Training Needs of Professionals and the Family-Centered Approach in Spain

Abstract

The systemic, ecological, family-centered approach (FCA) has been shown to be the most effective approach to follow worldwide. In Spain, however, the expert-centered approach remains in force and determines the actions of professionals. The objective of this study is to present the training needs perceived by professionals in six early intervention (EI) centers in Spain in which a research process was introduced, namely, the FCA. Two focus groups were held. The needs stated by professionals were for more knowledge about the philosophy of the approach: supervision, learning in reference centers, and exchange sessions with families as the most appropriate training methods; the observation of role models; collaboration between professionals and the trainer as effective instructional designs; and organizational aspects such as training within the work day. A discussion of the results is carried out in the context of current literature and the practical implications are explored.

Does Capacity-Building Professional Development Engender Practitioners’ Use of Capacity-Building Family-Centered Practices?

“…First, family-centered practices are recognized as an important component of effective early childhood intervention by both noted European experts (e.g., Carpenter, 2007;Carpenter, Schloesser, & Egerton, 2009;Dalmau-Montala et al, 2017) and European associations dedicated to installation of evidence-based intervention practices (e.g., European Association on Early Childhood Intervention, 2015). Second, studies of the use of family-centered practices in Europe indicate that these practices are not routinely used by practitioners (e.g., Pereira & Serrano, 2014;Vilaseca et al, 2018) and especially participatory family-centered practices (Karlsson, Bjorck-Åkesson, & Granlund, 2008;Pereira & Serrano, 2014). Third, in-service and continuing professional development in early childhood intervention is recognized as essential for preparing a highly knowledgeable and skilled European workforce (Pretis, 2006) and especially in terms of the use of family-centered practices (Karlsson et al, 2008;Vilaseca et al, 2018).…”

“…Second, studies of the use of family-centered practices in Europe indicate that these practices are not routinely used by practitioners (e.g., Pereira & Serrano, 2014;Vilaseca et al, 2018) and especially participatory family-centered practices (Karlsson, Bjorck-Åkesson, & Granlund, 2008;Pereira & Serrano, 2014). Third, in-service and continuing professional development in early childhood intervention is recognized as essential for preparing a highly knowledgeable and skilled European workforce (Pretis, 2006) and especially in terms of the use of family-centered practices (Karlsson et al, 2008;Vilaseca et al, 2018). Fourth, the need to use evidencebased adult learning practices to promote adoption and use of evidence-based early childhood intervention, early care, and education practices had been recognized in 38 European countries and four other national units (European Commons, 2019).…”

“…As is the case in countries on other continents, the adoption and use of capacity-building practices have been a challenge in many European countries (e.g., Pereira & Serrano, 2014). This is true in countries that have more than 20 years of experience making a paradigm shift from traditional professional-centered practices to family-centered practices (e.g., Vilaseca et al, 2018) and in countries in the process of developing national systems of family-centered early childhood intervention (European Association on Early Childhood Intervention, 2019). Figure 3 shows an early childhood intervention model that is based on the professional development model depicted in Figure 1.…”

“…As noted by a number of experts and professional organizations (e.g., European Association on Early Childhood Intervention, 2015; Meezan, 2000), adopting and using family-centered practices is a goal and not the status quo in the field of early childhood intervention. As a result, professional development has been advanced as a means to build early childhood intervention practitioner capacity to use family-centered practices (e.g., Dunst, Trivette, & Deal, 2011;Fordham, Gibson, & Bowes, 2011;Vilaseca et al, 2018). This paper includes findings from analyses of the relationships between early childhood intervention professional development and practitioners' use of two types of family-centered practices: Relationship-building practices and capacity-building participatory practices (Dunst & Espe-Sherwindt, 2016).…”

Supporting families of children with hearing loss transitioning to early intervention

“…Training, for example, is one intervention function that is suggested in the BCW to address professionals' psychological capability (knowledge) and motivation toward providing a consistent service. Previous research also suggests additional FCC training for hearing professionals as the practices of early intervention professionals may benefit from further knowledge about the philosophy of FCC (Vilaseca et al, 2018). Research evidence also supports the provision of FCC training at universities where students have opportunities to work with families during clinical placements ).…”