Child, parent or family? Applying a systemic lens to the conceptualisations of Family Support in Europe

Devaney, Carmel; Christiansen, Øivin; Holzer, Julia; MacDonald, Mandi; Matias, Marisa; Salamon, Eszter

doi:10.1080/13691457.2022.2146308

Cited by 7 publications

(6 citation statements)

References 45 publications

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“…In contrast, parenting programmes in these services have often relied on parenting classes (Grindal et al, 2016). This study also provided insights into the workforce's skills and characteristics valued by parents in family and parenting support, such as adaptability to families' needs, high interest and approachability, in a context where the identification of relevant skills and competencies has been highlighted as needed to deliver appropriate training to practitioners (Devaney et al, 2021).…”

Section: Views Regarding the Modelmentioning

confidence: 96%

“…Needs-led, relationship-based and strengths-based approaches (in opposition to those deficit-oriented) have been recognised as relevant in working with families (Division for Early Childhood, 2014; Devaney et al, 2021;WHO, 2022). In line with a family social systems intervention model, in which the family can be viewed as a social unit embedded within informal and formal social support networks (Dunst and Trivette, 2009), capacity-building practices can facilitate family member identification of unmet needs, strengths, resources, and supports (Dunst, 2023).…”

Section: Introductionmentioning

confidence: 99%

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Promoting family wellbeing through parenting support in ECEC services: parents' views on a model implemented in Ireland

Leitão,

Shumba

2024

Front. Educ.

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IntroductionProviding support to parents during the children's early years can positively impact children's development and families' wellbeing. An innovative parenting support model within ECEC services, called Powerful Parenting, has been implemented in Ireland. This model involves placing one dedicated Facilitator in each ECEC service to support parents based on their families' needs. The current study aimed to explore parents' views about this model.MethodsTwenty-seven parents were interviewed. Content analysis was used to identify the activities in which parents participated. Thematic analysis was used to explore their views on the model or Facilitators' work.ResultsThe activities organised by the Facilitators in which parents participated included one-to-one meetings, group work, and coordination with other services for children and families. Valued aspects included Facilitators showing high interest in their work, being approachable and responsive to parents' needs, and constituting a central point of contact, bridging the home and the ECEC service. Perceived outcomes for parents included a better understanding of their children's needs, facilitated access to services for families, and socio-emotional benefits.DiscussionA parenting support model involving a new professional role, that of the Facilitator, in ECEC services can potentiate accessible and tailored support according to families' needs.

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Section: Views Regarding the Modelmentioning

confidence: 96%

Section: Introductionmentioning

confidence: 99%

Promoting family wellbeing through parenting support in ECEC services: parents' views on a model implemented in Ireland

Leitão,

Shumba

2024

Front. Educ.

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“…The way the state values children and perceives their well-being as a public responsibility influences the approach to family support. The differences in this level of responsibility can lead to disparities even within the same country (Ayala-Nunes 2019; Devaney et al 2023;Dolan et al 2020;Jiménez et al 2019;Molinuevo 2013;Rodrigo et al 2015a).…”

Section: The Theoretical Foundation Concerning Family Support Skillsmentioning

confidence: 99%

Professional Skills in Family Support: A Systematic Review

dos Santos,

Isakov,

Martins

et al. 2024

Social Sciences

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Family support encompasses a wide variety of professionals, sectors, and intervention paradigms that make it difficult to systematize and standardize the skills needed by the family support workforce. The present study aimed to describe the relevant skills of professionals, organize the main skills into different categories, and contribute to the development of intervention standardization guidelines in the field of family support. So, a systematic literature review was conducted following the PRISMA guidelines. The search was carried out in five databases and included the analysis of quantitative, qualitative, and mixed-methods studies, and all studies were qualitatively assessed. Of the initial 3334 articles identified, 59 studies were included, and four categories were identified: professionals’ qualities, essential skills common to all professions and contexts, specific knowledge, and theoretical approaches necessary for family support. Most of the studies were from the United Kingdom, qualitative, published in the last 10 years, used small samples, and included a specific group of professionals. The included studies did not specify whether some skills or characteristics were considered more effective in practice, and they had bias issues related to social desirability. The implications for family support practice are discussed, as well as the gaps to be covered in future studies.

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“…The Action report by Devaney and colleagues [27] conceptualizes family support as a set of activities implemented or delivered to improve family functioning and child rearing and other types of family activities in a system of supportive relationships and resources (formal and informal). A strong emphasis is put on a child-protection perspective, through which family support "involves a set of activities and access to practice that encourages positive informal social networks through integrated programmes which combine the statutory, voluntary and private agencies and services" (p. 13) [28].…”

Section: Introductionmentioning

confidence: 99%

“…The Action report also acknowledges that family support is defined in different ways in different contexts. Family support is described as a multidisciplinary response to intervention and prevention of risk which emphasizes the importance of social networks and where the promotion of children's well-being is central [27]. Parenting support, as part of family support, includes different activities and services that are provided with the purpose of "improving how parents approach their role as parents and to increasing parents' child-rearing resources (including information, knowledge, skills and social support) and competencies" (p. 12) [30].…”

Section: Introductionmentioning

confidence: 99%

The Use of Information and Communication Technologies in Family Support across Europe: A Narrative Review

Canário

Byrne

Creasey

et al. 2022

IJERPH

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The COVID-19 pandemic has accelerated the use of information and communication technology (ICT) to deliver parenting and mental health support services to families. This narrative review illustrates the diverse ways in which ICT is being used across Europe to provide family support to different populations. We distinguish between the use of ICT in professional-led and peer-led support and provide implementation examples from across Europe. We discuss the potential advantages and disadvantages of different ways of using ICT in family support and the main developments and challenges for the field more generally, guiding decision-making as to how to use ICT in family support, as well as critical reflections and future research on its merit.

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Child, parent or family? Applying a systemic lens to the conceptualisations of Family Support in Europe

Cited by 7 publications

References 45 publications

Promoting family wellbeing through parenting support in ECEC services: parents' views on a model implemented in Ireland

Promoting family wellbeing through parenting support in ECEC services: parents' views on a model implemented in Ireland

Professional Skills in Family Support: A Systematic Review

The Use of Information and Communication Technologies in Family Support across Europe: A Narrative Review

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