Parent-Professional Relationships in the Treatment of Seriously Emotionally Disturbed Children and Adolescents

Abstract

The principle of parent-professional collaboration in responding to the needs of seriously emotionally disturbed children has been articulated in both policy and program guidelines. Research suggests that parents have not yet been integrated into the system of care for their children. This article reviews parents' concerns about their interactions with professionals and analyzes factors that may impede an improved relationship between the two groups. It suggests that a feminist/empowerment conceptualization of practice with parents of seriously emotionally disturbed children may be conducive to the attainment of full parent involvement in the system of care.