Approccio dialogico per integrare il lavoro multiprofessionale in contesti educativi, sanitari e sociali / Dialogic approach to integrate multi-professional work in educational, health and social sectors. Training of governance groups and tutors.

Public organizations face the challenge of being inclusive and innovative amid rapid changes and growing international interdependencies. The project aims to address this by placing professionals ...

The project aims to develop innovative, bottom-up dialogical practices for integration, using training-intervention methods and dialogical training labs. It focuses on continuous education that goes beyond knowledge transfer, employing tutors to support multi-professional teams in adapting to changing environments. Although these roles are not yet part of the current dialogical approach, partners' experience shows they are crucial for making systemic, sustainable changes within organizations. The project aims to create lasting cultural shifts in service delivery. Its impact will be twofold: locally, through practical, problem-based learning in organizations, and at the European level, by providing evidence for policy guidance.

The project successfully established a sustainable and systemic dialogical approach within local public organizations and authorities. This was achieved by introducing and training two key roles: the Governance Group and the Tutor. The Governance Group, composed of individuals with management or political responsibilities, and the Tutor, who facilitated the dialogical process across different organizational levels, played central roles in integrating this new approach. The outcomes were tailored to local needs and later shared internationally, enhancing the model's scalability and applicability. The project delivered five major results: Engaged and Empowered Governance Groups: Groups consisting of professionals from the educational, health, and social services sectors—holding management or political responsibilities—were equipped with the necessary skills to lead and sustain the dialogical approach. Through targeted qualitative research, these groups identified and implemented effective governance strategies. Introduction of the Tutor Role: A new dialogical actor, the Tutor, was successfully integrated into organizations as a crucial bridge between Governance Groups and multi-professional teams, ensuring consistent adoption of the dialogical approach. Enhanced Competencies Through Training-Intervention: Governance Groups and Tutors participated in specialized training that equipped them with skills to apply the dialogical approach effectively in social, educational, and health fields. They now act as ambassadors, spreading the new working method within and beyond their organizations. Development of Implementation Tools: A comprehensive set of tools and resources was created, facilitating the seamless adoption of the dialogical approach across social, educational, and health organizations. Sustainability and Impact Assessment: The project included a robust evaluation framework that assessed the long-term sustainability and impact of the dialogical approach, analyzing outcomes in the short, medium, and long term. This evaluation informed future policy recommendations and strategies. Overall, the project created a replicable model for integrating the dialogical approach into public organizations, driving systemic and sustainable cultural change in how services are delivered.

The project achieved significant results in strengthening professional skills for multidisciplinary and integrated work. The wide variety of organizations involved in the project allowed the dialogical method to be tested in different organizational cultures. The exchanges that emerged during the training activities ensured a constant enrichment of the group, which then brought the results back to their own organizations. The main results achieved were: Creation of an active network of trained professionals: An effective network of professionals integrated into local services was established, with the dual role of facilitating integration and a person-centred approach, and training colleagues, generating a multiplying and cascading effect. Increased coordination and synergy at the local level: Collaboration and synergy between local organizations were strengthened, with an improvement in organizational and professional skills based on an integrated and interprofessional approach. Creation of local dialogical spaces: Dialogical spaces were established at the local level, leading to an increase in the perceived satisfaction of all involved actors. Development of sustainable pilot models: Sustainable organizational and professional models were developed to overcome fragmentation and promote integrated and multi-professional work, with potential for replicability and scalability. Strengthening the network among project partners: A stable network among partners was created, including policymakers and administrators, promoting cultural and organizational changes within educational, social, and health institutions and services, according to sustainability criteria to improve dialogical capacity and overcome fragmentation. International dissemination of a cross-sectoral and transdisciplinary culture: The project contributed to the spread of a culture that facilitates dialogue and integration at an international level. Increased awareness in academic and training institutions: Awareness was raised on the importance of orienting future professionals towards integrated and intersectoral approaches, reinforcing alliances between services, training providers, and universities. Development of a 'Manual for the Implementation of the Dialogical Approach' with an appealing graphic design, translated into all project languages: A manual was developed to create skills useful for addressing complex situations, providing a practical guide for future professionals and professionals already active in educational, social, and health services on integrating multi-professional work.