Systems for collaboration. Integrating multiple perspectives.
A number of suggestions have been offered for those who choose to collaborate with other professionals for comprehensive, interdisciplinary assessments of young children and their families. A systems perspective was used to emphasize the interrelatedness of different disciplines as well as the complex nature of relationships. (For a specific description of the professionals and their roles and responsibilities on early childhood assessment teams, please refer to the individual contributions by disciplinary representatives in this issue.) Whether long-established teams or loosely formed community coalitions, professionals working together can both improve and expand their services to children through collaboration. Although collaboration is not always easy and is certainly time-consuming, the rewards are great both for individual professionals and the young children and families served. Just like the long hours and often tedium of practicing for a musical performance, once the stage is set and the lights come on, a sort of magic occurs. Unlike an orchestra, however, at any time any member can take up the baton and lead a team to increased collaboration and improved patient services. Each member must excel not only on an individual instrument, but in integrating that skill with every other player. In this article, some strategies have been offered for professionals in conducting their interdisciplinary services and in leading collaborative efforts.
Briggs
M H
MH
Briggs and Associates, Pasadena, California, USA.
D002675:Child, Preschool; D003142:Communication; D003657:Decision Making; D018479:Early Intervention, Educational / Q000379:methods*; D006801:Humans; D007223:Infant; D007231:Infant, Newborn; D007400:Interprofessional Relations; D001523:Mental Disorders / Q000175:diagnosis*; D017146:Models, Organizational; D010348:Patient Care Team / Q000458:organization & administration*