Family-centered services: Implications for mental health administration and research

Abstract

Efforts to move the system of care for children with serious emotional disorders toward community-based alternatives has prompted a growing recognition of the need for supportive services for families. This article examines the shifts in policy and administrative practice that are needed in order to move toward a family-centered system of care. Proactive administrative support is particularly important in this system shift. Four important barriers to a family-centered system of care are examined: (1) efforts have tended to focus on the child as the unit of services, rather than on the family; (2) efforts have tended to focus primarily on mental health services, rather than considering the full range of services needed by the child and family; (3) efforts have tended to emphasize formal services, often ignoring the support provided by informal networks; and (4) the resources and expertise of parents and other family members have not been used. New roles for parents--which involve working with administrators and researchers are discussed.

Shifting from categories to services: Comprehensive school‐based mental health for children with emotional disturbance and social maladjustment

“…The financial cost of such care is staggering and the outcomes have not been promising (Henggeler, 1994). Additionally, residential placements often limit the involvement of family members in their child's care which runs counter to the need for family-centered treatment (Friesen & Koroloff, 1990). Children who require residential placements, especially those in another community, can become alienated over time from both their family and their peers.…”

Evaluating systems of care: Missing links in children's mental health research

“…These mechanisms can then help guide the development of SOCs so they can truly address the needs of the entire family~Koroloff & Friesen, 1997!, rather than merely engage families in the treatment of the child with SED~Burns, Hoagwood, & Maultsby, 1998;Osher & Osher, 2002!. For instance, family supports can have positive impacts on the parents and other members of the family~Friesen & Koroloff, 1990!, but the degree to which SOCs provide these supports and address the needs of children with SED and their families requires additional research.…”

Community‐Based Interventions and Services

“…True replication of a highly specified program is likely a myth, Friesen & Koroloff, 1990;Green, Rodgers, & Johnson, 1999;McCall & Green, 2004)-it does not really take place; but vague or unspecified characteristics, such as in Sure Start, permit too much local variation and unsubstantiated program characteristics. A compromise of as much specification as research substantiates coupled with reasonable local flexibility perhaps is most desirable (and is likely to occur anyway).…”