Multiprofessional cooperation strengthens the possibilities to achieve better results when working with the complex problems faced by young people. However, multiprofessional cooperation between arts and social work does not always come naturally which is why training is needed in order for multiprofessional ways of working to become a reality in working life. Multiprofessional training facilitates participants to collaborate and have good quality learning materials that can be used in their own work with students later on. The MOMU training model helps teachers in creating motivating, encouraging learning environments for students. When prejudices and misunderstandings of multiprofessional cooperation between art and social work/social care are tackled and effective methodologies are learned during university studies, it will be likelier that professionals from both sectors will continue multiprofessional ways of working after graduation. Professionals can gain from understanding each other’s stand points and backgrounds. Artists may need a better understanding of social situations and the level of skills that social workers can bring in multiprofessional setting. Social workers might have good communication skills, knowledge and motivation to work with challenging target groups, but they might need new working methods and wider perspective in order to reach and give motivation to young people at risk or in danger of unemployment. By combining their strengths, artists and social workers may find new ways of working with young people. A long term goal in using arts based methods and multiprofessional way of working in social and youth work is to support the identity and self-esteem of young people and prevent youth alienation and social exclusion in Europe.
As described above, the MOMU training model works in four layers (see Figure 6) starting from MOMU educators who trained HE lecturers, who in multiprofessional working pairs created new learning environments for their students who eventually organised art-based activities in multiprofessional teams for young unemployed people.
The MOMU training packages have been developed for educators in higher education institutions who want to embed multiprofessional practice in arts and social work into their curricula. The training can be accomplished in a total of approximately 9 hours, for example 3 x 3 hours. The model is designed to raise awareness and develop specific professional skills, experience and knowledge related to multiprofessional practice in arts and social work. This training package should be read in conjunction with Part 1 of this handbook, which outlines the critical and conceptual underpinning frameworks.
The acquisition of skills and knowledges can be conceptualised into three learning phases:
Phase 1 Basic Skills Acquisition:
Basic knowledge is necessary for working with arts approaches and working with communities. This can include modules or sessions that focus purely on arts practice or purely on social work practice. This phase contains knowledge and skills that are not part of this handbook or the MOMU framework, which focuses particularly on multiprofessional practice. Nevertheless, educators might want to note that basic skills acquisition in both areas are needed before engaging in multiprofessional work.
Phase 2 Core Set:
The core set contains various tools and supporting frameworks that facilitate structured processes for working in a multiprofessional capacity.
Phase 3 Experiential Learning:
Learners will engage in live projects, practical experiences, where they can apply and embed firmly their learned skills and knowledge. Support here comes in form of coaching and/or mentoring.
In order to address the three learning phases of the training package for classroom, learning is split into three sessions:
Session 1. Introduction to multiprofessional work
Session 2. From MOMU competencies to cooperation
Session 3. Getting ready for multiprofessional work with students
The aim of these sessions is to promote competencies in multiprofessional practice in arts and social work, as defined in the MOMU competency framework (see above).
The three sessions include practical and experiential learning. These tasks can be experienced and discussed during the sessions with educators, in order to develop competency in arts-related multiprofessional working.
In this training package, learners will be introduced to the ACCeSS model (see Section 2) in Session 2, which allows the participants to understand the process that teams can go through when undertaking MPW.
Working through this model may enable participants to:
- understand the benefits of using this structured approach,
- gain an understanding of the rich diversity of arts approaches,
- gain an understanding of what an individual team member’s role in this process might be,
- gain an understanding in the complexity of goal setting and how to facilitate communities in setting their own goals,
- define roles and be able to express role limitations and skills gaps,
- build trust and commitment, through encouraging openness, flexibility and reflexiveness, and
draft a work plan.
The training packages we have developed pursue the following aims:
- to increase the understanding of competencies in multiprofessional practice in arts and social work, as defined in the MOMU competency model,
- to raise awareness of the implications of these competencies on MPW practice and
- to enable young professionals to gain knowledge and skills needed to apply MPW in their professional practice.
On the full completion of the three sessions, participants will be able to reach the following learning outcomes:
- identify and describe the multiprofessional competencies needed for MPW work,
- recognise and give examples of MPW relevant skills and knowledges they have gained,
- confidently apply these competencies in a MPW project,
- evaluate and assess the effectiveness of the application of MPW practices in their projects and
- develop strategies to embed MPW practice into their own professional work.
The training package was developed with input from all four countries involved in MOMU. Depending on institutional or contextual settings, the training had to be adapted to different environments. Examples on how these were adapted in each country can be found in the Appendices. It is important to highlight that after experiencing the MOMU teacher training package, the model can be adapted for students as there is a students’ training package which contains many of the exercises introduced in the teachers’ programme adapted to their reality.
If you are interested, find out more about different section below:
Section 3. Training Resources
- Training Resource no 1. Occupational Map
- Training Resource no 2. Perspective Taking
- Training Resource no 3. Success Formula
- Training Resource no 4. The CAST Model
- Training Resource no 5. MOMU ACCeSS Model
- Training Resource no 6. The HEART Model
- Training Resource no 7. 21st Century Requirements:
Competencies in Multiprofessional Work (Arts Students)
- Training Resource no 8. 21st Century Requirements:
Competencies in Multiprofessional Work (Social Work Students)
Additional learning materials
This section includes further resources which have not been directly described in the training packages but were generated by the MOMU project and may be useful, depending on particular settings.
- Liberarte Activity
- MOMU Blog
- Consultation with Communities
- Big Picture Thinking: Aims, Goals, Strategies and Themes
- Stakeholder Analysis and Management
- Ethics – Social Guidelines, Code, Morals, Principles and Values
- Evaluating Impact of Arts in Social Care
- Creative Evaluation + Example of a Creative Evaluation Approach