Parent-Professional Relationships in the Treatment of Seriously Emotionally Disturbed Children and Adolescents

Abstract

The principle of parent-professional collaboration in responding to the needs of seriously emotionally disturbed children has been articulated in both policy and program guidelines. Research suggests that parents have not yet been integrated into the system of care for their children. This article reviews parents' concerns about their interactions with professionals and analyzes factors that may impede an improved relationship between the two groups. It suggests that a feminist/empowerment conceptualization of practice with parents of seriously emotionally disturbed children may be conducive to the attainment of full parent involvement in the system of care.

Collaboration between Social Workers and Families of Patients with Mental Illness

“…Over the past decade there has been a growing trend advocating that professionals collaborate with the families of persons with serious mental illness (Collins & Collins, 1990;Johnson, 1987). This perspective is based upon the belief that the family of an adult or child who has a severe disturbance is: resource to mental health professionals.…”

What Parents of Mentally Ill Children Need and Want From Mental Health Professionals

“…The legacy of this historical background are mental health staff who may still view the parents as causative agents of the child's problems and unit philosophie s which continue to limit parent-child contact, and thus, also limit parent-staff contact. Collins and Collins (1990) reviewed the literature on parentprofessiona l relationship s in the psychiatric treatment of children and adolescents and concluded that professionals tended to focus on family inadequacies rather than their strengths. Blaming and criticism often alienated parents.…”

The Impact of Major Events on the Lives of Family Caregivers of Children with Disabilities

“…Furthermore, caregivers' perceptions indicate that these families have various special needs: provision of services, especially respite care; social education; parent support; and financial stress. Interaction with teachers, mental health professionals, and related social agencies often become a large part of the caregiver's life as he or she attempts to care for the child with a disability and meet the needs of the family as a whole (Bailey & Garralda, 1989;Collins & Collins, 1990).…”