What Does “Family-centered” Mean?

A review of family support literature tells us that the term “family-centered”

(when referring to assessment and/or intervention models) is characterized by eight interrelated features. They are:

  1. Adoption of a social systems perspective of families that suggests a new and expanded definition of intervention. (Dunst, 1985; Dunst & Trivette, 1988)
  1. Movement beyond the child as the sole focus of intervention, toward the family as the unit of intervention. (Hobbs, 1975; Hobbs et al., 1984)
  1. Major emphasis upon empowerment of families as the goal of intervention practices. (Rappaport, 1981, 1987)
  1. A proactive stance toward families that places major emphasis upon promotion of growth producing behavior rather than treatment of problems or prevention of negative outcomes.(Dunst & Trivette, 1987)
  1. Focus on family, and not professionally identified needs and aspirations as the primary targets of intervention. (Dunst & Leet, 1987)
  1. Major emphasis on identifying and building upon family capabilities aas a way of strengthening family functioning. (Hobbs et al., 1984)
  1. Major emphasis upon strengthening the family’s personal social network and utilizing this network as a primary source of support and resources for meeting needs. (Gottlieb, 1983)
  1. A shift and expansion in the roles professionals play in interactions with families and the ways in which these roles are performed. (Slater & Wikler, 1986; Solomon, 1985; Trivette, Deal & Dunst, 1986)

Taken from: Dunst, C.J., Trivette, C.M., and Deal, A.G. (Eds.), (1994), Supporting & Strengthening Families, Volume 1: Methods, Strategies and Practices, Brookline Books, Cambridge, MA, p. 4.

Presented at: NTAC Topical Conference “Taking the First Steps: Critical Issues in Early Intervention and Early Childhood

Special Education for Infants and Young Children with Deafblindness”, Tampa, FL, April 27-28, 2004; Session C11-Moving

Beyond Family Support:Empowering Families, Susan Hiscutt and Barbara Purvis.

NTACis supported by the U.S. Department of Education, Office of Special Education Programs(OSEP). Opinions expressed herein are those of the authors and do not necessarily represent the position of the U.S.Department of Education.