It is important to clarify that no approach should ever be used in a prefabricated manner, so to speak, but must always follow sufficient discussion, through which the nature of the situation will become as clear as possible. Additionally, attention to the many subtleties that are present in every situation will mandate that no two situations be approached in exactly the same way.
Also important is a word about treatment. In most child welfare situations another concept, and subsequently another word, rather than treatment would be more apropos. That concept is learning or education. Learning or education is really the essence of psychological counseling, but the term treatment connotes something related to illness; something more severe. And that is not the case in most child welfare situations.
The probability of parents' openness to learning new and more productive ways of thinking about their own behavior will be more likely if that learning occurs as part of their efforts to also positively change additional aspects of their lives. Again, this may not be the case for everyone, but it probably will be for most. Parents so engaged will see a reason for what they are doing and will not be motivated by a hopeless mind-set.
As discussed earlier, this kind of intervention is fundamentally and philosophically different than the succession of child welfare interventions that over the past several decades have generally been unsuccessful. It probably does not fit well with bureaucratically generated systems nor with those seeking fast and easy means. A very different mind-set will be required that should start at the top.
The relevance of higher echeloned thinking in child welfare is reminiscent of the explanation by a famed director for why Hollywood no longer made musicals. When George Sidney, director of such cinema musical classics as Show Boat, Pal Joey and The Harvey Girls, was asked why they no longer made musicals, his reply focused on what took place at the top. Sidney said that no longer were there producers like Arthur Freed and Gene Kelly, who themselves were song writers and performers.
Also important is a word about treatment. In most child welfare situations another concept, and subsequently another word, rather than treatment would be more apropos. That concept is learning or education. Learning or education is really the essence of psychological counseling, but the term treatment connotes something related to illness; something more severe. And that is not the case in most child welfare situations.
The probability of parents' openness to learning new and more productive ways of thinking about their own behavior will be more likely if that learning occurs as part of their efforts to also positively change additional aspects of their lives. Again, this may not be the case for everyone, but it probably will be for most. Parents so engaged will see a reason for what they are doing and will not be motivated by a hopeless mind-set.
As discussed earlier, this kind of intervention is fundamentally and philosophically different than the succession of child welfare interventions that over the past several decades have generally been unsuccessful. It probably does not fit well with bureaucratically generated systems nor with those seeking fast and easy means. A very different mind-set will be required that should start at the top.
The relevance of higher echeloned thinking in child welfare is reminiscent of the explanation by a famed director for why Hollywood no longer made musicals. When George Sidney, director of such cinema musical classics as Show Boat, Pal Joey and The Harvey Girls, was asked why they no longer made musicals, his reply focused on what took place at the top. Sidney said that no longer were there producers like Arthur Freed and Gene Kelly, who themselves were song writers and performers.
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