Section 2. MOMU MPW Training for Students

Section 2. MOMU MPW Training for Students

Introduction

Through the MOMU training for students in MPW, we offer a model designed to be flexible according to different contexts and realities.

In the first instance, we outline two sessions that stand alone as an introduction to the rationale, vocabulary and tools and techniques which support MPW between artists and social workers. Following stage 1 of the training (sessions 1–2), we next describe ways in which the training may be extended into a MPW project, including students’ planning and delivering a placement involving working life partners. This model enables students to develop the knowledge gained in sessions 1 and 2, through project-based experiential learning.

In both instances, in order to achieve maximum efficacy, we encourage training to involve students and teachers from both social work and arts programmes. It is also recommended that practitioners from both fields should be present in the formative sessions. This can further enrich the quality of learning, develop understanding of other professions and potentially support co-created project work in the future.

Teachers, depending on contextual requirements, possible structures for delivery, participant needs and potential for project-based learning, will determine the aims and outcomes of the training. However, in the broadest terms, the aims of the MOMU MPW training for students include the development of the following:

  • Understanding of the rationale, motivations, skills, knowledge and abilities to be able to work multiprofessionally, specifically in settings involving young people;
  • Vocabulary for progressing from multidisciplinary to multiprofessional;
  • Vocabulary for MPW, progressing from skills to competencies;
  • Experience of a range of tools and methods that facilitate and enable MPW;
  • Exploration of MPW case studies between artists and social workers;
  • Introduction to the MOMU Competencies for MPW;
  • Self-reflection on competencies in MPW, including strengths and areas for development;
  • Identification of needs and opportunities for MPW to take place, which improves the quality of life and employability of young people.

One opportunity to involve participants and evaluate their learning outcomes is to use different types of online solutions. Online gadgets are a good way to interact and engage the younger generation and those participants who do not like to talk in group. There is a number of different applications, such as Kahoot and Mentimeter3, for creating small surveys with access to real-time results and for making word clouds. This facilitates a two-side conversation online with your group.

Figure 1. Online word cloud made with Mentimeter.

MOMU MPW Training Sessions 1–2 for Students

Session 1: Introduction to Multiprofessional Work for Students (3h)

1. Introduction to Training

a. Identify aims of the training
b. Training Resource no. 7: 21st Century Requirements: Competencies in Multiprofessional Work (for Artists). Training Resource no. 8: 21st Century Requirements: Competencies in Multiprofessional Work (for Social Workers)
c. Discussion/Activity – Explore the rationale, motivations for participants to get involved in multiprofessional work according to their personal context

2. Exploring, Sharing and Understanding Perspectives

Note: Teachers to select from the below activities according to their context

a. Occupational Map (Training Resource no. 3)
Aim: to recognise and reflect on the level of confidence to engage in MPW and orientate oneself on a continuum, recognising experience of arts and social work
b. Perspective Taking (Training Resource no. 2)
Aim: to develop awareness of the need to consider others’ experiences within MPW
c. 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 experiences of multiprofessional work (some examples are located in Section 4).

4. Reflecting on learning

Generate feedback and responses from students to the ideas introduced today.

a. One example is through free interactive tools such as https://www.mentimeter.com/how-to (for more information on the Mentimeter features see https://www.mentimeter.com/features).

Teachers prepare questions in advance and students can respond at the end of the session to create votes, or word pictures or quizzes that demonstrate immediate visual responses to the questions posed.

Session 2: From Competencies to Multiprofessional Work (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.

1. Introduction to the MOMU Competencies

a. Present and discuss the MOMU competencies.
b. Identify 3 x competencies you currently feel comfortable with.
c. Identify 3 x competencies you identify as areas for development.
d. Record these in an agreed format.

2. The CAST Model – a Dialogical Tool

Pair students from different disciplines who will work with one another for the session.

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

3. 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

4. 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 Learning

a. Set a question to the class: What does MPW mean to you? Ask them to draw a picture/write a song or poem that communicates their thoughts. For a picture example, draw an image onto acetate and project it onto a board, or create a Word Cloud. Then, describe to the class what they have drawn or written and its meaning.

Potential Further Developments

This part can be read in order to learn how the student training could be extended into cross-curricular projects including working life partners. This way of continuing with multiprofessional student projects was developed by TUAS and is described here in the following three sessions.

To start the cross-curricular student projects, it would be ideal to divide students into smaller teams at the end of the second session. In Session 3, the teams would meet working life partners and start planning a project together, involving young people. During the following sessions, art and social work students will try out MPW in small multiprofessional student teams, planning and organising art-based group activities for young people.

Session 3: Meeting Working Life Partners and Discussion on Possibilities for Student Projects

a. Finding out the needs of target groups together with representatives from working life or community.
b. Meeting young people and discussing their hopes for activities.
c. Selecting together the topics and means. Setting dates for activities.

Session 4: Planning and Implementing the Activities in Smaller Student Teams

a. After this meeting students will start to plan the activities, set goals and define their roles in teams.
b. Students implement their student projects. A longer working process is recommended, for example a set of three workshops with young people.
c. Write a report on this and plan presentation for final meeting.

Session 5: Sharing the Experiences and Evaluation of the Process

Last session is all about sharing the experiences, presenting the outcomes and evaluation of the multiprofessional working process with other student teams. Getting feedback from teachers and working life partners is essential.

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