“WORKING WITH FAMILIES IN EARLY INTERVENTION” Climent Giné – Anna Balcells Faculty of Psychology, Blanquerna Education and Sport Sciences Ramon Llull University

“Working with families in early intervention” PRESENTATION Working with families has always been part of what professionals do. Parents are considered active partners in the educational process. However, doubts often arise about the way professionals regard intervention with families, the models underlying such intervention, how they see their role and their relation with the families. It seems appropriate to insist on the importance of working with families from a perspective aimed at empowering them and promoting their quality of life.

WHAT DO WE SEEK TO ACHIEVE? “Working with families in early intervention” WHAT DO WE SEEK TO ACHIEVE? According to a recent review (Turnbull, Summers, Lee and Kyzar, 2007), family outcomes have been conceptualised in terms of: Well-being (quality of the relation with the child; perception of feelings of “burden”; quality of the couple’s relationship, etc.) Adaptation (changes in family organisation; the child’s dependency; sacrifices, etc.) Family functioning: acting as parents; management relationships, etc. Quality of life

DIFFERENT MODELS OF WORKING WITH FAMILIES “Working with families in early intervention” DIFFERENT MODELS OF WORKING WITH FAMILIES The relationship between professionals and families is one of the issues that causes most stress to parents and professionals. The assistance received by people with intellectual disability (ID) and their families has changed over time. Just as the deficit-based paradigm influenced the people dealing with persons with ID, it also affected the way of working with parents. 3 major models of working with parents: Psychotherapeutic model Parent training model Collaboration model

The training flowed in only one direction. “Working with families in early intervention” DISTINTOS MODELOS DE TRABAJO CON LAS FAMILIAS Psychotherapeutic model: the birth of a child with ID was perceived as a “tragic crisis” requiring therapy. Parent training model: the parents had to learn skills to be applied at home. Helping to “remedy” the deficit The training flowed in only one direction. The parents as co-therapists. The parent collaboration model: this implies the adoption of a family-centred model in which the parents are seen as partners.

“Working with families in early intervention” PARENT COLLABORATION MODEL The relationship professionals establish with families is a major source of support. Collaboration: mutual support interactions between families and professionals aimed at identifying the children’s and families’ needs and characterised by a sense of competence, commitment, defence, equality, positive communication and trust (Blue-Banning et al., 2004). According to Turnbull (2006), for collaboration to exist, structural and interpersonal factors must come together.

COLLABORATION MODEL. Interpersonal factors “Working with families in early intervention” COLLABORATION MODEL. Interpersonal factors Communication Being friendly Listening Being clear Being honest Providing and co-ordinating information Professional competence Offering quality intervention Continuous training Having high expectations of persons with ID and their families Respect Honouring cultural diversity Affirming strengths Treating persons with ID and their families with dignity

Commitment Equality Advocacy Trust Being sensitive to emotional needs “Working with families in early intervention” MODELO DE COLABORACIÓN. Factores interpersonales Commitment Being sensitive to emotional needs Being available and accessible Going “above and beyond” Equality Sharing power Fostering empowerment Providing options Advocacy Anticipating problems Having a clear conscience Recording problematic situations Forming alliances Seeking solutions that are satisfactory for everyone Trust Being reliable Exercising sound judgement Maintaining confidentiality Trusting oneself

WHAT DO WE MEAN BY FAMILY-CENTRED WORK? “Working with families in early intervention” WHAT DO WE MEAN BY FAMILY-CENTRED WORK? The collaboration model is enhanced by the concept of family-centred work. Origin of the family-centred model: Paradigm shift in the conception of development problems. From a child-focused view → ecological conception. It is not so much a matter of seeking “parent participation” as putting the family at the centre of attention. The aim shifts from prioritising “assisting the parents” to “working with the parents”.

According to Dunst (2002) family-centred work has: “Working with families in early intervention” WHAT DO WE MEAN BY FAMILY-CENTRED WORK? According to Dunst (2002) family-centred work has: A relational dimension (good relational skills; values) A practical dimension (sensitive, personalised practices that foster opportunities). According to Brown, Galambos, Poston and Turnbull (2007), the basic features are: The family as a support unit. The family chooses. Support based on strengths. Goal: empowering the families.

FAMILY-CENTRED WORK MODEL, LEAL (1999) “Working with families in early intervention” FAMILY-CENTRED WORK MODEL, LEAL (1999) Step 1. Identify family needs. Step 2. Identify family resources and strengths. Strep 3. Identify sources of support. Step 4. Enable and empower families so that they can become more competent in recognising and meeting their own needs. THE STEPS OF THE FAMILY-CENTRED WORK MODEL

SOME FINAL CONSIDERATIONS FOR PROFESSIONALS “Working with families in early intervention” SOME FINAL CONSIDERATIONS FOR PROFESSIONALS Give up the “expert” model and embrace the “collaboration” model. Learn to stress families’ strengths. Remember attitudes and high expectations are important. Respect and foster parents’ choices. Promote social networks in the community.

“WORKING WITH FAMILIES IN EARLY INTERVENTION” Climent Giné – Anna Balcells Faculty of Psychology, Blanquerna Education and Sport Sciences Ramon Llull University