Collaboration refers to a process in which family expertise is acknowledged and used to direct selection, implementation, and evaluation of treatment plans. Although the skills required to create collaborative partnerships with families are a mainstay of practice for certain rehabilitation disciplines, others have traditionally worked in client-clinician dyads that emphasize the role of the professional as responsible for client change. In addition, the existing collaborative models for working with families affected by brain injury require intensive resources and supports, making collaborative partnerships difficult to create within today's clinical and educational service delivery environments.
In this article, we report our efforts to create an accessible set of collaboration procedures for rehabilitation professionals working in clinical and educational settings with individuals with brain injury and their families. A 2-year, qualitative study with eight families led to the development of a preliminary model and prescriptive manual for applying collaborative principles to practice.
We review the components of the model and implications for practice.
Associate Professor, Communication Disorder & Sciences Program, University of Oregon, Eugene, Oregon (Sohlberg)
University of Oregon (McLaughlin)
Teaching Research of Eugene (Todis)
University of Oregon (Larsen)
Teaching Research of Eugene, Eugene, Oregon (Glang)
Address correspondence and requests for reprints to McKay Moore Sohlberg, PhD, Associate Professor, University of Oregon, Communication Disorders & Sciences Program, College of Education, 5284 University of Oregon, Eugene OR 97403-5284. E-mail: firstname.lastname@example.org.