BANGLADESHI CHILDREN MENTAL AGE

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Empathic Care A Model of Partnership Professor
Hilton Davis Centre for Parent and Child
Support South London Maudsley NHS Foundation
Trust/Kings College London Munro Centre, Guys
Hospital, London, UK
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Serve the People. Live amongst them. Learn from
them. Plan with them. Start with what they
know. Build with what they have. North Richmond
Community Health Centre, Tasmania 1995.
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Office For National Statistics (UK)
Prevalence of child mental health
disorders 10 5 Social Class I vs. 15
Social Class V (Meltzer et al, 2000)

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Importance of P-Prof Relationship Evidence
High dissatisfaction levels. Low communication
skills in practitioners. Low compliance related
to satisfaction with communication. High refusal
and drop out rates in most services. Families
(especially the most needy) distrust
professionals. Parent-helper relationship is
major predictor of outcome.
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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
Parent characteristics
Service context
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Intended Outcomes of Helping

Do no harm Help parents identify, clarify and
manage problems. Enable parents (including
problem anticipation). Enable development and
well-being of children. Facilitate social support
and community development. Enable service
support. Compensate where necessary. Improve the
quality of care.
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Family Partnership Model
Construction Processes
Partnership
Helper Qualities
Helper Skills
Process
Outcomes
Parent characteristics
Service context
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The Helping Process

RELATIONSHIP BUILDING EXPLORATION UNDERS
TANDING GOAL SETTING STRATEGY
PLANNING IMPLEMENTATION REVIEW

END
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Family Partnership Model
Construction Processes
Partnership
Helper Qualities
Helper Skills
Process
Outcomes
Parent characteristics
Service context
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Partnership

Working together with active participation/involve
ment Sharing decision making power Recognition of
complementary expertise and roles. Sharing and
agreeing aims and process of helping Negotiation
of disagreement Mutual trust and respect Openness
and honesty Clear communication
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Family Partnership Model
Construction Processes
Partnership
Helper Qualities
Helper Skills
Process
Outcomes
Parent characteristics
Service context
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Helper Interpersonal Skills
Attention/Active listening Prompting and
exploration Empathic responding Enthusing and
encouraging Enabling change in
ideas Negotiating Problem management
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Family Partnership Model
Construction Processes
Partnership
Helper Qualities
Helper Skills
Process
Outcomes
Parent characteristics
Service context
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Helper Qualities
Respect Genuineness Empathy Humility Quiet
enthusiasm Personal integrity Intellectual and
emotional attunement Technical expertise
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Family Partnership Model
Construction Processes
Partnership
Helper Qualities
Helper Skills
Process
Outcomes
Parent characteristics
Service context
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Parent Characteristics
Nature of problems and their strengths Barriers
to engagement Motivation to change Attitudes and
beliefs about services Expectations of
outcome Socioeconomic circumstances Culture
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Family Partnership Model
Construction Processes
Partnership
Helper Qualities
Helper Skills
Process
Outcomes
Parent characteristics
Service context
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Construing
All take in and process information for
meaning All construct a model of the world In
order to anticipate and adapt Model derives from
individual experience Unique to the
individual Not necessarily conscious or
verbal Constant process of testing, clarification
and change Social interaction determined by
constructions of others
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Family Partnership Model
Construction Processes
Partnership
Helper Qualities
Helper Skills
Process
Outcomes
Parent characteristics
Service context
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Service and Community Context
Support for staff Characteristics of
service Characteristics of population Geographical
characteristics
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Implications of Model
Personnel selection Training Management/supervisio
n Selection and training of managers Design and
organization of services
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Parallel Processes Platinum Rule
Do unto others as you would have others do unto
others. Pawl (1994-95)
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Research Evidence

• Courses highly valued by participants.
• Increase knowledge of processes.
• Improve interpersonal skills and qualities.
• Improve sensitivity and accuracy of
  communication.
• Improve relationships with families.

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Research Evidence

• Decrease drop out (to 3 in Oxford study).
• Improve service satisfaction.
• Increase maternal well-being.
• Improve parent-child interaction.
• Improve child behaviour and development.

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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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For 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
3288 9751