Counseling Specializations and Multidisciplinary Teams

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Collaboration between Specializations

Most issues that a child experiences at home are reflected in their behaviors in school. This is why family therapy in addition with school counseling is the moist appropriate forms of treatment (Whiteside, 1993). MFT and school counseling together can be combative in effectively treating behavior and emotional disorders. In addition to the MFT observing and identifying family issues the school counselor who is able to observe the child in the schools will be effectively be able to identify those issues. In this both the MFT and school counselor can come together to determine how the observed issues effect each other and find ways to treat the problem. In this the counselors are not doing the same treatment but doing treatment that goes hand in hand in order to effectively combat the problem.

Team Member Collaboration and Communication

In order for a Multi-disciplinary team to be able to collaborate and communicate effectively they first must be willing to learn and understand the purpose of the other disciplines in the MDT. According to McAllister, when professionals are unable to speak the language of the other practices it causes malfunction and disorganization within the team. Therefore the team lacks structure. Because different disciplines have different approaches to certain situations each member of the MDT must understand that the approach that a MFT for example may take to a family issue may be more effective than the approach a school counselor may take. MDTs must work together in order to make decisions on what is best for that child and family. McAllister also states that effective communication is important. He states that there will sometimes be disagreements within the MDT. He urges that it is important to acknowledge the disagreements rather than suppress it.

Conclusion

School counselors and family counselors working hand in hand to combat the issues of the student and family is needed. As stated the issues that are in the home are usually reflected in the school through the students behaviors. School counseling focuses on the behavior, cognition, and social aspect when they are in the classroom. The family counselors work on these same things but in the home and it works with the entire family and focuses on the cohesiveness of the family. The counselors working together and communicating effectively will prevent the repetitive nature of services but we maximize the treatment. Students who are receiving treatment in both the home and the school help not only the student but the family and the teachers involved.

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References

Lambie, G., & Williamson, L. (2004). The Challenge to Change from Guidance Counseling to Professional School Counseling: A Historical Proposition. Professional School Counseling, 8(2), 124-131.

McAllister, M., Morrissey, S., McAuliffe, D., Davidson, G., McConnell, H., & Reddy, P. (2011). Teaching ideas for generating critical and constructive insights into well-functioning multidisciplinary mental health teams. The Journal of Mental Health Training, Education, and Practice, 6(3), 117-127.

Myers and Sweeney's 2008 article, "Wellness Counseling: The Evidence Base for Practice," from Journal of Counseling and Development, volume 86, issue 4, pages 482–493.

Myers, J. E., Sweeney, T. J., & Witmer, J. M. (2000). The Wheel of Wellness counseling for wellness: A holistic model for treatment planning. Journal of Counseling & Development, 78, 251-266.

Shahnawaz, F., & Ansari, S. A. (2012). School counseling: An approach for mental health. Indian Journal of Positive Psychology, 3(1), 81-83.

Shields, C. G., Wynne, L. C., McDaniel, S. H., & Gawinski, B. A. (1994). The marginalization of family therapy: A historical and continuing problem. Journal of Marital and Family Therapy, 20(2), 117.

Whiteside, R. G. (1993). Making a referral for family therapy: The school counselor’s role. Elementary School Guidance & Counseling, 27(4), 273-279.