robinson, 2007, p. 198). The ultimate goal is to safeguard the needs of more children in society. The implementation of adequate strategies is something that can ensure more teams are able to achieve the outlined objectives. Such members of the team should collaborate, address their unique differences, analyze the diverse needs of different children, and work hard to achieve positive results. Professionals “who express pride in membership of their teams form an important basis for realizing joined up practice” (Frost & Robinson, 2007, p. 198).
Positive initiatives and continued collaboration will make it easier for team members to develop new competencies in their respective fields. While respecting their unique differences and boundaries, the individuals should focus on the best approaches in an attempt to achieve every objective (Frost & Robinson, 2007). They should also understand that challenges are unavoidable and work hard to address them.
Multidisciplinary teams should combine interagency concerns and internal aspects in an attempt to achieve the most desirable goals. Proper leadership will promote the concept of diversity, improve service delivery, and address tension. With such skills and competencies in place, the teams will find it easier to develop effective service delivery models (Frost & Robinson, 2007). The notions presented in the article can therefore make it easier for multidisciplinary teams to address the social needs of more children.
Reference:
Frost, N. & Robinson, M. (2007) Joining up children’s services: Safeguarding children in multi–disciplinary teams. Child Abuse Review, 16 (3), 184-199.