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Family group chats are a popular form of technology-mediated communication. Family group chats represent an understudied area of family communication. In this qualitative multi-method study, I aimed to investigate how and why families use family group chats and how family processes are enacted within them. This grounded theory study was informed by family systems theory and uses and gratifications theory. Families participated in multi family member group interviews and were invited to submit the last one-month's history of their family group chat. Forty-nine participants from thirteen families across the United States participated in this study. I identified four themes from the data: (1) entering the chat, (2) growing and aging with the group chat, (3) accepting terms and conditions, and (4) holding the invisible string. I present a theoretical explanation of how these themes interact. Family group chats held a significant place in family life that extended family members' availability to one another and kept them in near constant contact, even when they were separated by geographic distance. I propose the possibility of family group chats as a protective factor to increase family functioning. This research generates future directions for the field and has implications for families, professionals who work with families, and group chat application developers. It provides one of the earliest investigations into family group chats from a family science perspective. / Doctor of Philosophy / Family group chats have grown in popularity over the last decade as a way for multiple family members to communicate at once. Yet, in the family science field, little is known about how families use these chats. In this study, I examined how and why families use family group chats to perform family processes, which are the interactions that make up family life. I used qualitative methods to study this topic and was guided by two theories, family systems theory and uses and gratifications theory. I invited family members to participate in a group interview and submit their family group chat text messages from the last month. Forty-nine participants from thirteen families across the United States participated in this study. I identified four themes across the family interviews and group chats: (1) entering the chat, (2) growing and aging with the group chat, (3) accepting terms and conditions, and (4) holding the invisible string. I present a visual model to explain how these themes work together. I found that family group chats held a significant place in family life that extended family members' availability to one another and kept them in near constant contact, even when they were separated by geographic distance. I suggest the possibility of family group chats as a protective factor that may improve family life. This research can guide future research on this topic and makes an impact for families, professionals who work with families, and for companies that develop group chat platforms.

This thesis explores the alternative dispute resolution method of family group decision making that is used in child welfare in Ontario. Using a qualitative case study, my research sought to answer the question: What are the experiences of caregivers who have participated in family group decision making in the District of Algoma? I examined the legislative framework, policy directive and guiding policies surrounding the use of FGDM in child welfare in the District of Algoma in rural Ontario. I also collected data through interviews with five participants and transcribed and analyzed using thematic analysis. The themes that emerged relate to the process of FGDM empowering families, the outcomes for children, and the ability for families to implement and maintain long-term plans for children. These themes and sub themes are discussed along with the implications for policy and practice and directions for future research.

Children experience changes in multiple levels of their social ecologies when they transition into middle school (Eccles, 1999; Jozefowicz-Simbeni, 2008). These biological, psychological, social, and environmental changes create increased risk for dropout and other factors related to academic adjustment (Cataldi, Laird & KewalRamani, 2009). For low- income minority children these risks can be magnified by environmental and social factors (Ge et al., 2002). Healthy family functioning, including balanced levels of cohesion and flexibility, has been shown to buffer these risks (Burchinal, Roberts, Zeisel & Rowley, 2008; Olson, 2010; Wampler, Munsch, & Adams, 2002) and was targeted by a Multiple Family Group (MFG) intervention. The Multiple Family Group Weekend Retreat intervention, adapted from a previous version to address the family support needs of children transitioning to middle school, was tested in a feasibility study as a method for increasing family functioning. 14 families of rising 6th grade students from public schools on the South side of Richmond, VA participated in one of three MFG retreats. The intervention consisted of a series of group components focused on building knowledge and skills in areas of trust, communication, stress and coping, family organization, and family unity. Key evaluation objectives included measuring changes in children’s family functioning and academic adjustment and collecting fidelity data to assess feasibility and further clarify the intervention. No significant outcomes were found between pretest and follow-up.

Adlerian family counseling was developed and systematized by Rudolf Dreikurs and carried into the world by his many student/colleagues, including Oscar Christensen and Manford Sonstegard. This is an experiential workshop using Dreikurs’ model in multiple family consultation demonstrations. Interventions include assessments of family constellation, mistaken goals, typical days, goal disclosure, and the use of encouragement and natural and logical consequences.

Nei servizi di tutela del minore di frequente il lavoro sociale con le famiglie assume una connotazione fortemente sanitaria, caratterizzata dalla tendenza da parte degli operatori sociali di concentrare in capo a sé, in forza del mandato istituzionale a cui devono rispondere e in nome della loro riconosciuta expertise, il processo di aiuto, escludendo dalla scena altri soggetti significativi. Per poter realmente parlare di tutela del minore e di supporto alla famiglia è necessario assumere uno sguardo includente che coinvolga nel processo di presa di decisioni, i genitori, il minore e altre relazioni motivate a partecipare alla costruzione del benessere familiare, perché insieme si pensi ad interventi che trovino una significativa rispondenza nel mondo della vita. Le Family Group Conferences sono un modello di presa di decisioni attraverso il quale la famigli allargata (parenti, amici, vicini di casa…) predispone un Piano di protezione ed assume delle decisioni a favore di un minore che si trova in situazione di rischio o pregiudizio per tutelarlo e garantirgli una situazione di benessere. Il modello proposto dalle FGCs è ascrivibile nella categoria dei servizi relazionali perché valorizza le relazioni esistenti, ne produce delle altre e coinvolge i diretti interessati, favorendo processi di empowerment. / The social work in child protection is often characterized by a disabling and authority based work; as a matter of fact the professionals use to centralize the power in their hands, in the name of their expertise, cutting the family out of the decisions regarding their lives . This is not the right way to work to build the parents and children welfare because, if the aim is to promote a real change in families, it is necessary the involvement of the family itself in the decision making process. A family group conference (FGC) is a decision making and planning process whereby the wider family group makes plans and decision for children and young people who have been identified either by the family themselves or by service providers as being in need of s plans that will safeguard and promote their welfare It is possible to define FGC as relational service because it is based on participatory approach in which social service work together with parents, children and others important relations to find the right way to care and protect the child.

Family Group Conferencing (FGC) is a family led decision-making approach where practical plans are made by the family to keep children safe and improve their quality of life. FGC has attracted worldwide interest from policymakers, researchers and practitioners for its potential to: involve families in the decision-making process in child and families social work; keeping children safe within a culture of co-operation between the state and families. There is significant empirical research about the impact of the FGC process on families, and its immediate outcomes but less is known about outcomes in the longer-term. This thesis reports on the findings of a retrospective qualitative study, which sought to understand the contribution FGC makes to longer-term outcomes for looked after children at risk of being accommodated, and their families. Eleven FGC examples were studied across five local government areas in Scotland. Each example includes the perspective of different stakeholders in the process including: looked after children, their parents and extended family (n=32), and professionals (n=28) involved with them. Criteria for case selection included: the child and family had originally been referred to FGC service because the family social worker considered the child was at risk of being accommodated; the stages of FGC had been achieved and a family meeting had taken place at least one year prior to the data being collected; the age of the child who was the focus of the meeting was over eight years old wherever possible; and the core family members were prepared to be involved in the study. Individual, joint or group interviews were conducted to provide multi-dimensional perspectives of the FGC phenomena. FGC service documents (n=94) were also analysed, providing data of social activity that occurred prior to the study. This study challenges current outcome focused paradigms, arguing for a more complex and nuanced understanding of outcomes in child welfare, where the child and family,alongside professionals,are valued in the identification and measurement of outcomes. Evidence from this study highlights the need to accept two sets of outcomes when considering FGC contribution: personal and professional. The identification of outcomes in this manner supports three interconnected issues argued throughout the thesis in relation to contribution. Firstly, process matters to the service user and his/her experience of the service and opinion of outcomes. Secondly, what professionals do and how they do it is important to the outcomes of families requiring support -relationships and practice are therefore central concerns in understanding how and why families achieve (or not) longer-term outcomes. Finally, who defines outcomes and to what purpose is significant when conceptualising outcomes. The study draws on empowerment, recognition and partnership theories to better understand FGCs contribution to longer-term outcomes for children and families. The study found the FGC process contributed towards building service users' capacities to reflect on their own and acknowledge others' experiences and situations. Feelings of increased confidence, self-respect and self-esteem, derived from the FGC process, contributed towards improved social relations and a sense of control over their own lives. This increased capacity can support family members to manage future crises and conflict if they arise. FGC offers professional and service users an opportunity to reframe unhelpful attitudes towards each other. In the longer term this can contribute towards families reduced need for social work services and/or improved working relationships between social work and families. This study has significance for all professionals working with looked after children and their families; contributes to the theoretical knowledge applied in social work practice; and is applicable when considering the implementation and impact of child welfare policy in Scotland and internationally.

The thesis deals with the concept of family conferences, which are a support tool for the functioning of families. The paper' s objective is to present information about the character, implementation and difficulties of the practice of family conferences. The text is divided into a theoretical and practical part. The theoretical part focuses on the topic of family, its functioning and possibilities of its support within the Czech system of social care. Furthermore, it provides information about the benefits and the process of family conferences. The research part presents and evaluates the research of documents presenting the reasons for the implementation of family conferences, its impact and development in New Zealand, the Netherlands and the Czech Republic. The research part includes qualitative research carried out in the form of an interview. It provides information about some problem-solving processes in the families. The research findings suggest that we can benefit from experience from other countries during the implementation of family conferences in the Czech Republic and that the families involved in the research are inclined to solving complex situations by their own efforts. Key words: family, vulnerable family, family group conferences, empowerment, support

The purpose of this Delphi study was to explore and identify a panel of experts' opinions of essential elements for successful multi-family group therapy (MFGT) and to propose the identified elements as guidelines for future MFGT theoretical and program development. Multi-family group therapy continues to be implemented while there is little empirical research to support how it is effective and with what populations and presenting problems it is best employed. A panel of MFGT experts identified 35 essential elements for successful MFGT. Many of the identified elements coincided with elements identified in the relevant literature. However, elements specific to MFGT were distinguished. The essential elements are presented as guidelines for MFGT theoretical and program development. The implications of this study for theory, research, and practice are discussed. / Ph. D.

O cuidado às famílias das/os usuárias/os dos serviços de saúde mental é aspecto valorizado pelo modelo de atenção biopsicossocial e importante para efetivação da Reforma Psiquiátrica brasileira. Apesar disso, ainda é um desafio no cotidiano dos serviços. Para atender a esta necessidade, a literatura aponta a Educação Permanente em Saúde (EPS) como um recurso para o desenvolvimento desse cuidado, junto às/aos profissionais de saúde. Esta pesquisa tem como objetivo geral entender como o processo conversacional contribui para o desenvolvimento da proposta da EPS e para a formação profissional para o cuidado às famílias de usuários/as de serviços de saúde mental. Para tanto, foram realizados dois processos formativos, com base na proposta da EPS, com dois grupos de profissionais de dois serviços públicos de saúde mental de um município de médio porte do estado de São Paulo. Ao todo, 18 profissionais participaram da pesquisa. A partir desses encontros, as conversas foram gravadas, transcritas e analisadas, utilizando a perspectiva construcionista social como guia teórico-epistemológico. A análise foi realizada com os seguintes objetivos específicos: identificar momentos críticos na interação, como marcos do processo conversacional, que indicam a ocorrência de reflexões e transformação de sentidos com relação à prática com famílias em saúde mental; analisar o uso de Registros Reflexivos como recursos conversacionais para a promoção de reflexões e transformação de sentidos. Com isso, cada um dos processos de EPS realizados foi nomeado a partir de características do seu processo conversacional e, para cada um deles, momentos críticos foram delimitados. No processo Caixa de marimbondo as conversas do grupo em torno das dificuldades do trabalho com famílias provocaram na facilitadora um sentimento de paralisação que, quando explicitado, gerou um momento crítico que permitiu ao grupo refletir sobre os espaços de reunião e seus efeitos. Já no processo Primavera entre os dentes as conversas sobre diferentes questões relacionadas ao cuidado às famílias promoveram transformações de sentido relacionadas à importância do trabalho desenvolvido pelas profissionais, à possibilidade de participação das famílias, à prática interdisciplinar e à importância do processo de EPS desenvolvido. Com isso, é destacada a centralidade do processo conversacional para que a EPS ocorra, sustentando a tese de que a facilitação pautada na responsividade fornece a base para construção de contextos de formação para o trabalho com famílias em saúde mental. / The Brazilian Psychiatric Reform predicts family care as a central aspect for treatment of people who suffers with psychiatric disorders. Nevertheless, it is still a challenge in everyday services in Brazil. To meet this need, literature and health policy point to Permanent Healthcare Education (PHE) as a way to promote this care. This research aimed to understand how conversational process contributes to develop the PHE proposal and to promote professional formation for taking care of family members in mental health services. To do so, two educational processes were carried out, based on the PHE policy and proposal, with two groups of professionals from two public mental health services in a medium-sized municipality in the state of São Paulo, Brazil. In total, 18 professionals participated in the research. The conversations were, then, recorded, transcribed and analyzed, using the social constructionist perspective as a theoreticalepistemological guide. The analysis was performed with the following specific aims: identify critical moments in the interaction, considered as landmarks of the conversational process, which indicate the occurrence of reflections and transformation of meanings regarding the practice with family members in mental health care; analyze the use of Reflexive Records as conversational resources to promote reflections and transformation of meanings. Thus, each of the PHE-processes was named from the characteristics of its conversational process and, for each of them, critical moments were delimited. In the \"Hornet\'s nest process the group\'s conversations about the difficulties of working with family members provoked a feeling of paralysis in the facilitator which, when expressed, generated a critical moment which led the group to reflect on meeting spaces and their effects. In the \"Holding the spring\" process, conversations about different issues related to care practices with family members promoted changes in meanings related to the importance of care practices developed by professionals, to the possibility of participation of family members, to interdisciplinary practices and to the importance of the PHE process developed. With this, the centrality of the conversational process in order to PHE to occur is highlighted, supporting the thesis that facilitation based on responsiveness provides the ground for building educational contexts for working with family members in mental health services.