Author: Sstephan

Family Focus

What are you doing to involve families as equal
partners in the treatment process?

Research corner

Practical applications

What the research says about collaboration with families as equal partners in the treatment process:
Caregivers involved in developing a treatment plan for their child report higher levels of self-efficacy. Higher levels of caregiver self-efficacy correlate with greater investment in the treatment process (Heflinger et al, 1996).
Collaborating with caregivers in the treatment process reduces the amount of time students spend in the treatment environment (Friesen et al 1992).
Caregivers who participate in the treatment process report higher levels of self-esteem, which translates to more positive role modeling for students (Caldwell, Antonucci, Jackson, Wolford, & Osofsky, 1997).

Helpful hints

What the research means in terms of your practice with children and adolescents:
Think of different ways to involve caregivers in the treatment process beyond the initial session. Approach caregivers in a manner that shows how you value them as equals in the treatment process. If parents cannot come into the school or clinic for your appointments figure out the best way to be in touch with them regularly (e.g., phone, email, letters).
Connect caregivers with family advocates who can guide and support their involvement in the treatment process.
Take the time to find out what caregivers think about your services throughout the treatment process. Use this feedback as a way to improve the quality of the care you provide on an ongoing basis.

Actively listen to what caregivers have to say about their child or adolescent. After hearing their most immediate concerns, discuss treatment options and consider how to incorporate the family’s strengths and abilities in both short– and long-term treatment goals.
Think about the type of language you use when talking with caregivers. Do not let professional jargon or “psychobabble” be a turn off to families.
Schedule regular meetings with family members to ensure that the treatment process is in line with their expectations and goals, and continues to reflect their perspective.

Questions to ponder

How do you collaborate with families in their child or adolescent’s treatment planning? When do you try to engage them? Do you work with families to develop and write treatment plans?
Do you maintain a list of all the families you work with including how and when to best contact them?
What definition of family do you use? Do you incorporate extended family members and significant adults into the treatment process when appropriate?