Section 1. MOMU MPW Training Package for Professionals

Section 1. MOMU MPW Training Package for Professionals

Training Package Issues

The Teacher Training Package is conceptualised as three, three-hour training sessions. However, it is important to note that this training is process-orientated. Its learning aims and outcomes will depend on the type of teachers who are participating, the teachers who are delivering the work and the knowledge and experience of the participants.

The learning objectives and outcomes identified can be adapted according to the contexts applicable to those delivering the teacher training.

We encourage training to be delivered with mixed professions (artists and social workers/social carers) and from mixed settings (HE, practitioners, working life partners, teachers). The purpose of this is to learn with and from one another, to listen to the experiences of others as well as to build synergy between professionals and enrich current and future projects and practice.

Aims of the Teacher Training for MPW with young people:

  • Develop an understanding of the rationale, motivations, skills, knowledge and abilities to be able to work multiprofessionally, specifically in settings involving young people;
  • experience a range of tools and methods that facilitate and enable MPW;
  • explore examples of MPW between artists and social workers;
  • learn and critique the MOMU Competencies for MPW;
  • identify opportunities for developing MPW content for your curriculum and/or practice;
  • reflect on own competencies in MPW, including strengths and weaknesses and outcomes for future professional development; and
  • to identify needs and opportunities for MPW to take place, which improves the quality of life and employability of young people.

    Session 1: Introduction to Multiprofessional Work (3h)

1. Introduction to the Training

a. Identifying the aims of the training package
b. Discussion/activity exploring the rationale and motivations for participants to get involved in multiprofessional work, according to their personal context

2. Exploring, Sharing and Understanding Perspectives

Depending on the participants and timing, select one or all of the exercises below, designed to explore, share and understand perspectives.

a. Occupational Map (Training Resource no.1)

Aim: to recognise and reflect on the confidence range within MPW and orientate oneself on a professional continuum between arts and social work

b. Perspective Taking Worksheet (Training Resource no. 2)

Aim: to develop awareness of the need to consider others’ experiences within MPW
Success Formula: A MPW Teamwork Exercise (Training Resource no. 3)
Aim: to discuss the components and ‘formula’ for efficient multiprofessional cooperation

3. Case Studies of Multiprofessional Work

a. Present previous case studies or experience of MPW (some examples are located in Section 4).

4. Reflecting on Practice

a. Discuss the importance of reflection for developing professional practice.

b. Introduce a method to record reflections by teachers on their training across the three session (for example a diary/notebook/group blog), including notes on how their own experiences of MPW, their strengths and weaknesses and how MPW concepts and tools could influence their practice.

Session 2: Tools and Project Planning for MPW between Artists and Social Workers (3h)

Depending on the participants and timings, select one or all of the exercises below, designed to introduce tools that may be useful in exploring MPW and project planning.

First: Pair teachers from different professions who will work with one another for the session.

1. The CAST Model – a Dialogical Tool

a. Facilitate the CAST model exercise (Training Resource no. 4)
Aim: to initiate a dialogue between professionals in order to recognise one another’s professional skills and experiences

2. The ACCeSS Model – a MPW Project Planning Process

a. Facilitate the ACCeSS Model (Training Resource no. 5).
Aim: to introduce a MPW project planning tool to better understand the elements required to explore a multiprofessional project together

3. The HEART Model

a. Facilitate the HEART Model (Training Resource no. 6).
Aim: to be able to recognise both own and others’ specific professional skills and the ways of instructing and approaching different target groups or communities

4. Reflecting on Your Practice

a. Discuss reflections since Session 1 in pairs
Share insights, learning and observations with wider group

Session 3: From Competencies to Multiprofessional Work with Students (3h)

1. Introduction to the MOMU Competencies

a. Present and discuss MOMU competencies.
b. Identify 3 x competencies that have been developed through the training.
c. Identify 3 x competencies where more development is needed for continuous professional development and outline how you may achieve progress in this area. Record this in your method of reflection.

2. Identifying Ways for Involving MPW in Your Curricular and/or Your Practice Working with Young People

a. In groups of 2–3, create a short presentation that identifies ways in which the competencies can be incorporated into one of your curricular and/or working life projects working with young people. Share with whole group so creative practice is shared.
b. Identify and record in your reflective diary 2 x changes that can be made to include MPW (the rationale and tools to support MPW) in your curricular and/or practice or current project work.
c. Introduction of examples of curriculum delivery (Part 4) and/or case studies of MPW (Section 1) in other settings (Finland, Spain, Estonia, UK)

3. Reflecting on Your Practice

a. Discuss reflections since Session 1 in pairs.
b. Share insights, learning and observations with wider group.
c. Evaluate the training (see resources in Part 3).

PROCEED TO Section 2. MOMU MPW Training for Students