1. Meeting the Challenge(s) and Opportunities of Interdisciplinary Practice
Brief presentation and discussion , Janet May
Bethlehem Tertiary Institute 8 June 2015 1

2. Call for Interdisciplinary emphasis:
stakeholder feedback calling for practitioners (counsellors) able to work well/collaborate in interdisciplinary teams
current theme in literature greater call for interprofessional collaborative care and interprofessional education
current theme in higher education offering interdisciplinary programmes or shared modules across programmes and preparing students for interdisciplinary practice. 2

3. Definition:
“Interprofessional Education (IPE) is an approach to teaching and learning bringing together students from two or more professions to learn about, from and with each other in service of enabling effective collaboration, while the goal is to improve health outcomes through the education of a collaborative practice-ready workforce that is prepared to respond to local health needs.”
(Li, Mohebbi, Pierce, Rowe & Stockton, 2014, p 2085). 3

4. Personal reflections on teaching interdisciplinary programmes and/or preparing Students for Interdisciplinary practice
Scopes of Practice
be very clear of own (and others) and be able to articulate scope of practice well
encourage curiosity and appreciation for the specialist and specific knowledge(s) of other disciplines and to be considering the complement and/or fit alongside own
encourage clear ethical practice and respect for the subtle differences in ethics of various professions
recognize what particular strengths and skills counsellors bring to the table and to enable students to be quietly confident of what they can offer in different contexts/scenarios 4

5. Core Competencies
equip counsellors to be able to practice in contexts that speak a different professional language, e.g.: assessment, outcomes, evidence, interventions, evaluation
look for ways to reframe practices that may not ‘gel’ to sit more comfortably philosophically. Avoid either/or dichotomies. “Diagnosis to shared conceptual understanding”.
look for shared language, common processes across professions to reinforce we have more in common e.g.: ethical decision making frameworks.
teach students the relational skills needed to work effectively in teams and collaborations - respectful engagement, negotiation skills, conflict resolution, leadership skills, professional work ethic and behavior.
be clearer in our teaching about the scope of practice of counsellors with practice examples from diverse contexts, draw on contemporary literature that is grappling with the change in counselling
bring other disciplines in to speak to their practice and what they appreciate when working in teams with counsellors - e.g.: GP's.
continuously locate counselling in the professional landscape - e.g.: legislation HPCCA Act ( 2003).
when looking at professional documentation, e.g.: counselling codes of ethics, compare with other professions
encourage teamwork opportunities - social work programme run mock MDT meetings with students from nursing programme 5

6. Collaborative Relational Practice
avoid the stereotyping of professions that takes place in groups and model respectful interprofessional relationships as tutors/supervisors etc. (fine line between professional banter and putdowns).
model interdisciplinary practice and respect in own interactions
develop co- teaching collaborations across disciplines - recognising the challenges of sharing teaching space when we come from different knowledge bases, professional and/or philosophical positions (non territorial/egoless). 6

7. To conclude – a personal view
I would suggest that preparing students for placements and graduates for practice who are excited by interprofessional practice and skilled in working collaboratively may be a key strategy for ensuring counselling has a place in the future of health care and social services……. 7