1 / 26

Transforming partnerships between parents and SLTs

Transforming partnerships between parents and SLTs. Karen Davies Manchester Metropolitan University September 2012. Literature review of models of partnership practice. Rationale for studying roles of parents and SLTs Parents’ experiences Policy imperative Lack of consensus

ulema
Download Presentation

Transforming partnerships between parents and SLTs

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Transforming partnerships between parents and SLTs Karen Davies Manchester Metropolitan University September 2012

  2. Literature review of models ofpartnership practice • Rationale for studying roles of parents and SLTs • Parents’ experiences • Policy imperative • Lack of consensus • Reviewing the evidence: models of practice from a range of disciplines • Building the evidence • Challenges

  3. Rationale

  4. Parents’ experience Most depressing aspect is that your child is treated as a ‘case’ or ‘object of analysis’ Bercow 2008 When seeking professional support: ‘I was like a blank canvas-I wilfully suspended my instinct’ Parent 2012

  5. Parents’ experience-suspending instinct “because they see professionals as a source of expertise that could help them to interpret and understand aspects of their children’s behaviour.” (Hodge and Runswick-Cole 2008)

  6. Parents’ experience-where does the power lie? ‘...the ideal of partnership with professionals is brought into question by the realities of the power equation’ (Band et al., 2002)

  7. Policy imperative (DfE 2011) ‘Include parents in the assessment process and introduce a legal right, by 2014, to give them control of funding for the support of their child needs’ .…so that parents are at the heart of any discussions or decisions about their child. ........give parents more control

  8. Lack of consensus about the purpose of partnerships and envisaged roles of partners within it (Pinkus 2003)

  9. Reviewing the evidence

  10. Models of practice Describe and explain the different roles and relationships that exist between parents and professionals.

  11. Models of practice: what informs what we do? The challenges of working with parents The challenges of working with therapists

  12. What informs parents’ practice? Want Know Do

  13. Reviewing the literature using realist synthesis (Pawson 2006) Features: • Identifies the theories that underlie health interventions • Systematically evaluates the evidence to test and refine the theory • Emphasises context • Draws on wide sources of evidence often omitted by tight criteria used for systematic reviews • Iterative process

  14. 3 models of practice

  15. Paternalistic Shared decision making Informed choice

  16. Variation in decision making roles over assessment and intervention phases

  17. Shared decision making Relationship centred Negotiated decisions Building alliance

  18. Reviewing the evidence-the tensions

  19. Tensions emerging from the evidence • SLTs assume the decision making role, but believe they provide family centred care (Watts Pappas 2009) • Mismatch between expectations of parents and SLTs • More experienced SLT clinicians give less choice to parents as decision makers • Parental satisfaction in SLT not related to parental participation in choosing therapy goals (Australia)

  20. Some patients have prefer the professional to be decision maker • Expert led, child focused assessment is recommended professional practice-who is the decision maker? • Expertise plays an important part in advice seekers adapting their behaviour-expertise invests power and encourages trust

  21. Building the evidence

  22. Exploring the implications for SLT The perception-practice gap in involving parents in decision making Gap in knowing what parents want-what roles they want during intervention Research questions • Conception of roles? • How do these change? • How are they linked to actions? • Influence of service characteristics?

  23. Study design: longitudinal qualitative study

  24. The challenges Ethical and research governance approval Overlapping and confusing terminology Scope, relevance and quality of the literature Limitations of self reporting

  25. Models of practice

  26. Acknowledgements Thanks to parents and professionals who have provided insight and advice in planning the research Thanks also to the supervisory team at MMU: Julie Marshall, Juliet Goldbart and Laura Brown Child Talk-What Works presents independent research commissioned by National Institute of Health Research (NIHR) under its Programme Grants for Applied Research funding scheme (RP-PG-0109-10073) www.speech-therapy.org.uk

More Related