Relationship-based early intervention services for children with complex needs: lessons from New Zealand
| DOI | https://doi.org/10.1108/JCS-04-2016-0008 |
| Date | 19 December 2016 |
| Pages | 330-344 |
| Published date | 19 December 2016 |
| Author | Carolyn Blackburn |
| Subject Matter | Health & social care,Vulnerable groups,Children's services,Sociology,Sociology of the family,Children/youth,Parents,Education,Early childhood education,Home culture,Social/physical development |
Relationship-based early intervention
services for children with complex needs:
lessons from New Zealand
Carolyn Blackburn
Carolyn Blackburn is a Senior
Research Fellow at the Centre
for the Study of Culture and
Practice in Education, Faculty
of Health Education and Life
Sciences, Birmingham City
University, Birmingham, UK.
Abstract
Purpose –A case study is reported of a relationship-based early intervention (EI) service for children with
complex needs in New Zealand. The purpose of this paper is to explore parent and professional views and
perceptions about the key characteristics of a relationship-based EI service.
Design/methodology/approach –This qualitative study involved interviews and observations with
39 participants (10 children, 11 parents and 18 professionals).
Findings –Parents appreciated the knowledgeable, well-trained professionals who invested time in getting
to know (and love) children and families and family practices, worked together in harmony and valued the
contribution that parents made to their child’s progress and achievement. Professionals described the key
characteristics of the service in terms of the range of therapies offered by the service, the focus on a
strengths-based and family-focussed approach, play-based assessments, acceptance and value of family
practices (including responsiveness to Maori and bi-culturalism), appropriate and respectful places to meet
and greet families and work with children, and recruitment and retention of humble professionals who
identified with the ethos of the model. Observable social processes and structures within the delivery of the
model include respectful professional interactions and relationships with children and families, integrated
professional working, effective and timely communication between professionals and families, pedagogy of
listening, waiting and personalisation, engaged families and actively participating children.
Originality/value –This casestudy emphasises the significanceof professional love and relationalpedagogy
to EI services and the valueof this to improving parent-child relationships and children’slong-term outcomes.
Keywords Interdisciplinary, Relationships, Early intervention, Families, Complex needs, Ecological,
Relationship-based early intervention, Complex disabilities, Integrated working, Ecological approach
Paper type Case study
Introduction
The benefits of early intervention(EI) have been well documented (see Guralnick,2005; Heckman,
2006). EI programmes can prevent risk factors from exerting negative influences on children’s
development (Field, 2010; Marmot, 2010; Munro, 2011; Allen, 2011), EI cannot only minimise
delays, but other secondary complicationsas well (Guralnick and Albertini, 2006). Theimportance
of parents’contribution to their child’s education cannot be underestimated (Carpenter et al.,
2015). Pretis (2006) argues for a common set of principles to guide EI services. These would
include but not be limited to inclusion, child and family-centred activities and empowerment.
In England the rights of young children (aged birth to five) with developmental delays and
disabilities are embodied within The Children and Families Act (Department for Education/
Department for Business, Innovation and Skills/Department for Work and Pensions/Department
of Health and Ministry of Justice, 2014) and the special educational needs code of practice
Received 6 April 2016
Revised 6 July 2016
Accepted 6 July 2016
This study was funded by the
Winston Churchill Memorial Trust
in partnership with the Wave Trust
and the Dulverton Trust as a
Travelling Fellowship.
PAGE330
j
JOURNAL OF CHILDREN'S SERVICES
j
VOL. 11 NO. 4 2016, pp. 330-344, © Emerald Group Publishing Limited, ISSN 1746-6660 DOI 10.1108/JCS-04-2016-0008
To continue reading
Request your trial