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Striving for Therapeutic Relationships: Parent-Provider Communication in the Developmental Treatment SettingAdults and Elders Project at the Center on Human Development and Disability at the University of Washington; Department of Family and Child Nursing, University of Washington School of Nursing, Seattle.
Department of Family and Child Nursing in the University of Washington School of Nursing, Seattle.
Department of Health and Community Systems, University of Pittsburgh School of Nursing, Pennsylvania. The purpose of this grounded theory study is to develop a beginning substantive theory that explains the communication process between parents of children receiving center-based services for developmental delays and disabilities and the professional providers of those services. Communication is defined broadly as including both content and relationship dimensions. Twenty parents and 14 providers described their experience of communication with one another. The core phenomenon constructed from the data was striving for therapeutic relationships within a context of uncertainty. Both parents and providers operated in a context of uncertainty regarding the child and his or her development and prospects for the future as well as their expectations of each other. Both parents and providers used strategies of balancing, reading the cues, questioning, managing uncertainty, and managing the sessions. The outcomes were relationships that were valued by the extent to which they were perceived as therapeutic to parents and child.
Key Words: parent-provider relationship • developmental disability • early intervention • communication • uncertainty
Qualitative Health Research, Vol. 16, No. 5,
647-663 (2006) This article has been cited by other articles:
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