Issue 21 | May 2023

Western Regional Children’s Advocacy Center (WRCAC) is committed to strengthening multidisciplinary teams (MDTs) and children’s advocacy centers (CACs) in our region and through our work with our collaborative partners across the country. We provide technical assistance, customized training, and resources to help teams effectively respond to child abuse in their communities. We also work with our regional partners to host quarterly peer forums for MDT facilitators to learn and connect with their peers. Information about these and other learning opportunities is provided at the end of this article.



In our most recent peer forum, we covered the topic of boundary spanning. Understanding boundary spanning is a key step to strengthening MDTs and the collaborative approach to child abuse investigations.

What is boundary spanning?

Boundary spanning is a phrase we hear increasingly as we talk about teams and collaboration. Put simply, boundary spanning is about breaking down silos to “increase collaboration” and “mitigate turf wars to increase productivity, efficiency, and innovation” according to the Center for Creative Leadership (CCL, 2022). If we think about what we know about how CACs developed and how the multidisciplinary team (MDT) approach came about, it seems as if the children’s advocacy center (CAC) movement was founded on this concept.



Boundary spanning is considered an innovative way to bring together those working on similar issues or with varied skills and knowledge that can contribute to solving an organizational or team problem (Ernst & Chrobot-Mason, 2010). In the evolution of CACs, we know there was a problem with children being interviewed by too many different people or agencies about abuse that may have happened to them. We now know that repeated interviewing can retraumatize a child. We also know that CACs engaged organizations with different perceived overall goals such as prosecution, making an arrest, or simply making a child safe. The agencies involved often did not see the whole picture in terms of how the investigative process affected a child’s health and well-being. Boundary spanning makes it easier to understand each discipline’s needs as well as the importance of sharing ideas and information. It helps agencies understand how the collaborative approach to investigations is better for children and families.

For years, CCL has been studying boundary spanning and the need for boundary spanning leadership to make organizations focus on the importance of interconnectedness in a lot of our work. As part of their findings, CCL named six practices that are important to boundary spanning in their book, Boundary spanning leadership: Six practices for solving problems, driving innovation, and Transforming Organizations. Incorporating these intentional practices can help break down the silos in which we often find ourselves.

The second practice, reflecting, is about fostering respect (Ernst & Chrobot-Mason, 2010). Respect is fostered between groups as knowledge and different perspectives are shared. If this is done well, there is a greater chance to create safety for those on the team and build respect. This is the psychological safety that we often talk about in MDT and team facilitator trainings. 

Respect is essential for moving into the next stage of boundary spanning practice. Connecting people, the third practice identified by CCL, builds on that established respect by fostering greater trust and forging common ground (Ernst & Chrobot-Mason, 2010). Developing deeper connections helps develop a community among members of a group and helps them work together towards common goals (Ernst & Chrobot-Mason, 2010). Connecting also helps team members see their similarities and develop greater trust. These connections often help with team member resilience.

Establishing a foundation of respect is what leads to the fourth practice which is mobilizing, or in other words, working towards a common goal (Ernst & Chrobot-Mason, 2010). This practice is something we talk about often when it comes to working with MDTs through the creation of a shared vision, mission and purpose.

Before we move to the last two steps, let us take a moment and ask ourselves if this sounds familiar. Whether we call it boundary spanning or not, these practices are what drive our efforts to build and maintain healthy MDTs. This is what was at the heart of former Congressman Bud Cramer’s approach in Huntsville, Alabama years ago as he worked to solve the problem of children enduring multiple interviews and a long investigative process before healing could begin. The CAC movement was founded on breaking down boundaries and finding innovative ways to support children and families through the investigative and healing process. Boundary spanning may not be new or unique to our work, but it is essential.

The last two practices identified by CCL and Ernst and Chrobot-Mason (2010) are about using differences, similarities and crossing boundaries to create greater interdependence and strengthen bonds. The fifth practice is called weaving, which means that groups are integrated together and have a greater connection to the work (Ernst & Chrobot-Mason, 2010). This practice helps create an environment where groups can challenge ideas, discuss options, and depend on one another to produce a solution or decide on an action. In other words, having healthy discussions about topics or decisions they may not necessarily agree upon. Remember, conflict is not bad if it is healthy. This leads to the sixth and final practice – transforming.

Transforming is when a group (or MDT) is solidified in their foundation, but not in their thoughts (Ernst & Chrobot-Mason, 2010). Transforming is about being a strong enough group or team to allow for innovation. CCL (2022) says innovation is when groups discover what they refer to as new frontiers. What we may not have thought possible in the beginning may be possible in this stage. Innovation and transformation are when we come up with our best ideas to solve a problem, completely break down boundaries and implement real change. 

Reflecting on our own teams, we can think about where we are in these practices and what we might need to do more of to fully break down boundaries between our respective disciplines within our MDTs. Being aware of these six practices is especially important for MDT facilitators as they navigate team dynamics and work towards building the best MDT possible to help the children and families their teams serve. Developing and strengthening team facilitation skills are important in understanding and implementing these practices.

For more information on the peer forums offered by the Regional Children’s Advocacy Centers mentioned above and other resources including training for MDT Facilitators, visit Training – Regional Children’s Advocacy Centers. WRCAC is proud to work in collaboration with our regional partners to bring you training and educational opportunities to strengthen your MDTs. For other questions related to your MDT and technical assistance, please contact Joyce Prusak, Training Specialist with WRCAC at jprusak@rchsd.org. 

Center for Creative Leadership. (2022, July 26). Boundary Spanning Leadership | Breaking Down Silos | CCL. CCL. https://www.ccl.org/leadership-solutions/leadership-topics/boundary-spanning/

Ernst, C., & Chrobot-Mason, D. (2010). Boundary Spanning Leadership: Six Practices for Solving Problems, Driving Innovation, and Transforming Organizations. McGraw-Hill.

WRCAC is supported by cooperative agreement #15PJDP-22-GK-03062-JJVO awarded by the Office of Juvenile Justice and Delinquency Prevention, Office of Justice Programs, U.S. Department of Justice.

The opinions, findings, and conclusions or recommendations expressed in this product are those of the authors and do not necessarily reflect those of the Department of Justice.