Multidisciplinary Collaboration

 

Multidisciplinary collaboration can be challenging both individually and at the organizational level. Individually, professionals tend to think in discipline-specific ways, and it can be confusing to collaborate with other professionals with different priorities. Organizationally, the same thing can happen. Organizations have different ways of functioning, so it can be difficult to collaborate with another organization that has its own processes.

Engage in a conversation with your course community and respond to one of the following:

Share an experience you have had with multidisciplinary collaboration, whether as a professional or even as a client. What was it like working with various professionals? Would you change anything about the experience?
What do you think of the state of multidisciplinary collaboration in human services? What are its strengths? What could be improved?
As always, if you are relying on someone else’s ideas when presenting yours, you should reference their paper, article, et cetera. This includes sharing references to your fellow students’ ideas!

Response Guidelines
Your Participation: This discussion is an opportunity for you to review the work of other learners to inform your own learning. Your interactions and anything you share should be courteous, succinct, professional, well written, and organized. Communicating clearly with proper grammar and punctuation will foster more and better interactions with your classmates.
Your Post: Create a post responding to one of the discussion prompts. Do not create your post as a reply to another post.
Responding to Peers: As you respond to at least one classmate, please make sure your response is substantive by sharing your professional experiences and helpful thoughts and feedback about ideas they have shared. Try to comment on those where you feel you have the most useful information to share and consider the following:
Do you agree or disagree with their points? Why or why not?
How have your experiences resonated with their ideas?
What can you add to their ideas, building upon the connections you have made to the material so far? Supplement course resources and extend consideration of the topic by including new information or findings from current journal articles, discussing more in-depth critical thinking questions, and providing constructive or corrective feedback or an alternative viewpoint supported by empirical evidenc

 

 

Sample Solution

Levels of Human Sexual Intercourse

While there’s no universally accepted “levels” system, human sexual intercourse can be broadly categorized by its primary purpose:

  • Reproductive Intercourse: The primary goal is procreation, the biological process of producing offspring.
  • Recreational Intercourse: The primary goal is pleasure and intimacy between partners.
  • Transactional Intercourse: Sex is exchanged for something else, such as money, power, or social status.

Reproduction vs. Procreation

  • Reproduction: The biological process of creating offspring. It’s a purely biological function.
  • Procreation: The act of bringing a child into the world, often with the intention of raising and nurturing them. It involves not just the biological act but also social, emotional, and ethical considerations.

Two Dimensions of Intimacy

  • Physical Intimacy: This encompasses physical touch, sexual activity, and bodily closeness.
  • Emotional Intimacy: This involves sharing deep feelings, thoughts, and vulnerabilities with another person. It includes emotional connection, trust, and empathy.

Contraception

  • What is it? Contraception refers to methods used to prevent pregnancy.
  • Intention: The primary intention of contraception is to prevent pregnancy.

Three Types of Artificial Contraception

  1. Hormonal Methods:

    • How they work: Prevent ovulation, thicken cervical mucus, and/or thin the uterine lining.
    • Examples: Birth control pills, patches, injections, implants.
    • Risks/Side Effects: Hormonal fluctuations (mood changes, weight gain), breakthrough bleeding, increased risk of blood clots in some cases.
  2. Barrier Methods:

    • How they work: Physically prevent sperm from reaching the egg.
    • Examples: Condoms (male and female), diaphragms, cervical caps.
    • Risks/Side Effects: Condoms can sometimes break or slip off. Diaphragms and cervical caps require proper fitting and use.
  3. Intrauterine Devices (IUDs):

    • How they work: Prevent sperm from reaching the egg, may also prevent the egg from implanting in the uterus.
    • Examples: Hormonal IUDs (release progestin), Copper IUDs.
    • Risks/Side Effects: Cramps, spotting, increased menstrual flow (especially with copper IUDs).

Bioethical Analysis and Unfair Dynamics of Artificial Contraception

  • Access and Equity: Access to contraception can be unevenly distributed, with marginalized communities often facing barriers. This can lead to unintended pregnancies and exacerbate existing health disparities.
  • Informed Consent: Ensuring individuals have access to comprehensive information and can make informed decisions about contraception is crucial.
  • Reproductive Rights: Access to contraception is a fundamental reproductive right. Denying access can have significant social and economic consequences.
  • Religious and Moral Objections: Some religious and moral beliefs may oppose the use of certain forms of contraception.

Non-Therapeutic Sterilization; Bioethical Analysis

  • Non-Therapeutic Sterilization: Sterilization procedures performed for reasons other than medical necessity (e.g., to prevent future pregnancies).
  • Bioethical Concerns:
    • Coercion and Abuse: History of forced sterilization of marginalized groups (e.g., people with disabilities, incarcerated individuals).
    • Violations of Bodily Autonomy: Sterilization without informed consent is a violation of individual rights.
    • Potential for Abuse: Raises concerns about potential for abuse and misuse, particularly in vulnerable populations.

Principle of Double Effect

  • Explanation: This principle states that an action that has both good and bad consequences may be permissible if:
    • The action itself is morally good or at least indifferent.
    • The good effect is directly intended, while the bad effect is foreseen but unintended.
    • The good effect outweighs the bad effect.
    • There is no other way to achieve the good effect without also causing the bad effect.

Bioethical Analysis of Specific Scenarios

  • Ectopic Pregnancy:

    • Double Effect: Treatment for an ectopic pregnancy (often surgical removal) may result in the loss of the embryo. However, the primary intention is to save the mother’s life, which is considered a greater good.
  • Cancerous Reproductive System with Pregnancy:

    • Double Effect: Treatment for cancer, such as chemotherapy or surgery, may harm or terminate a pregnancy. However, the primary intention is to treat the cancer and save the mother’s life.

In Vitro Fertilization (IVF)

  • Process:
    1. Egg Retrieval: Eggs are retrieved from the ovaries.
    2. Sperm Collection: Sperm is collected from the male partner.
    3. Fertilization: Eggs are fertilized with sperm in a laboratory setting.
    4. Embryo Culture: Fertilized eggs (embryos) are cultured in a laboratory for several days.
    5. Embryo Transfer: One or more embryos are transferred to the uterus.

Bioethical Analysis of IVF

  • Potential for Multiple Births: IVF can increase the risk of multiple births (twins, triplets, etc.), which can have health risks for both mother and babies.
  • Selective Reduction: In cases of multiple pregnancies, selective reduction (terminating some fetuses) may be considered, raising ethical concerns.
  • Embryo Selection: Techniques like preimplantation genetic diagnosis (PGD) allow for the selection of embryos based on genetic characteristics, raising ethical questions about genetic engineering and eugenics.
  • Access and Cost: IVF is expensive and may not be accessible to all couples, raising concerns about equity and justice.

Bioethical Analysis of “To Have a Child”

The decision to have a child is a deeply personal and complex one with significant ethical implications:

  • Responsibility: Having a child is a lifelong commitment that requires significant responsibility and resources.
  • Well-being of the Child: Ensuring the child’s physical, emotional, and social well-being is paramount.
  • Overpopulation: Concerns about overpopulation and its impact on the environment and resources.
  • Alternative Family Structures: Exploring alternative family-building options, such as adoption or fostering.

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