Characteristics and consequences of help‐giving practices in contrasting human services programs

Abstract

Relationships between human services program models and help-giving practices, and between both program models and help-giving practices and help-seeker control appraisals were examined in a study of 107 low socioeconomic background families. Three kinds of human services agencies were included in the study, each of which differed in terms of their implicit and explicit assumptions about the families they served and the roles professionals and families played as part of helping relationships. Results support the hypotheses that (a) a program philosophy that was family centered would be associated with more empowering help-giving practices compared to more professionally centered philosophies and (b) a family-centered program philosophy and empowering help-giving practices would be related to an enhanced sense of personal control over needed supports and resources from a target help-giver.

Teacher and Child Predictors of Achieving IEP Goals of Children with Autism

“…For the second RCT, the dyad was randomized to one of three groups: FF COMPASS, web based (WEB) COMPASS (initial consultation was face-to-face but the coaching was provided by web based videoconferencing), or to a comparison group, which received additional online professional development training in three teaching methods in autism (structured teaching, peer mediated training, and picture exchange communication system) provided to the public at no charge (http://www.autisminternetmodules.org/). This training was considered a placebo because research shows that didactic information provided alone does not result in changes in teacher behavior (Trivette et al 2009); results from our RCTs verified this result (Ruble et al 2010a, 2012a, b, 2013). …”

Helpgiving styles and parent empowerment in families with a young child with a disability

“…The findings contribute to a fuller and more complete understanding of what aspects of helpgiving influence parents' sense of control. For discussions of helpgiving practices that practitioners can use to facilitate empowerment, see Dunst et al (2000), Roberts et al (1998), andTrivette et al (1996a).…”

A Review of Processes and Outcomes in Family-Centered Services for Children With a Disability

“…In this study, although the level of the child's disability was an important predictor of the financial and personal impact of care, it did not make important contributions to parent stress, well-being, and satisfaction with the service provided to the family. Trivette, Dunst, and Hamby (1996a) found that higher income families were less likely to report help-giving practices as empowering as lower income families. Finally, families involved with an advocacy organization for the inclusion of school students with a disability reported lower levels of help-giving practices and higher levels of empowerment than families not involved with advocacy services (Dempsey et al, 2001).…”