On the Relevance of the Development of a Transdisciplinary Model of Organizing the Work of Early Intervention Service Specialists



The team approach is one of the priorities in modern social practice and it is necessary for social practitioners to have professional and team-working competencies as well, and it is important for them to understanding the specifics of different approaches of team working organizing. For Russian social practitioners is important to know the essential specifics of different models of team work, their correct terminology definition and practical application. Based on the analysis of domestic and foreign sources, the article discusses the main models of multidisciplinary, interdisciplinary, trans-disciplinary team work of early intervention specialists; highlighted their essential characteristics, strengths and weaknesses. Interdisciplinary model of early intervention is the most common this time. The authors position is that the trans-disciplinary model of early intervention is the most promising and effective in family work. The needs, the barriers and the prospects of implementation of the trans-disciplinary model of early intervention family work in Perm region are analyses in this article.

General Information

Keywords: early intervention, multidisciplinary model, interdisciplinary model, transdisciplinary model

Journal rubric: Axiological and Personality-Oriented Basis of Cooperation and Interaction of Educational Environment Subjects

Article type: scientific article

DOI: https://doi.org/10.17759/bppe.2021180404

Acknowledgements. The authors are grateful for assistance in preparing of the article the Director of the Center for Com-prehensive Rehabilitation of Disabled People, Doctor of Medical Sciences, Professor V.A. Bronni-kov.

Received: 10.08.2021


For citation: Grigoreva M.I., Serebryakova V.Y. On the Relevance of the Development of a Transdisciplinary Model of Organizing the Work of Early Intervention Service Specialists [Elektronnyi resurs]. Vestnik prakticheskoi psikhologii obrazovaniya = Bulletin of Psychological Practice in Education, 2021. Vol. 18, no. 4, pp. 45–51. DOI: 10.17759/bppe.2021180404. (In Russ., аbstr. in Engl.)


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Information About the Authors

Milana I. Grigoreva, PhD in Sociology, professor assistant of Social Work and Conflict Studies Department, Perm State University, Head of Regional Resource and Methodological Centre, Center for Complex Rehabilitation of Disabled people, Perm, Russia, ORCID: https://orcid.org/0000-0001-5717-4667, e-mail: milanagrekhova@list.ru

Valeria Y. Serebryakova, Analyst, Center of Complex Rehabilitation of Disabled People, Postgraduate Student, Department of Sociology, Faculty of Philosophy and Sociology, Perm State National Re-search University, Perm, Russia, ORCID: https://orcid.org/0000-0002-9994-3206, e-mail: sere.lerusa@yandex.ru



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