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Relevance and usefulness of clinical tools for working with parents of neglected children

Relevance and usefulness of clinical tools for working with parents of neglected children. Guylaine Fafard Liaison Officer Université du Québec à Trois-Rivières. Claire Chamberland Professor and Researcher Université de Montréal. Danielle Lessard Coordinator and Liaison Officer

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Relevance and usefulness of clinical tools for working with parents of neglected children

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  1. Relevance and usefulness of clinical tools for working with parents of neglected children Guylaine Fafard Liaison Officer Université du Québec à Trois-Rivières Claire Chamberland Professor andResearcher Université de Montréal Danielle Lessard Coordinator and Liaison Officer Université de Montréal EUSARF September 2012

  2. General information about the methodsproposed by AIDES (Inter-Agency Partnership for Child Development)

  3. Participatoryapproach: focusing on the experience of parents • Takes into account the knowledge, concerns, intentions, and initiatives of parents regarding the well-being of their children; • Within an ecosystemic understanding of child development; • Through joint identification of professional actions based on this understanding and harmonized with the positive initiatives of the child’s entourage. Using the tools without using the participatory approach hinders achievement of the objectives.

  4. Tool: “My Child’s Needs” FRONT

  5. BACK “My Child’s Needs”

  6. Tool: NeedsAnalysis Workbookfor the Child (CABE)

  7. Tool : Needs Analysis Workbook for the Child (CABE)

  8. Methodology • 36 practitioners (social workers, educational psychologists,nurses, criminologists, special educators) • Verbatim transcription of two sources of information: • 28 support meetings with practitioners (around 56 hours of content) • 18 semi-structured telephone interviews regarding their views about the AIDES tools and the participatory approach • Thematic analyses of individual and group reflections.

  9. Issue raised How did the methodsproposed by AIDES support collaborative practices between parents and practitioners? Threethemesemerged: -Knowledge of the child’sneeds - Managingdifferences -Involvementof the parents.

  10. Knowledge of the child’sneeds Parents and practitioners • Common language for discussing the child’s situation; • More factualthanperceptual; • Complete reading of the child’sdevelopment. Parents • Understand the relationship between the child's needs, their responses and family factors and environment.

  11. Managingviews: Agreements/disagreement • resistance; opportunities for exchange • Attitudes of listening rather than of attitudes of persuasion • Agreements are highlighted and used in order to prioritize actions

  12. Involvement of “less collaborating” parents • Pratical and dynamic approach for parents; • Discussion : relate to their child andnot only on their deficit as a parent; • Better understanding of the intervention plan.

  13. What ro Remember • Practioner develops a positive view of the parent; • Pratictioner and parents use an "intermediary“; • Parents self-awareness

  14. For more information about the project: http://www.initiativeaides.ca/ (french and english)

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