Family Involvement

Family involvement is a critical aspect of work aimed at improving the lives of children. Research and experience in education, mental health and medicine suggests that the level of family engagement and empowerment plays a key role in initiating and sustaining use of services, in increasing family satisfaction with and commitment to services and in improving child outcomes. Families are also more likely to participate in the treatment process and follow through on recommendation if they feel included in the decision-making process.

At GUCCHD, we have projects aimed at understanding the process of involving families, the factors that facilitate and impede this process, the impact on families of youth experiencing developmental and behavioral/emotional challenges and the impact of family involvement on youth outcomes. In addition we are actively developing programs to enhance provider-family partnerships and interventions to infuse family engagement into evidence-based practice.

Current Family Involvement Projects

  • The Partnership Project
    A project to develop and test web-based training resources for mental health providers, support staff and administrators working in mental health care settings. This training provides knowledge and skills needed to establish and maintain effective treatment partnerships with families seeking mental health services in community or hospital settings. A collaboration with Danya International, Inc., a health education company and supported by NIH grant R43 MH075147.
  • Family Burden and Service Effectiveness
    Studies examining the predictors of perceived burden borne by families of children diagnosed with ADHD and Developmental Disorders, the relationship between burden and service use and their interaction in predicting outcomes. Supported by NIH grant K23 MH01899.
  • Common Factors Treatment Program (CFTP) for Primary Care
    Common factors relate to the process of care—the interaction of patient and provider and the skills providers use to influence behavior change. This project will employ a participatory intervention development framework to create and test the feasibility of CFTP for children with anxiety problems and their parents.
Resources

Anthony, B. J. (2009). Reaching the "hard to reach": Taking a closer look at engaging and empowering families. Powerpoint presentation - link.

Anthony, B. J., Anthony L. G., Morrel, T., & Acosta, M. (2005). Evidence for social and behavior problems in low-Income, urban preschoolers: effects of site, classroom and teacher. Journal of Youth and Adolescence, 34, 31-39.

Anthony, L. G., Anthony, B., Glanville, D., Naiman, D., Waanders, C., & Shaffer, S. (2005). The relationships between parenting stress, parenting behavior and preschoolers' social competence and behavior problems in the classroom. Infant and Child Development, 14, 133-154.

Anthony, B. J., & Foster, L. G. (2000). Listening to families. Attention, 6, 61-70.

Earl, S., Carden, F., Smutylo, T. (2001). Outcome mapping: Building learning and reflection into development programs. http://www.idrc.ca/en/ev-9330-201-1-DO_TOPIC.html.

Ghuman, K., Arnold, L. E., & Anthony, B. J. (2008). Diagnostic and treatment issues in preschool children with ADHD: Current evidence and practice. Journal of Child and Adolescent Psychopharmacology, 18, 413-447.

Gollwitzer, P. M. (1999). Implementation intentions. American Psychologist, 54, 493-503.

Kutash, K., Duchnowski, A. J., & Lynn, N. (2006). School-based mental health: An empirical guide for decision-makers. Tampa, FL: University of South Florida, The Louis de la Parte Florida Mental Health Institute, Department of Child & Family Studies, Research and Training Center for Children's Mental Health.

Patton, M. Q. (1997). Utilization-focused evaluation: The new century text. Sage Publications: Thousand Oaks, California.

Perkins, M. B., Jensen, P. S. (2007). Applying theory-driven approaches to understanding and modifying clinicians' behavior: What do we know? Psychiatric Services, 58, 342-348.

Reeves, G. M., & Anthony, B. J. (2009). Multimodal treatments versus pharmacotherapy alone in children with psychiatric disorders: Issues of access, effectiveness, and treating more than symptoms. Pediatric Drugs. 11, 165-169.

Wissow, L., Anthony, B., Brown, J., DosReis, S., Gadomiski, A., Ginsburg, G., & Riddle, M., (2008). A common factors approach to improving the mental health capacity of pediatric primary care. Administration and Policy in Mental Health, 35, 305-318.