The processes and outcomes related to ‘family‐centred care’ in neuromotor and functional rehabilitation contexts for children with cerebral palsy: A scoping review

Abstract

AbstractObjectiveThe aim of this study is to identify the main processes and outcomes related to family‐centred care (FCC) in neuromotor and functional rehabilitation of preschool children with cerebral palsy (CP).BackgroundFCC is considered a reference for best practices in child rehabilitation. CP is the most common cause of physical disability in childhood with repercussions on functionality. There is a gap in knowledge of the practical principles of FCC, and it is necessary to develop a reference model for the practice of child rehabilitation professionals.MethodsIn this scoping review, the main databases selected were as follows: LILACS; Pubmed; Embase; The Cochrane Library; CINAHL (EBSCO); Scopus; Web of Science; PEDro (Physiotherapy Evidence Database); Open Gray and other banks of thesis. The terms combined in the search strategy were as follows: ‘Family‐centered’, ‘Family‐centred’ and ‘CP’. Inclusion criteria are as follows: studies on preschool‐aged children with CP, undergoing family‐centred functional therapeutic interventions (FCFTI) with outcomes on bodily structures and functions and/or activities and/or participation.ResultsThe main participatory care methods identified were home intervention, environmental enrichment, collaborative realistic goal setting, planning of home‐based activities and routine, child assessment feedback, family education/training, family coaching, encouraging discussion, observation of therapist and supervised practice. The main relational care qualities identified were as follows: respect, active listening, treat parents as equals, clear language, respect parents' ability to collaborate, demonstrate genuine care for the family, appreciate parents' knowledge and skills, demonstrate competence, experience and commitment. The main outcomes identified in children were improvement in motor and cognitive function and the child's functional ability. The main parentaloutcomes identified were empowerment, feeling of competence, self‐confidence, motivation and engagement.ConclusionThe main differences in FCFTI programs refer to the parental education/guidance component and the amount of intervention carried out by parents. It is possible that the elements chosen by the therapist in a FCFTI depend on characteristics of the child and caregivers.