I am interested to know if there are existing family-based guidance interventions, wherein the interventionists work with families in grassroot communities. Thanks!
In the U.S., Philippines, or world wide? I need more information for clarification. Thanks for a good question.
Hi, Carla. Programs in the Philippine setting ar preferred, but those in other countries will also help a lot in my review. Thanks!
Look at the historical work of the Philadelphia Child Guidance Clinic, especially the work of Harry Aponte. His classic book is Bread & Spirit: Therapy with the New Poor: Diversity of Race, Culture, and Values.
By Aponte, Harry J. 1994.
Stressing culture, community, and choice, this book speaks to therapy for the new poor, a people poor more because they have lost their spirit than because they lack bread. The author's perspective arises from the theory and techniques of structural family therapy, but he goes beyond that view to reach for meaning in people's identities, traditions, and legacies. He urges therapists to recognize and work with spiritual forces in the poor and to avoid opportunistic practical solutions that assume that they are too poor, hungry, and downtrodden to care about meaning and purpose.
[The author] shows specifically how this can be done in therapy. . . . These vignettes show the subtle process of connecting with people, respecting their experiences and their values, helping them locate strengths and resources both within themselves and within the community, and making the changes that will restore health not only to individual families but also to the community.
He also proposes a training program to enhance awareness of diversity of race, culture, and values in the person of the therapist. (PsycINFO Database Record (c) 2012 APA, All rights reserved)
You might also check out the work of Nancy Boyd-Franklin: Intersections of race, class, and poverty: Challenges and resilience in African American families.
By Boyd-Franklin, Nancy; Karger, Melanie
Walsh, Froma (Ed), (2012). Normal family processes: Growing diversity and complexity (4th ed.). , (pp. 273-296). New York, NY, US: Guilford Press, xv, 592 pp.
In order to evaluate what is "normal" in the development of any family, clinicians and researchers must explore the larger social context in which the family lives (Hines & Boyd-Franklin, 2005; Pinderhughes, 2002; Walsh, Chapter 1, this volume). Race and class are two of the most complex and emotionally loaded issues in the United States. For poor, inner-city African American families, the day-to-day realities of racism, discrimination, classism, poverty, homelessness, violence, crime, and drugs create forces that continually threaten the family's survival (Sampson & Wilson, 2005). In the report, The State of Black America 2009, published by the National Urban League, Jones (2009) indicated, "Ironically, even as an African American man holds the highest office in this country, African Americans remain twice as likely as whites to be unemployed; three times more likely to live in poverty, and more than six times as likely to be incarcerated" (p. 1). The purpose of this chapter is to provide a framework that will be helpful for clinicians in understanding and working with African American families. Many clinicians who have no framework with which to view these complex realities may become overwhelmed (Boyd-Franklin, 2003; Pinderhughes, 1989; Sue, 2003). The first part of the chapter explores these issues in depth, and the second part utilizes a multisystems model (Boyd-Franklin, 2003) in order to empower families and the clinicians who work with them. (PsycINFO Database Record (c) 2015 APA, all rights reserved)
In Italy we have a project to help families called P.I.P.P.I.. You can find information here : https://elearning.unipd.it/progettopippi/
A sort of PIPPI is worldwide used coming from the project "Looking after children".
Here you find some references :
ALDGATE J., JONES D., ROSE W., JEFFERY C. (2006), The Developing World of the Child, Jessica Kingsley Publishers, London.
BRONFENBRENNER U. (1979) The Ecology of Human Development, Harvard University Press, 1979
CHAMBERLAND C. et al. (2012), Recherche évaluative de l’initiative AIDES, Rapport final d’évaluation, Université de Montréal, Montréal.
LACHARITÉ C., ETHIER L., NOLIN. P. (2006), Vers une théorie écosystémique de la négligence envers les enfants, in “Bulletin de psychologie”, 59, 4, 381-394.
OGDEN T., et al. (2012), Measurement of implementation components ten years after a
nationwide introduction of empirically supported programs – a pilot study, in “Implementation Science”, 7, 49.
PARKER R., WARD H., JACKSON S., ALDGATE J., WEDGE P. (1991), Looking after children: Assessing Outcomes in Child care, HMSO, London.
SANCHEZ J.-L. (2014), La promesse de l’autre. Pourquoi une société désunie est une société désarmée, LLL, Paris.
SELLENET C. (2007), La parentalité décryptée. Pertinence et dérives d’un concept, L’Harmattan, Paris.
SERBATI S., MILANI P. (2013), La tutela dei bambini. Teorie e strumenti di intervento con le famiglie vulnerabili, Carocci, Roma.
WARD H. (1995), Looking after children: research into practice. London: HMSO.
Hola Nephtaly, nuestra producción cuenta con un modelo de medición de impacto social por gestion participativa (aquí publicado) y otra herramienta, intervenciones dinámicas participativas. Producidos en el marco de equipos de trabajos del Seminario de Posgardo Acreditable "Gestion Profesional Integral en Complejidades Sociales"
http://campusvirtualunr.edu.ar/cursos_carreras/gestion_profesional_integral_complejidades_sociales.html
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