PRESENTS

acts

oncepts
This FCS Sheet is #1 of
an 18 part series on trategies
family-centred service.
Sheets

If you are interested in

this FCS Sheet, you may
also want to read:

FCS Sheet #3: What is Family-Centred Service?

How does family-centred
service make a
difference?

FCS Sheet #5:

10 things you can do to
“Copernicus came along and made a startling reversal – he put the
be family-centre
sun in the center of the universe rather than the Earth. His
declaration caused profound shock.”

Let’s pause to consider what would happen if we had a Copernican Revolution

Key definitions and a in the field of disability…the family is the center of the universe and the service
list of the topics in delivery system is one of the many planets revolving around it. Now visualize
this series can be the service delivery system at the center and the family in orbit around it. Do
found at the end of you see the difference? Do you recognize the revolutionary change in
this FCS Sheet. perspective? This is not a semantic exercise – such a revolution leads us to a
new set of assumptions and a new vista of options for service.” (Turnbull &
Summers, 1985, as cited in Edelman et al., 1992)

1
 Law, M., Rosenbaum, P., King, G., King, S., Burke-Gaffney, J., Moning-Szkut, CanChild Centre for Childhood Disability Research, McMaster University
T., Kertoy, M., Pollock, N., Viscardis, L., & Teplicky, R., 2003 FCS Sheet #1
 Relevance What is the history of family-centred service?
Carl Rogers, a psychologist, was one of the first
Family-centred service is an approach to providing individuals to discuss ideas related to family-centred
services to children with special needs. As suggested service (see Rogers, 1951). His approach was
by the name of this approach, the family is considered referred to as “client-centered”. It focused on giving
to be at the centre of the services. This makes family- control to the client, rather than the service provider.
centred approaches different than traditional In the 1960s, the Association for the Care of Children
approaches where the focus is on the child, and where in Hospital began to relate these ideas to children and
service providers are the ones who make decisions their families through discussion of “family-centred
about the services a child receives. care”. Since this time, the concepts behind family-
centred care and family-centred service have been
For family-centred service to be effective, it is written about and researched by many individuals and
important that everyone who is involved understands organizations.
what family-centred service means. This includes
families, service providers, and directors of programs CanChild’s definition of family-centred service is based
and organizations. on concepts from the literature on family-centred
service (for example, Dunst et al., 1988; Johns &
The 18 FCS Sheets in this series have been developed Harvey, 1993; National Center for Family-Centered
to help increase people’s understanding of family- Care, 1990; Shelton & Stepanek, 1994; Tunali &
centred service. Each FCS Sheet contains information Power, 1993), and on research in the fields of early
about the topic and specific strategies to encourage intervention and pediatric rehabilitation (for example,
family-centred behaviours. This first FCS Sheet King et al., 1998; King et al., 2000; Stein & Jessop,
provides general information about family-centred 1984).
service. It is the basis for the other FCS Sheets in this
series. What does family-centred service mean for
children’s services?
Facts and Concepts The chart on page 4 provides more detail about the
ideas in CanChild’s definition of family-centred service.
CanChild’s Definition of Family-Centred Service The chart is a framework for family-centred service
that was developed to show the practical implications
Family-centred service is made up of a set of values, of the ideas that are discussed in the literature (see
Rosenbaum et al., 1998 for detailed information about
attitudes, and approaches to services for children
the development of the framework).
with special needs and their families. Family-
centred service recognizes that each family is The framework includes three premises (or basic
unique; that the family is the constant in the assumptions) that form the foundation of family-
child’s life; and that they are the experts on the centred service. Each of the premises is then followed
by guiding principles and key elements. The guiding
child’s abilities and needs. The family works with
principles describe what families should expect in
service providers to make informed decisions about family-centred relationships with service providers.
the services and supports the child and family The key elements outline behaviours that are
receive. In family-centred service, the strengths and expected of service providers, and the rights and
needs of all family members are considered. responsibilities of families. This is a useful tool for
learning about family-centred service because it brings
concepts from the literature together with things that
parents and service providers can see and do.

2
 Law, M., Rosenbaum, P., King, G., King, S., Burke-Gaffney, J., Moning-Szkut, CanChild Centre for Childhood Disability Research, McMaster University
T., Kertoy, M., Pollock, N., Viscardis, L., & Teplicky, R., 2003 FCS Sheet #1
 Strategies for Learning More King, G., Law, M., King, S., & Rosenbaum, P. (1998).
Parents’ and service providers’ perceptions of the
About Family-Centre Service family-centredness of children’s rehabilitation services.
Physical & Occupational Therapy in Pediatrics, 18(1),
Take a moment to think about the information 21-40.
provided in this FCS Sheet. Does it affect you in your
King, S., Kertoy, M., King, G., Rosenbaum, P., Hurley,
relationships with others? If so, how? Are there things
P., & Law, M. (2000). Children with disabilities in
that you would like to know more about or would like
Ontario: A Profile of children’s services. Part 2:
to be able to do better? If so, here are some things
Perceptions about family-centred service delivery for
you can do:
children with disabilities. Hamilton, ON: McMaster
University, CanChild Centre for Childhood Disability
Learn more about family-centred service.
Research.
 Read articles and books.
Law, M. (1998). Family-centred assessment and
 Check out the websites listed in the Resources
intervention in pediatric rehabilitation. New York: The
section.
Haworth Press, Inc.
 Ask other people about their beliefs about
family-centred service. National Center for Family-Centered Care. (1990).
 Ask your organization to provide an education What is family-centered care? (brochure) Bethesda,
session for families and service providers on MD: Association for the Care of Children’s Health.
family-centred service.
Shelton, T.L. & Stepanek, J.S. (1994). Family-
centered care for children needing specialized health
Summary and developmental services. Bethesda, MD:
Association for the Care of Children’s Health.
This FCS Sheet provides an overview of family-centred
Tunali, B., & Power, T.G. (1993). Creating
service. The ideas behind family-centred service are
satisfaction: A psychological perspective on stress and
broad and can be applied to all the services a child
coping in families of handicapped children. Journal of
receives, including rehabilitation, school, and
Child Psychology and Psychiatry, 34, 945-957.
community programs. Continue to explore these ideas
and think about what they mean to you. By doing so,
you will be better able to support and participate in
family-centred relationships.
Organizations
Beach Center on Families and Disability
Resources www.beachcenter.org
785-864-7600
Dunst, C., Trivette, C., & Deal, A. (1988). Enabling
and empowering families. Cambridge, MA: Brookline
CanChild Centre for Childhood Disability Research
Books.
www.fhs.mcmaster.ca/canchild
Edelman, L., Greenland, B., & Mills, B.L. (1992). 905-525-9140 ext. 27850
Building parent/professional collaboration: Facilitator’s
guide. St. Paul, MN: Kennedy Kreiger Institute. Frank Porter Graham Child Development Center
www.fpg.unc.edu
Johns, N. & Harvey, C. (1993). Training for work with
919-966-2622
parents: Strategies for engaging practitioners who are
uninterested or resistant. Infants and Young Children,
Kennedy Krieger Institute
5(4), 52-57.
www.kennedykrieger.org

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 Law, M., Rosenbaum, P., King, G., King, S., Burke-Gaffney, J., Moning-Szkut, CanChild Centre for Childhood Disability Research, McMaster University
T., Kertoy, M., Pollock, N., Viscardis, L., & Teplicky, R., 2003 FCS Sheet #1
 Premises, Principles, and Elements of Family-Centred Service
1st Premise (basic assumption) 2nd Premise (basic assumption) 3rd Premise (basic assumption)
Parents know their children best and want the Families are different and unique. Optimal child functioning occurs within a
best for their children. supportive family and community context:
The child is affected by the stress and coping
of other family members.
Guiding Principles (“should” statements)
Each family should have the opportunity to decide Each family and family member should be The needs of all family members should be
the level of involvement they wish in decision treated with respect (as individuals). considered.
making for their child. The involvement of all family members
Parents should have ultimate responsibility for the should be supported and encouraged.
care of their children.
Key Elements (rights and responsibilities)
Expectations and Service Provider Expectations and Service Provider Expectations and Service Provider
Rights Behaviours Rights Behaviours Rights Behaviours
of Families of Families of Families
 Be the ultimate  Encourage parent  Maintain their  Respect the  Have their needs  Consider and be
decision makers. decision-making in dignity and values, wishes and concerns sensitive to the
 Utilize their own partnership with integrity and priorities of taken into psychosocial
resources. other team throughout the families. account. needs of all
 Receive information members (to utilize care-giving  Accept and  Feel welcome family members.
which will enable family process support decisions and supported in  Provide an
them to make empowerment  Be supported in made by the level of environment that
decisions about the strategies.) the decisions families. participation they encourages the
care that will most  Assist families to that they make.  Listen. choose. participation of
effectively meet their identify their  Have their  Provide flexible all family
needs. strengths and build opinions sought and members.
 Define the priorities their own and to be individualized  Respect the
of intervention. resources. listened to. services (and to family’s own
 Choose their level  Inform, answer,  Receive respond to the style of coping
and type of and advise parents individualized changing needs without judging
involvement and the (to encourage services. of the family). what is right and
level of support they informed choices).  Be what is wrong.
require.  Work in partnership knowledgeable  Encourage
 Receive services with with parents and about and accept family-to-family
a minimum of hassle children and help diversity among support and the
and in a timely them identify and families (racial, use of natural
manner. prioritize their ethnic, cultural community
 Have access to needs from their and socio- supports and
information own perspective. economic). resources.
regarding their child  Collaborate with  Believe and trust  Recognize and
and family. parents at all levels parents. build on family
(care of the  Communicate in and child
individual child; a language strengths.
program understandable
development, by parents.
implementation and
evaluation; policy
formation).
 Provide accessible
services that will
not overwhelm
families with
paperwork and
bureaucratic red
tape.
 Share complete
information about
the child’s care on
an ongoing basis.

 Mary Law, Peter Rosenbaum, Gillian King, Susanne King, Jan Evans, 2003 (Revised 2003)
CanChild Centre for Childhood Disability Research, McMaster University

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 Law, M., Rosenbaum, P., King, G., King, S., Burke-Gaffney, J., Moning-Szkut, CanChild Centre for Childhood Disability Research, McMaster University
T., Kertoy, M., Pollock, N., Viscardis, L., & Teplicky, R., 2003 FCS Sheet #1
 Key Definitions FCS Sheet Topics
**** ****

Family-Centred Service – Family-centred service is The following is a list of the FCS Sheets. If you are
made up of a set of values, attitudes and approaches interested in receiving any of these topics, please
to services for children with special needs and their contact CanChild or visit our website.
families
General Topics Related to Family-Centred
Family-centred service recognizes that each family is Service
unique; that the family is the constant in the
 FCS Sheet #1 – What is family-centred
child’s life; and that they are the experts on the
service?
child’s abilities and needs.
 FCS Sheet #2 – Myths about family-centred
service
The family works with service providers to make
 FCS Sheet #3 – How does family-centred
informed decisions about the services and supports
service make a difference?
the child and family receive.
 FCS Sheet #4 – Becoming more family-
centred
In family-centred service, the strengths and needs of
 FCS Sheet #5 – 10 things you can do to be
all family members are considered.
family-centred
****
Specific Topics Related to Family-Centred
Service
Service Provider – The term service provider refers
to those individuals who work directly with the child  FCS Sheet #6 – Identifying & building on
and family. These individuals may include parent and family strengths & resources
educational assistants, respite workers, teachers,  FCS Sheet #7 – Parent-to-parent support
occupational therapists, physiotherapists, speech-  FCS Sheet #8 – Effective communication in
language pathologists, service coordinators, recreation family-centred service
therapists, etc.  FCS Sheet #9 – Using respectful behaviours
and language
****  FCS Sheet #10 – Working together: From
providing information to working in
Organization – The term organization refers to the partnership
places or groups from which the child and family  FCS Sheet #11 – Negotiating: Dealing
receive services. Organizations may include effectively with differences
community programs, hospitals, rehabilitation centres,  FCS Sheet #12 – Making decisions together:
schools, etc. How to decide what is best
 FCS Sheet #13 – Setting goals together
****  FCS Sheet #14 – Advocacy: How to get the
best for your child
Intervention – Interventions refer to the services  FCS Sheet #15 – Getting the most from
and supports provided by the person who works with appointments and meetings
the child and family. Interventions may include direct  FCS Sheet #16 – Fostering family-centred
therapy, meetings to problem solve issues that are service in the school
important to you, phone calls to advocate for your  FCS Sheet #17 – Family-centred strategies for
child, actions to link you with other parents, etc. wait lists
 FCS Sheet #18 – Are we really family-centred?
Checklists for families, service providers and
Want to know more about family-centred service? organizations
Visit the CanChild website: www.canchild.ca
Or call us at 905-525-9140 ext. 27850

5
 Law, M., Rosenbaum, P., King, G., King, S., Burke-Gaffney, J., Moning-Szkut, CanChild Centre for Childhood Disability Research, McMaster University
T., Kertoy, M., Pollock, N., Viscardis, L., & Teplicky, R., 2003 FCS Sheet #1