Based on a cross-disciplinary review of the literature, the concept of family-centered service delivery is traced historically. A new definition is presented that extends the current model by highlighting three core elements--the family as the unit of attention, informed family choice, and a family-strengths perspective. Practice, policy, and research implications, and the challenge they represent to prevailing professional practice, are discussed.

In this paper, it is asserted that successful interagency collaborations require commitment to a shared value base as the core dimension of the joint efforts. A rationale framework that places family-centered principles at the core is provided, and how these principles translate into specific behaviors, attitudes, and policies on all levels within and between organizations is outlined. This template can provide guidance to local and state policy makers involved in reforming systems of care.

This article summarizes literature about paraprofessionals who assist children or families in the areas of mental health, education, or early childhood education, and focuses on three main questions: How effective are paraprofessionals?; what are the common and appropriate roles and responsibilities of paraprofessionals?; and what qualifications, training, and supervision are needed for paraprofessionals? Implications are inferred for a burgeoning new form of paraprofessional services: attendant care in community based mental health services for children. Lessons from existing literature can help mental health administrators and clinical supervisors at state and local levels to select, train, supervise, and evaluate attendant care workers.

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