ABSTRACT
SUMMARY. A guiding principle in the system of care philosophy for meeting the needs of children with serious emotional problems and their families is that the families "should be full participants in all aspects of the planning and delivery of services" (Stroul & Friedman, 1996, p. 9). Family members, both individually and as representatives of family organizations, are participating in systems of care in a number 2of vital roles. Friesen and Stephens (1998) delineated six of these roles, and summarized related practice and research. In this paper we expand and continue their discussion of multiple roles, adding a seventh with elaboration of the role of family members as educators and trainers, separating that from the role of service provider. The following roles are reviewed: family members as context; targets for change and recipients of service; partners in the treatment process; service providers; educators and trainers of professionals, students, and other family members; advocates and policymakers; and evaluators and researchers. Recognition of these expanded family roles may help service providers be better prepared to work collaboratively with families and family organizations, and to become aware of the accomplishments that may be achieved through such collaboration. [Article copies available for a fee from The Haworth Document Delivery Service: 1-800-342-9678. E-mail address: <getinfo@haworthpressinc.com > Website: < https://www.HaworthPress.com > © 2001 by The Haworth Press, Inc. All rights reserved.]
