Professionals' understanding of partnership with parents in the context of family support programmes

Houte, Sabine Van; Bradt, Lieve; Vandenbroeck, Michel; Bie, Maria Bouverne‐De

doi:10.1111/cfs.12067

Cited by 16 publications

(7 citation statements)

References 29 publications

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“…Listening to parents' voices also enabled them to play a meaningful part in the process as key decision makers. This contrasts with other research including a study from Flanders (van Houte, Bradt, Vandenbroeck, & Bouverne-De Bie, 2015) about parental participation in a Family Support Centre programme, which indicated that their involvement was largely tokenistic and only at the will of professionals.…”

Section: Intervention With Families In the Middle-early Evaluation contrasting

confidence: 85%

Protective support and supportive protection for families “in the middle”: Learning from the Irish context

McGregor

Devaney

2019

Child & Family Social Work

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This paper critically examines the relationship between statutory family support and child protection using the case study of Ireland. It builds on the work of Devaney and McGregor (2017) to offer an additional contribution to existing frameworks for practice through adapting the Hardiker Exton and Barker (1991) model of prevention. Using evidence from current Irish developments, the case for moving away from linear and simplistic differentiation of family support and child protection is made. Evidence from three main sources in Ireland is presented to develop the argument. This evidence includes the Child Care Law Reporting project (Coulter, 2015, 2018); a recent evaluation of a family support practice model called Meitheal (Rodriguez Cassidy and Devaney, 2018) and recent findings about public awareness of family support (McGregor and NicGabhainn, 2018). We argue that special attention should be paid to families “in the middle” who are in need of both support and protection and propose an adapted version of Hardiker et al. model to aid in this work. We identify what should happen at different levels for macrostructural to micropractice levels. We conclude that the learning from the Irish case study can be applied to an international context.

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Section: Intervention With Families In the Middle-early Evaluation contrasting

confidence: 85%

Protective support and supportive protection for families “in the middle”: Learning from the Irish context

McGregor

Devaney

2019

Child & Family Social Work

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“…It also suggests that calls for such work to be strengths‐based (Day et al., ; Myors et al., ) are both heeded and possible in living practice: building on current strengths accounted for between 20 and 30 per cent of all pedagogies of noticing (Figure ). That challenge is rarest is consistent with a known sticking point for practitioners (Harris et al., ; van Houte et al., ). These findings may reflect a genuine living partnership in which strengths and supported change take precedence over direct challenge, the latter being reserved for moments when pedagogies based on the other intentions are not available.…”

Section: Discussionsupporting

confidence: 67%

“…The third intention, challenging unhelpful constructs, is noted in the literature as problematic: professionals feel torn between being a bossy expert or leaving the challenge unspoken and thus failing to go beyond being nice (Fowler, Lee et al., ; van Houte et al., ). The categories presented in Figure show a range of terms upon which challenge can be presented.…”

Section: Discussionmentioning

confidence: 99%

A pedagogical framework for facilitating parents’ learning in nurse–parent partnership

2017

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Nursing work increasingly demands forms of expertise that complement specialist knowledge. In child and family nursing, this need arises when nurses work in partnership with parents of young children at risk. Partnership means working with parents in respectful, negotiated and empowering ways. Existing partnership literature emphasises communicative and relational skills, but this paper focuses on nurses' capacities to facilitate parents' learning. Referring to data from home visiting, day-stay and specialist toddler clinic services in Sydney, a pedagogical framework is presented. Analysis shows how nurses notice aspects of children, parents and parent-child interactions as a catalyst for building on parents' strengths, enhancing guided chance or challenging unhelpful constructs. Prior research shows the latter can be a sticking point in partnership, but this paper reveals diverse ways in which challenges are folded into learning process that position parents as agents of positive change. Noticing is dependent on embodied and communicative expertise, conceptualised in terms of sensory and reported channels. The framework offers a new view of partnership as mind-expanding for the parent and specifies the nurse's role in facilitating this process.

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“…Viewed in terms of frameworks such as the Family Partnership Model (Day et al 2015) specify how partnership is accomplished, they followed a direction set by the parents' priorities, involved empathy and respect for parents' feelings and wishes, adapted to the specific situation of the family, and proceeded with the professional seeking rather than assuming the parent's agreement. counted for nothing, nor did she retreat from her own expertise: she thus managed the tension between bossy expert and getting stuck in the relationship in a distinctive way (Harris et al 2014;Juhila et al 2016;van Houte et al 2015). Practice and professional learning are entangled in both enactments of partnership.…”

Section: Discussionmentioning

confidence: 99%

Epistemic Practices in Professional-Client Partnership Work

Hopwood

Nerland

2018

Vocations and Learning

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Relational aspects of professional practice demand increasing attention in research on work and learning. However, little is known about how knowledge is enacted in practices where different people work together. Working in partnership with clients surfaces a number of epistemic demands, responses to which are poorly understood. This paper analyses two cases of nurses working with parents in support services for families with young children. The questions asked are: What epistemic practices are enacted when professionals work in partnership with clients? How do they generate distinct modes of partnership work? Findings show how professionals' and clients' knowledge is mobilised and made actionable through practices of diagnostic reasoning, recontextualising, testing and contesting knowledge claims. A distinction is presented between partnership that unfolds as strengthening the client from a professional epistemic perspective, and that which validates and augments the client's own epistemic contribution. This reveals how knowledge is made to matter and becomes a basis for action in the course of working with others, and informs a new analytical distillation highlighting key epistemic aspects of professional-client partnership. Keywords Partnership; professional knowledge; epistemic practices; professional practice; parenting communication and inter-personal relationships have been specified in models, such as the Family Partnership Model (FPM; Day et al. 2015). The FPM was developed at the Centre for Parent and Child Support in the UK, and combines a model of an iterative helping process with in-service training for professionals and volunteers. The FPM focuses on communication and negotiation, describing relationships between professionals and clients, and qualities that contribute to these such as empathy, active listening, and positive regard for parents. Prior analyses of practices where FPM was implemented revealed partnership to be enacted in different ways. Relationships between exploring the problem, developing new meanings, embodied caregiving, and future planning varied from case to case (Hopwood 2016). Partnership reflects the contingencies and dynamics specific to each family (Hopwood & Edwards 2017). However, research shows professionals can experience difficulty wielding their expertise under the rubric of partnership (Grundmann 2017). Neither models like FPM nor prior research have clarified how professionals and parents handle knowledge. The epistemic dimensions of partnership remain unclear. This paper documents the enactment of partnership in concrete work settings, and addresses this gap by asking: What epistemic practices are enacted when professionals work in partnership with clients? How do these practices position participants and generate distinct modes of partnership work? Specifying distinctions between two cases, we then highlight key epistemic aspects of professional-client partnership. An epistemic practices perspective An epistemic practices perspective is useful for conceptualising ...

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Professionals' understanding of partnership with parents in the context of family support programmes

Cited by 16 publications

References 29 publications

Protective support and supportive protection for families “in the middle”: Learning from the Irish context

Protective support and supportive protection for families “in the middle”: Learning from the Irish context

A pedagogical framework for facilitating parents’ learning in nurse–parent partnership

Epistemic Practices in Professional-Client Partnership Work

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