Family-Centred Service

Rosenbaum, Peter; King, Susanne; Law, Mary; King, Gillian; Evans, Jan

doi:10.1080/j006v18n01_01

Cited by 297 publications

(72 citation statements)

References 24 publications

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“…There are many studies showing that family-centered practices are strongly linked to benefits both for parents and for children and the family as a whole in terms of family outcomes Dunst, Hamby, & Brookfield, 2007;Case-Smith, 2013;Espe-Sherwindt, 2008;Rosenbaum, King, Law, King, & Evans, 1998;Stallard & Hutchinson, 1995). Trivettte and Dunst (2000) and Trivette, Dunst and Humby (2010) identified seventeen evidence-based family-centered practices and grouped them into four categories: (1) Families and professionals share responsibilities and work collaboratively in order to share expert knowledge so that families can make informed decisions; (2) practices strengthen the family's functioning as supports allow families to take advantage of not only formal but informal supports to lead the life that they want; (3) practices are flexible and adjusted to the needs, values, and beliefs of the families; and (4) practices mobilize the strengths of the families in order to take advantage of their daily routines.…”

Section: Final Considerationsmentioning

confidence: 99%

“…Espe-Sherwindt (2008) observed that, among the evidence of the benefits of FCM use, there is a feeling that things are being done better and greater confidence in their own possibilities; both aspects have a positive influence on their child's development. In short, greater psychological well-being and satisfaction with services received (Rosenbaum et al, 1998). Among the benefits of FCM, we can also point at greater responsibility of carers (Trivette, 2003), greater sensitivity to the child's competences , and the establishment of a safer bond .…”

Section: Final Considerationsmentioning

confidence: 99%

“…With regard to benefits for the family, results from different studies show that familycentered practices contribute with greater psychological well-anales de psicología, 2017, vol. 33, nº 3 (october) being and satisfaction of families with services received (Dunst, Hamby, & Brookfield, 2007;Rosenbaum, King, Law, King, & Evans, 1998;Stallard & Hutchinson, 1995), as well as the fact that it becomes the guidance that families ask for more as it meets their expectations (Carpenter, 2007;Espe-Sherwindt, 2008).…”

Section: Introductionmentioning

confidence: 99%

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Cómo implementar el modelo centrado en la familia en atención temprana.

et al. 2017

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Título: Cómo implementar el modelo centrado en la familia en la intervención temprana. Resumen: A partir de los resultados de una investigación encaminada a la mejora de la calidad de vida de las familias con un hijo o hija con discapacidad intelectual, el objetivo del presente trabajo es ofrecer una propuesta metodológica para la implementación del modelo centrado en la familia en los centros de atención temprana de nuestro país. Los análisis cuantitativos y cualitativos de los datos recogidos nos permiten sistematizar los pasos o fases que sería necesario seguir con el fin de proporcionar herramientas úti-les a los profesionales y a las familias de los centros de atención temprana para promover el desarrollo de los niños y el empoderamiento de las familias. El artículo supone un paso adelante respecto a las propuestas realizadas por otros investigadores de otros países con tradiciones y cultura diferentes en el ámbito de la atención temprana y trata de recoger las caracterís-ticas y la idiosincrasia de nuestro país en cuanto a la historia y la trayectoria de la atención temprana en las últimas décadas. Palabras clave: atención temprana; trabajo centrado en la familia; niños con discapacidad; niños con trastornos del desarrollo. Abstract:From the results of a research aimed at improving the quality of life of families with a child with intellectual disability, the purpose of this paper is to provide a methodology for the implementation of the familycentered model in early childhood intervention centers in our country. Quantitative and qualitative analyses of the collected data allow us to systematize the steps or stages that would be necessary to provide professionals and families in early intervention centers with useful tools to empower the families and to enhance the children's development. This article represents another step further from the proposals made by other researchers in other countries with different traditions and culture in the field of early intervention, and intends to reflect the characteristics of our country in terms of the history and the path of early intervention in recent decades.

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Section: Final Considerationsmentioning

confidence: 99%

Section: Final Considerationsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Cómo implementar el modelo centrado en la familia en atención temprana.

et al. 2017

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“…A practitioner can use the checklist to promote and support parents' or other primary caregivers' abilities to provide their children development-enhancing learning opportunities as part of everyday activities and routines. The research foundations for the capacity-building practices include findings from research reviews of family-centered participatory help giving practices (Dempsey & Keen, 2008;Dunst, Trivette, & Hamby, 2007, 2008Rosenbaum, King, Law, King, & Evans, 1998) and adult learning studies of authentic learning opportunities (Dunst & Hamby, 2015;Dunst et al, 2010). Findings reported in these research reviews as well as results from individual studies (e.g., Dunst & Dempsey, 2007;Swanson et al, 2011;Woods & Brown, 2011) indicate that active parent participation in using everyday familiar activities as sources of child learning opportunities together with practitioner suggestions, supportive feedback, and encouragement, are associated with changes and improvements in parenting confidence and competence (Dunst et al, , 2010.…”

Section: Performance Checklistsmentioning

confidence: 99%

Procedures for Developing Evidence-Informed Performance Checklists for Improving Early Childhood Intervention Practices

Dunst¹

2017

JEL

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A conceptualization-operationalization-measurement framework is described for developing evidence-informed early childhood intervention performance checklists. Performance checklists include lists of practice indicators where the indicators, taken together, operationally define particular types of intervention practices that, when used as intended, can be expected to have desired outcomes and benefits. The use of the framework for operationalizing recommended practices is described to illustrate its applicability for developing tools for improving early childhood intervention.

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“…Traditionally, children with complex healthcare needs would have been supported by health professionals, employing a professional-centred model of care (Rosenbaum et al 1998). In this model health professionals were responsible for determining the child's needs, before either carrying out a therapeutic intervention or instructing the parent to do so.…”

Section: Evolution Of Practicementioning

confidence: 99%

Paediatric Health Professionals as Parent Educators: A Developing Role?

Reeder

Morris

2016

IJPBLHS

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The purpose of this study was to develop an improved understanding of the perception of health professionals regarding the provision of information to parents of children with long-term disabilities. The aim was to generate new perspectives, inform debate, and to identify practical suggestions for health professionals. This study adopted a qualitative approach, guided by a phenomenological methodology. Seven health professionals, working within an Integrated Children and Young Person's Therapy Service of a single UK National Health Service (NHS) foundation trust, participated in semi-structured, in-depth interviews. The resultant data were analysed using a rigorous, systematic process of thematic content analysis. Two main themes were identified and discussed. Theme 1 was 'parent readiness for information'; with subthemes 1A 'assessing parent readiness' and 1B 'developing parent readiness'. Theme 2 was 'role as information manager'. (It is acknowledged that a further theme 'relationship with parents' was identified; which will be presented and discussed in another article). The following conclusions were drawn. The health professional's role, as a provider of information to parents of children with disabilities, is evolving and may now be more helpfully described as that of a parent educator. It is suggested that this may involve a shift in focus from content/timing of information provision to the development of parents as learners. It is also suggested that it would be useful for health professionals to explore opportunities for practice-based initiatives to support the development of the skills required for this role.

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Family-Centred Service

Cited by 297 publications

References 24 publications

Cómo implementar el modelo centrado en la familia en atención temprana.

Cómo implementar el modelo centrado en la familia en atención temprana.

Procedures for Developing Evidence-Informed Performance Checklists for Improving Early Childhood Intervention Practices

Paediatric Health Professionals as Parent Educators: A Developing Role?

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