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Recent government policies in relation to children stress the importance of service integration and partnership working, with particular emphasis on combating social exclusion. With reference to findings from a three‐year empirical study, this article examines some key elements of the process of multi‐agency working in services for disabled children with complex health care needs. It highlights some of the barriers to effective partnerships and lists some pointers for policy and practice.

National mental health policies in the UK have a common theme of seeking to develop working partnerships between people who use mental health services, their families and carers and professionals. In Somerset, following a staff training programme, a Family Liaison Service has been developed whereby systemically trained staff work alongside inpatient staff to hold family meetings as part of the assessment and admission process on all wards for working age adults and older people. This article aims to focus on this initiative.

The article considers the development of the Family Liaison Service and evaluates its progress based on audit data, feedback from families using the service, and a survey of staff experience. Issues raised in developing family inclusive services are discussed.

Evaluation of the service suggests that, although there is still progress to be made, considerable success has been achieved in embedding the service on inpatient units with a substantial increase in meetings held between staff and families. Feedback from families is positive and staff report increased confidence in engaging with families and carers.

This article describes a transferable model for the implementation of national policy to develop working partnerships with families and carers in mainstream mental health services.

Current national policies present a challenge to the existing mental health workforce as most staff have not been trained to work with people within the context of their social support network. This paper presents two complementary training initiatives designed to enable mental health staff to meet the range of needs of families: (1) an in‐house accredited (one‐year) course that has enabled the successful creation of specialist family intervention in psychosis teams; and (2) a whole‐team trust‐wide training programme (three‐day course) to promote partnership working with families by both community and inpatient teams. Issues that have enabled the successful translation of training to practice are considered.

The purpose of this paper is to discuss the role of psychosocial treatments to support families living with cardiovascular disease (CVD) and depression. The paper highlights that depression in people with CVD is a predictor of non-adherence to both medicines and cardiovascular rehabilitation programmes. The authors believe there is a clinical need to develop a programme of care to support the whole family to adhere to cardiovascular rehabilitation programmes.

A team of expert cardiovascular nurses, mental health nurses (MHN) and cardiologist clinical opinions and experiences. These opinions and experiences were supplemented by literature using MEDLINE as the primary database for papers published between December 2000 and December 2013.

People with CVD who become depressed are more likely to stop taking their medicine and stop working with their health care worker. Most people with heart and mood problems live with their families. Health workers could have a role in supporting families living with heart and mood problems to their care and treatment. The paper has highlighted the importance of working with families living with heart and mood problems to help them to stick with care and treatment.

Most people with heart and mood problems live with their families. The paper has highlighted the importance of working with families living with heart and mood problems to help them to persevere with care and treatment. MHN may have a role, though consideration should also be given to exploring the role of other health care workers and members of the community. As the population ages, clinicians and communities will need to consider the impact of depression on adherence when working with families living with CVD and depression.

Labor markets for unskilled and low-wage workers in the United States stagnated in the last quarter of the 20th century. The collapse in the low-wage labor market has been well documented¹ and numerous research initiatives have investigated the causes. Despite some geographical mismatches between buyers and sellers low-paying jobs are generally available but forces are at work on both the demand and supply sides of unskilled labor markets that make it increasingly difficult for working families at or near the bottom of the income distribution to earn enough to meet basic needs. Welfare reform effectively increased the supply of unskilled workers, which placed added pressures on wages and earnings of low-income families.

The purpose of this paper is to particularly focus on lone-mother families, comparing the childcare-related challenges experienced by working lone mothers and coupled mothers in three European countries in the context of a 24/7 economy and non-standard working hours (e.g. evening, night and weekend work).

This study utilises survey data from Finnish, Dutch and British working mothers (n=1,106) collected as part of the “Families 24/7” research project. Multivariate regression analysis is used to analyse the associations between childcare-related challenges, maternal non-standard working, lone motherhood and country of residence.

The results indicated similar results across the three countries by showing that working lone mothers experience childcare-related challenges more often compared with coupled mothers. Furthermore, an increase in maternal non-standard working associated positively with increased childcare-related challenges in both lone mother and coupled families but lone motherhood did not moderate this association. The findings suggest that, regardless of family form, families in all three countries struggle with childcare arrangements when the mother works during non-standard hours. This possibly relates to the inadequate provision of state-subsidised and flexible formal childcare during non-standard hours and to the country-specific maternal work hours cultures.

This study responds to the need for comparative research on the reconciliation of maternal non-standard working and childcare with self-collected data from three European welfare states. The importance of the study is further highlighted by the risks posed to the maintenance of maternal employment and family well-being when reconciliation of work and childcare is unsuccessful, especially in lone-mother families.

Family policies are for the most part inextricably linked to state intervention in other aspects of public policy. Also, support to families is based on numerous historical and social rationales. These include assisting parents with the costs of raising children, fighting against social inequality, tackling market-driven poverty and unemployment, supporting lone parents, helping parents combine family and working life, and encouraging families to have more children. The hierarchical ordering by level of importance of these rationales can vary considerably according to the country concerned.

This study aims to investigate the collaboration processes of immigrant families as they search for online information together. Immigrant English-language learning adults of lower socioeconomic status often work collaboratively with their children to search the internet. Family members rely on each other’s language and digital literacy skills in this collaborative process known as online search and brokering (OSB). While previous work has identified ecological factors that impact OSB, research has not yet distilled the specific learning processes behind such collaborations.

For this study, the authors adhere to practices of a case study examination. This study’s participants included parents, grandparents and children aged 10–17 years. Most adults were born in Mexico, did not have a college-degree, worked in service industries and represented a lower-SES population. This study conducted two to three separate in-home family visits per family with interviews and online search tasks.

From a case study analysis of three families, this paper explores the funds of knowledge, resilience, ecological support and challenges that children and parents face, as they engage in collaborative OSB experiences. This study demonstrates how in-home computer-supported collaborative processes are often informal, social, emotional and highly relevant to solving information challenges.

An intergenerational OSB process is different from collaborative online information problem-solving that happens between classroom peers or coworkers. This study’s research shows how both parents and children draw on their funds of knowledge, resilience and ecological support systems when they search collaboratively, with and for their family members, to problem solve. This is a case study of three families working in collaboration with each other. This case study informs analytical generalizations and theory-building rather than statistical generalizations about families.

Designers need to recognize that children and youth are using the same tools as adults to seek high-level critical information. This study’s model suggests that if parents and children are negotiating information seeking with the same technology tools but different funds of knowledge, experience levels and skills, the presentation of information (e.g. online search results, information visualizations) needs to accommodate different levels of understanding. This study recommends designers work closely with marginalized communities through participatory design methods to better understand how interfaces and visuals can help accommodate youth invisible work.

The authors have demonstrated in this study that learning and engaging in family online searching is not only vital to the development of individual and digital literacy skills, it is a part of family learning. While community services, libraries and schools have a responsibility to support individual digital and information literacy development, this study’s model highlights the need to recognize funds of knowledge, family resiliency and asset-based learning. Schools and teachers should identify and harness youth invisible work as a form of learning at home. The authors believe educators can do this by highlighting the importance of information problem solving in homes and youth in their families. Libraries and community centers also play a critical role in supporting parents and adults for technical assistance (e.g. WiFi access) and information resources.

This study’s work indicates new conditions fostering productive joint media engagement (JME) around OSB. This study contributes a generative understanding that promotes studying and designing for JME, where family responsibility is the focus.

A case study is reported of a relationship-based early intervention (EI) service for children with complex needs in New Zealand. The purpose of this paper is to explore parent and professional views and perceptions about the key characteristics of a relationship-based EI service.

This qualitative study involved interviews and observations with 39 participants (10 children, 11 parents and 18 professionals).

Parents appreciated the knowledgeable, well-trained professionals who invested time in getting to know (and love) children and families and family practices, worked together in harmony and valued the contribution that parents made to their child’s progress and achievement. Professionals described the key characteristics of the service in terms of the range of therapies offered by the service, the focus on a strengths-based and family-focussed approach, play-based assessments, acceptance and value of family practices (including responsiveness to Maori and bi-culturalism), appropriate and respectful places to meet and greet families and work with children, and recruitment and retention of humble professionals who identified with the ethos of the model. Observable social processes and structures within the delivery of the model include respectful professional interactions and relationships with children and families, integrated professional working, effective and timely communication between professionals and families, pedagogy of listening, waiting and personalisation, engaged families and actively participating children.

This case study emphasises the significance of professional love and relational pedagogy to EI services and the value of this to improving parent-child relationships and children’s long-term outcomes.

This article is an extended version of an ‘experts’ briefing' commissioned to inform senior child welfare managers in English local authorities and voluntary agencies about the available evidence to inform the provision of effective services in complex child protection cases. It starts by noting how differences in the approach to service provision in different jurisdictions affect both the nature of research conducted and its transferability across national boundaries. It then summarises the characteristics both of parents who are likely to maltreat their children and also of the children most likely to be maltreated. The factors that make some families ‘hard to engage’ or ‘hard to help/change’ are then discussed, as are the essential elements of effective professional practice in child protection. Particular attention is paid to effective approaches to helping families and young people who are hard to identify or engage.