Exploring facilitation skills in transdisciplinary teamwork

Abstract

This article describes the facilitation skills relevant to asset-based transdisciplinary team collaboration within an Early Childhood intervention social setting in rural KwaZulu-Natal. The authors describe the conceptual framework of the underlying study, the methodology and the findings, the facilitation skills that have been identified, and the attitudes, values, knowledge and complimentary approaches that were deemed necessary by the participants for the effective and successful utilization of these facilitation skills. The article concludes with the implications for future research and training within community psychology in general, and with regard to facilitation skills within an assetbased transdisciplinary approach in particular.

A Proposed Framework for Enhancing Collaboration in Early Intervention/Early Childhood Special Education

“…Although interprofessional preparation of students in health care arenas has occurred in recent years (Reeves et al, 2017), it is uncommon in EI/ECSE (Applequist, McLellan, & McGrath, 2010). Professionals and paraprofessionals whose preparation lacks adequate experience and attention to collaboration will require subsequent formal or informal pre-and in-service training (Ebersöhn et al, 2007;G. King et al, 2009).…”

Theater Performing Arts (TPA): Community Empowerment to Improve Blood Glucose Control Behavior in Yogyakarta

“…Story scripts and character role plays are essential so that each player has a task according to the agreement. The role of the facilitator is essential, especially in effective communication (41). Duration of education is effective if conducted weekly at a maximum and at least every month (38,39).…”

Pensar el conocimiento universitario desde la transdisciplinariedad

“…Para que el enfoque transdisciplinar funcione, los académicos deben aprovechar los conceptos de traslado de rol y la colaboración interprofesional y mostrar las competencias requeridas para afrontar la praxis que exige la formación profesional. El traslado de rol y el trabajo en equipo se reflejan en las competencias profesionales requeridas que van más allá del conocimiento específico de la disciplina y las habilidades, e incluye cualidades personales como la empatía, conciencia de sí mismos, autorreflexión, autocontrol emocional, sensibilidad, interacción con la autenticidad, capacidad para escuchar, capacidad de facilitación, y capacidad de comunicación con otras personas (Ebers-hn, Ferreira, Maree et al, 2007). Los docentes necesitan confianza en sí mismos y una identidad profesional positiva que les permita compartir información sin ver amenazada su identidad profesional y aceptar las observaciones con humildad.…”