1. Parents, Professionals, & Possibilities Renée Fesperman, MA, MFT Cathrine Beaunae, Ph.D.

2. Parents, professionals, & possibilities: Bridging the gap The purpose of this presentation is to address responsibility, collaboration, and integration between professionals and parents to benefit children. This presentation will focus specifically on the profession of psychotherapy and the possibilities of bridging the gap between parents and professionals.

3. Parents, professionals, & possibilities: Bridging the gap As we go through this presentation, these are some of the things we’d like you to keep in mind: How can therapeutic relationships can be improved through empathetic awareness? How can collaborative relationships be improved through self-awareness and responsibility on the part of the professional? How can knowledge shared between parents and professionals benefit children?

4. Introduction Renée Fesperman, MA, MFT Cathrine Beaunae, M.Ed., Ph.D.

7. Whose responsibility? Psychotherapists feel pressure to fix Pressure from parents - the IP syndrome – just fix my child and don’t fix me. Homeostasis in families; may experience resistance Child therapy is really family therapy When, how often, and how to communicate with parents? When parents have a self-serving agenda – lack understanding of child’s needs Being an advocate for the best outcomes for the child. Mindfulness and integration of all information for the best outcome for the child’s (Seigel & Bryson, 2012; Seigel, 2013).

8. Knowledge Power of knowledge – knowledge of power Foucault’s (1926 – to 1984) ideas of power and knowledge have been widely used in the social sciences to understand interpersonal relationships Different funds of knowledge can cause resistance among individuals who perceive power as hierarchical For example, resistance can occur in therapy around funds of knowledge and power; we try to minimize resistance when parents are defensive Clients may perceive that therapists have more knowledge; however it is just different knowledge

9. Parents/Caregivers: The Stakeholders or Gatekeepers Parents Relatives (Grandparents, aunts, uncles, cousins) Foster parents/legal guardians Step-parents Siblings Childcare providers

10. Parents’/Caregivers’ Knowledge Child's medical, emotional, psychosocial history Family of origin history/information Family systems’ variables Environmental conditions: home, neighborhood, school Child’s strengths & challenges Family diversity considerations: race, culture, belief systems, religion, socioeconomics, immigration status, gender, language, age

11. Professionals Psychotherapists Counselors Educators: General education; Special education Other therapists: Occupational, Physical therapists, Speech therapy Medical professionals: pediatricians, psychiatrists, nurses School psychologists; Private psychologists Minors counsel, family court mediators & evaluators

12. Professional knowledge Child development Behavioral expectations Social & emotional maturation Pedagogy – teaching and learning strategies Diagnosing & prescribing Expertise in atypical development Assessing & evaluation Legal & ethical training

13. Case study - Renée History Case concept Collaboration with multiple professionals Collaboration with family Treatment plan Outcomes

15. Shared knowledge & understanding benefiting the child – discussion Building rapport Collaboration Reciprocity/empathy – Bowen’s theory (Brown, J. & MacKay, L. 2015). Synthesis Assessment, evaluation, & intervention Positive outcomes Dynamic nature of change in child development

16. Severe mental health/personality disorders/situational Depression, anxiety, and other diagnoses These would be parents with significant history of mental disorders Parents who are receiving mental health services Narcissistic, borderline, and other personality disorders May not be receiving any mental health services Substance abuse/addiction Situational depression/anxiety disorders May or may not be getting mental health services

17. Attachment types for children and parents Secure attachment Avoidant attachment Resistant-ambivalent attachment Disorganized-disoriented attachment Bretherton, I. (1992). The origins of attachment theory: John Bowlby and Mary Ainsworth.

18. Knowledge from parents/caregivers Shared with professionals Professionals incorporate knowledge Knowledge from professionals Shared with parents/caregivers Parents/caregivers incorporate knowledge Child Benefits Adapted from Whalley, M. (2007)

19. Questions & Answers How can therapeutic relationships can be improved through empathetic awareness? How can collaborative relationships be improved through self-awareness and responsibility on the part of the professional? How can knowledge shared between parents and professionals benefit children?

20. References Bretherton, I. (1992). The origins of attachment theory: John Bowlby and Mary Ainsworth. Developmental Psychology, 28, (5), 759-775. doi: http://library.georgian.edu:2254/10.1037/0012-1649.28.5.759 http://library.georgian.edu:2254/10.1037/0012-1649.28.5.759 Brown, J., & MacKay, L. (2015). What Bowen Theory contributes to supervision and training? Retrieved on Sept. 15. 2015 from: http://www.thefsi.com.au/2014/04/11/what- bowen-theory-contributes-to-supervision-and-training/ Seigel, D. J., & Bryson, T. P. (2012). The whole-brain child: 12 revolutionary strategies to nurture your child’s developing mind. NYC, NY: Bantam Books Whalley, M. (2007). Involving parents in their child’s learning, 2 nd edition. London, UK: Sage Publications