Family-Centered Positive Psychology

Abstract

Throughout the past several decades the economic and cultural conditions of the American family have changed dramatically. These changing family dynamics create challenges for service providers to work with families in a way that supports their healthy functioning and respects their values. The presence of multiple risk factors is generally understood to create discontinuities in interaction rules between home and community environments and contribute to challenges in assuring positive family functioning. Within this chapter, we discuss the characteristics of healthy children and families and how the parent—child relationship can serve as a protective factor for young children at risk. Family-centered positive psychology (FCPP) recognizes the family as a constant in the child's life and strives to support both child well-being and healthy family functioning. Throughout this chapter, families and children are discussed from a strengths-based approach that recognizes the assets and strengths present within the family rather than the deficits or limitations. Family-centered services (FCSs) are a framework for service delivery that is based on the principles of FCPP. In FCSs, service providers strive to create a context within which families may become empowered; assist family members to identify their unique needs and acquire skills and competencies; and identify social networks to promote positive outcomes for the child and family. In this chapter, we describe the primary principles of family-centered care, discuss implications for practice, describe one model of family-centered care that illustrates FCS in practice, and discuss future research directions for FCPP.

Posttraumatic Growth and Hope in Parents of Children with Cancer

“…Therefore, it may be beneficial to assess for dispositional hope in parents of children with cancer to identify those at greater risk. Capitalization- and strengths-based therapeutic approaches may also be beneficial (Cheavens, Strunk, Lazarus, & Goldstein, 2012; Sheridan & Burt, 2009), and clinicians can build upon this strength in parents using specific strategies to enhance hope (e.g., Gum & Snyder, 2002) and facilitate growth during this challenging life event. For those parents who do have lower dispositional hope, they may benefit from cognitive-behavioral interventions to enhance hope (e.g., Cheavens, Feldman, Gum, Michael, & Snyder, 2006; Lopez, Floyd, Ulven, & Snyder, 2000).…”

Emphases of Parenting in the Light of Three Comparison Groups

“…3; had plenty of emphasis on several theories of parenthood (e.g., Helminen & Iso-Heiniemi, 1999;Pulkkinen, 1994;Seligman, 2002). Moreover, the time parents spend with their child is related to responsible parenting (e.g., Arendell, 1997;Beck-Gernheim, 1992;Böök & Perälä-Hiltunen, 2010) and make a significant part of studies on good parenthood (e.g., Sheridan & Burt, 2009;Valkonen, 2006).…”

The Other Side of Well-being – What Makes a Young Woman Become an Anorectic?

“…For example, as bullying was named as one factor, parents and teachers should intervene in it immediately when noticing such a thing and thus show the young that they really care and want to protect them. Of course, it is impossible to totally prevent bad things from happening but what can be done by rearing and education is to provide children with the feeling of security and appreciation that also function as the foundation pillars of healthy and positive self-respect (e.g., Sheridan & Burt, 2009) and which could help in the battle against eating disorders like anorexia. However and unquestionably, the most fundamental thing would be that children were accepted as they are.…”