Rethinking Practices by Rethinking Expertise: A Relational Approach to Family-Centred Inclusive Services

Transfer, translation, and transformation of expert knowledge.

Professionals being able to identify and integrate one’s own expertise with what others know and do.

What affects one member of the system impacts on the other members.

Equal power relations.

Parent/professional partnership.

Recognising and respecting one another’s knowledge and expertise.

Parents are seen as experts in their own matters.

Meaningful parent involvement.

Stakeholders have a clear and shared understanding of their roles and responsibilities and know that they are expected to collaborate with partner organisations.

To be explicit about what matters for you.

To recognise what matters for others.

Joint interpretation of the problem.

To attune ones actions with those of others.

Adds to existing knowledge.

An ecosystems relational thinking.

The children exist within the context of their families, wider community, and society.

Take advantage of both core expertise and additional capabilities.

Augments specialist expertise and enables fluid responsive collaborations.

A curriculum which requires staff to collaborate with children, colleagues, and parents and to reflect on their own practice.

Individualised, flexible, coordinated, and responsive services.

Monitoring and evaluation which is in the best interest of the child.

Collaboration within and between activity systems.

Professionals can, and need to, draw on and contribute to systems of distributed expertise.

Experts build links and try to integrate what they know with what others want to, or should, know and do.

All entities are working towards a common goal.

Families are key decisionmakers in addressing their children’s and families’ needs.

Parents are seen as equal partners in decision making and goal setting.