Centre For Parent And Child Support Guys Hospital

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Centre For Parent And Child SupportGuys Hospital
Working in Partnership with Parents the Family
Partnership Model Hilton Davis
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Suffering
Suffering is not a question that demands an
answer it is not a problem that demands a
solution it is a mystery that demands a
presence. Anon.
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Suggested Plan
Background to the work. Family Partnership
Model. Training. Applications. Research evidence.
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Review of Literature
These findings are sobering. In most of the
studies described, programs struggled to enroll,
engage and retain families. When program
benefits were demonstrated, they usually accrued
only to a subset of the families , they rarely
occurred for all of a programs goals, and the
benefits were often quite modest in
magnitude. Gomby, Culross Behrman (1999).
Home visiting recent program evaluations.
Future of Children, 9, 4-26.
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Theoretical Basis of Partnership Model
Davis H, Day C. Bidmead C. (2002). Working
in Partnership with Parents The Parent Adviser
Model. London Harcourt Assessment
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Family Partnership Model
Construction Processes
Partnership
Helper Qualities
Helper Skills
Process
Outcomes
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Intended Outcomes of Helping

Do no harm Help parents identify, clarify and
manage problems. Enable them, including problem
anticipation. Enable development and well-being
of children. Facilitate social support and
community development. Enable service
support. Compensate where necessary. Change the
system.
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The Helping Process

RELATIONSHIP EXPLORATION UNDERSTANDING
GOAL SETTING PLANNING
ACTION IMPLEMENTATION EVALUATION
END
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Partnership

Active participation/involvement Sharing of
complementary expertise Shared decision making
power, but parent led Agreed aims and
process Mutual respect and trust Open
communication Negotiation
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Essential Qualities Of The Helper
Professional expertise Respect Genuineness Empathy
Humility Quiet enthusiasm Personal integrity
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Communication Skills Of Helpers
Concentration/Active listening Prompting and
exploration Empathic responding Summarizing
Enabling change Negotiating Problem solving
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Construing
All build construction system As model to
anticipate and adapt Constructions derive from
previous experience Unique to the individual Not
necessarily conscious or verbal Constant process
of testing, clarification and change Constructions
of others determine interaction
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Parent-Child Interactive Cycle

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Supervision Interactive Cycle

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Family Partnership Training Manual
Davis H, Day C. Bidmead C. (2002). The
Parent Adviser Training Manual. London Harcourt
Assessment
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People Trained
Health Visitors, Paediatric and School Nurses
Therapists Speech, Physios,
OTs Paediatricians, Psychologists,
Psychotherapists Teachers All Ages and Special
Needs Early Years and Child Care Staff, Youth
Workers Social Workers and Educational Welfare
Officers Parents and Voluntary Agency Staff
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About Teaching
If he is indeed wise he does not bid you enter
the house of his wisdom but rather leads you to
the threshold of your own mind. The Prophet
by Kahlil Gibran
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Family Partnership Training Style
Designed on the Partnership Model Reflecting/demon
strates the Partnership Model Conceptual and
skills focused Interactive throughout Based upon
Socratic questioning
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Family Partnership Training Structure
Two facilitators 12 Participants 10 half-day
sessions At weekly intervals Plus content modules
as necessary
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Family Partnership Training Sessions
Assignment discussion Seminar to explore aspect
of model Skills Practice in groups of
three Assignment Reading and Observations
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Family Partnership Training Levels
Core Course 10 sessions Add-on modules 6
sessions Supervisor Course 10
sessions Facilitator Course 12 sessions Trainer
of Facilitator Course 10 sessions
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Family Partnership Model Applications
Childhood Disability Adult Disability SCBU
Follow-up for Very Low Birth Weight Preschool
Emotional Behavioural Problems Promotion of
Child Mental Health Prevention of Abuse and
Neglect School and Community Development
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Further Information
Davis, H. Tsiantis, J. (2005). Special Issue
the European Early Promotion Project (EEPP).
International Journal of Mental Health Promotion,
7, 1, 1-110.
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Screening Criteria for Oxford Service
Homelessness/multiple moves. Severe
debt/poverty. Absence of support networks. Aged
17 or under. Current or previous mental
illness/addiction. Moderate learning
difficulties. Domestic violence. Social work
involvement related to children. Non-specific
concerns of midwives.
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Oxford Home Visiting Study Outcomes
Higher maternal sensitivity and infant
cooperativeness More breastfeeding in
intervention group (55 vs. 45) More minor
disability detected (10 vs. 2) More hospital
admissions in first 6 months Increase in
protection proceedings/removal (6 vs. 0) One
death in controls (open verdict)
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Oxford Home Visiting Study Outcomes
Health visitors very positive about
intervention Felt better skilled at relationship
building More empathic towards the
families Better at identifying problems in m-i
relationship. Weekly supervision
crucial Intervention had beneficial effects
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Themes from Oxford Post-Service Interviews
Strong initial reservations about the
service. Very positive first impressions later
descriptions of HVs. Relationship developed,
deepened, more effective. Enabled referral to
social services. Clear person, who was there for
them. Benefits self-confidence, helpful advice,
parenting skills with index and other children,
leaving violent relationships, more in
control. Changed attitudes and improved
relationships with other professionals. Kirkpa
trick, Barlow, Stewart-Brown Davis (2004)
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Suffering
Suffering is not a question that demands an
answer it is not a problem that demands a
solution it is a mystery that demands a
presence. Anon.
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Further Information
www.cpcs.org.uk Centre for Parent and Child
Support South London Maudsley NHS Trust Guys
Hospital Snowsfields London SE1 3SS Tel 44 20
7378 3235