Building and Sustaining a Well-Functioning Multidisciplinary Team
WRCAC offers a series of training modules for multi-disciplinary team (MDT) professionals, as described below, that focuses on building and sustaining strong MDTs and MDT leaders. Each module is 2 hours in length and includes a combination of didactic learning, small-group discussions, and other participant engagement exercises.
Each series includes a minimum of three training modules which can be delivered as a full-day team training or as a series or 2-hour trainings on separate days. Some modules serve as prerequisites to other modules, and teams are encouraged to complete them before accessing more advanced content. A WRCAC staff member will assist with determining which modules are best suited to the needs of your MDT.
All training is delivered virtually, though requests for in-person training will be considered on a case-by-case basis.
The full MDT training series consists of the following modules:
- “Understanding the MDT: Working Together for Children and Families” – In this module, participants will learn the definition of a multidisciplinary team, discuss the purpose and value of a multidisciplinary response to child abuse and clarify the roles held within the MDT.
- “Building Stronger MDTs: A View from the Research” – In this module, participants will be introduced to the Google model for strong teams, explore solutions to common challenges experienced by MDTs and understand dynamics of effective teams.
- “The Current and Future Response to Child Abuse” – In this module, participants will review their current protocol and critically examine how child abuse cases are identified locally and to what extent that prompts an effective, coordinated multi-disciplinary team response. A case-flow exercise is used to help an MDT determine how they are currently responding to child abuse and what changes in practice could result in better services and outcomes.
- “Does Every Team Need a Leader?” — In this module, participants will define the roles, definitions and skillsets of MDT leaders and the value of leadership on the MDT, examine how the role of MDT leadership is perceived by other MDT members and what challenge and opportunities that presents, and consider the support MDT facilitators, supervisors and MDT colleagues need to integrate a new model of MDT leadership that results in strong MDTs.
- “Your MDT and Effective Case Review” – In this module, participants will focus on the purpose and benefits of a robust and well-functioning case review process and identify strategies for addressing common challenges that occur in case review meetings with the MDT.
- “Building Resiliency in CAC & MDT Professionals” – In this module, participants will learn to recognize the impact working in the field of child abuse has on themselves and members of their MDT. The training will identify five core elements of resiliency and related strategies to build resilience in individuals and teams.
- “Trauma-Informed Practices in a CAC Setting” – In this module, participants will gain an understanding of trauma and explore how trauma impacts the children and families served by CACs as well as how trauma impacts staff and partnering professionals.
The audience for this training is emerging and existing MDTs responding to child abuse allegations, including MDTs in the early stages of development, existing MDTs that have experienced turnover, and MDTs that would benefit from a refresher on multi-disciplinary principles. WRCAC requires attendance of at least one representative from each of the following disciplines: law enforcement, child protection, prosecution, medical, mental health, and victim advocacy, as well as staff of the children’s advocacy center (e.g., multi-disciplinary team coordinator, forensic interviewer). Representatives from other disciplines are welcome to attend. A minimum of 15 participants is required.
- Salli Kerr, Training Specialist, WRCAC
- Vicky Gwiasda, Program Manager, WRCAC
- Patty Terzian, State Chapter Liaison, WRCAC
Contact us at email@example.com.