Relationships between family-centred practices and parent involvement in early childhood intervention

Mas, Joana Maria; Dunst, Carl J.; Hamby, Deborah W.; Balcells‐Balcells, Anna; García‐Ventura, Simón; Baqués, Natasha; Giné, Climent Giné

doi:10.1080/08856257.2020.1823165

Cited by 21 publications

(14 citation statements)

References 55 publications

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“…The qualitative synthesis of 24 papers resulted in an overview of specific strategies organised into five clusters: (1) continuously invest time in your collaboration with parents, (2) be aware of your important role in the collaboration with parents, (3) tailor your approach, (4) get to know the family and (5) empower parents to become collaborative partners. We have chosen to formulate these new clusters and not to use existing models or theories of collaboration (An & Palisano, 2014; Klatte et al, 2020; Mas et al, 2022). The reason for this is that the strategies, for example ‘invest time in optimising the collaboration with parents’, are overarching and it is expected that most strategies interact with more than one component.…”

Section: Discussionmentioning

confidence: 99%

“…Family-centred care is related to positive outcomes for parents, families, parent-child interaction and children, according to several systematic reviews and meta-analyses (Dempsey & Keen, 2008;Dunst et al, 2007;King et al, 2004;Kuhlthau et al, 2011). More and more the importance of family-professional collaboration in therapy for young children with developmental disabilities has been emphasised as a key element of family-centred care (An & Palisano, 2014;Harniess et al, 2021;Klatte et al, 2020;Kokorelias et al, 2019;Mas et al, 2022). An et al (2016An et al ( , p. 1844) describe collaboration as 'mutually supportive interactions through which knowledge and skills are shared, mutual understandings occur, and shared-decisions are made'.…”

Section: Introductionmentioning

confidence: 99%

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Collaboration: How does it work according to therapists and parents of young children? A systematic review

Klatte,

Ketelaar,

de Groot

et al. 2023

Child

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BackgroundCollaboration between therapists and parents of children with developmental disabilities is a key element of family‐centred care. In practice, collaboration appears to be challenging for both parents and therapists. This systematic review aims to make explicit how therapists can optimise their collaboration with parents of young children with developmental disabilities, according to the perspectives of parents and therapists.MethodsA systematic review was conducted using the following databases: Medline (PubMed), CINAHL (OVID) and PsychINFO (OVID). Those papers were selected, which focused on collaboration using a two‐way interaction between therapists and parents, exploring the perspectives of therapists and/or parents of children between 2 and 6 years. Papers needed to be published in English or Dutch between 1998 and July 2021. Included papers were synthesised using a qualitative analysis approach by two researchers independently. Results sections were analysed line‐by‐line, and codes were formulated and discussed by all authors. Codes were aggregated, resulting in a synthesis of specific collaboration strategies in combined strategy clusters.ResultsThe search generated 3439 records. In total, 24 papers were selected. Data synthesis resulted in an overview of specific strategies organised into five clusters: (1) continuously invest time in your collaboration with parents, (2) be aware of your important role in the collaboration with parents, (3) tailor your approach, (4) get to know the family and (5) empower parents to become a collaborative partner.ConclusionsThis systematic review resulted in an overview of concrete strategies for therapists to use in their collaboration with parents of children with developmental disabilities. The strategies formulated enable therapists to consciously decide how to optimise their collaboration with each individual parent. Making these strategies explicit facilitates change of practice from therapist‐led and child‐centred towards family‐centred care.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Collaboration: How does it work according to therapists and parents of young children? A systematic review

Klatte,

Ketelaar,

de Groot

et al. 2023

Child

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“…A pesar de la importancia de la participación de los padres en las PCF, la forma en que los padres participan difiere considerablemente entre los programas. Mas et al (2020) sostienen que, sorprendentemente, sabemos muy poco sobre la relación entre las prácticas centradas en la familia y la participación de los padres (Rhoades, 2017) y sabemos aún menos sobre qué tipos de prácticas centradas en la familia están asociadas con el uso de las prácticas de PCF por parte de los padres con sus hijos pequeños (Lee, 2015).…”

Section: Aprender De Las Narrativas De Las Familiasunclassified

Atención temprana en tiempos de Covid-19: investigar la/s realidad/es de la teleintervención en las prácticas centradas en la familia

García

Rodero

et al. 2021

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El equipo TRASCIENDE surge a partir de la necesidad de articular un proyecto de colaboración entre Plena inclusión-CLM y la UCLM para la transformación social, científica, académica y profesional en materia de discapacidad, inclusión y ciudadanía. A raíz de la situación sociosanitaria provocada por la COVID-19, el equipo TRASCIENDE se ha visto implicado en el cambio social que ha producido el confinamiento, desarrollando, necesariamente, un rol de observador del cambio. Esta situación global nos lleva a formularnos preguntas que pretenden iniciar procesos de investigación en la práctica: ¿de qué manera este confinamiento ha afectado a las prácticas en Atención Temprana? Para responder a esta pregunta se decide adoptar una perspectiva de investigación cualitativa para explorar las percepciones de familias y profesionales (logopedas, fisioterapeutas, estimuladoras y coordinadoras) de equipos de Atención Temprana, sus dificultades y sus fortalezas en esta situación de cambio. El trabajo describe un proceso de exploración de las prácticas durante los primeros meses del confinamiento, prácticas que se han dirigido, en muchos casos, hacia la teleintervención. Los datos han sido recogidos mediante entrevistas etnográficas (familias) y grupos focales (profesionales) y han sido tratados mediante análisis temático (Attride-Stirling, 2001). Los resultados muestran la percepción de las familias y los profesionales articulados en tres focos de redes temáticas: la reacción personal y colectiva a la nueva situación, lo que puede permanecer de la teleintervención (con sus matices) y lo que subyace a las prácticas en esta modalidad. El estudio abre, además, nuevas líneas de investigación futuras que evidencian la dificultad del proceso de transformación hacia modelos verdaderamente centrados en la familia.

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“…Balcells‐Balcells et al (2019) similarly emphasised the importance of partnerships between formal support providers and families. Equally important are two other pillars of family‐centred practice—informal supports (Mas et al, 2020) and access to information about services and supports (Balcells‐Balcells et al, 2019)—yet these have been identified as the highest unmet needs expressed by parents of children with intellectual or developmental disability (Balcells‐Balcells et al, 2019; Mas et al, 2020). Parental concerns about their child's future well‐being and support may be attributed to, among other factors, families' struggles for autonomy when dealing with professionals in the disability support system (Dempsey et al, 2009), and the difficulty of advocating for services, supports and inclusion for their child (Poston et al, 2003).…”

Section: Introductionmentioning

confidence: 99%

The role of microboards in enhancing quality of life for children with intellectual disability and their families

Taylor,

David,

Dew

et al. 2023

Policy Practice Intel Disabi

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Disability support systems have not consistently used family‐centered practices when supporting families of children with disability. Families have experienced structural and interpersonal barriers that have negatively impacted not only their child's quality of life, but also family quality of life (FQOL). The eight domains of QOL as defined by the International Association for the Scientific Study of Intellectual Disabilities [IASSID] are reflected in a family‐centered model of support developed for children and young people by Microboards Australia. The Microboards for Children [MB4C] model reflects best family centered practice based on principles that integrate well with recognised FQOL domains such as family relationships, support from other people and from disability‐related services, and leisure and enjoyment of life. The MB4C model aims to enhance families’ knowledge, skills, confidence, and sense of wellbeing to support them develop a vision for an active, socially connected, and happy future with their child. The model consists of a structured network of formal and informal support to enhance not only their child or young person's personal relationships, social networks, and community inclusion but also to enable parents and siblings to access education, employment and to enjoy life in their community – all indicators of FQOL. In this paper we explore how these features of MB4C policies and practice align with family‐centered practice principles and with FQOL domains. We argue that the MB4C model provides an example of how FQOL may be enhanced by a holistic family‐centered disability service system that works in partnership with families with disability.

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Relationships between family-centred practices and parent involvement in early childhood intervention

Cited by 21 publications

References 55 publications

Collaboration: How does it work according to therapists and parents of young children? A systematic review

Collaboration: How does it work according to therapists and parents of young children? A systematic review

Atención temprana en tiempos de Covid-19: investigar la/s realidad/es de la teleintervención en las prácticas centradas en la familia

The role of microboards in enhancing quality of life for children with intellectual disability and their families

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