ABSTRACT
Conflict can and does arise between practitioners and the parents/caregivers of neurodivergent children. The emotional toll of parenting a neurodivergent child in the face of extensive waiting times for services and continued unmet need can culminate in exhaustion and frustration for parents. Educators and healthcare professionals are often struggling with diminishing resources and heavy caseloads. Such collective issues combined can manifest in conflict between both parties.
This chapter considers power differentials and professional responsibilities, in the context of managing conflict with parents. This chapter presents a unique insight into the difficulties faced by the families of neurodivergent children, in order to contextualise the complexities involved in their role advocating for their child’s needs. Roger’s three core conditions for a successful therapeutic relationship are considered, within the context of creating supportive environments and managing conflict between parents and practitioners. Both preventative and responsive practice approaches for managing conflict with parents are explored, with clear practice actions outlined, which empower practitioners within their practice response. The fundamental principle for creating supportive environments of working in partnership with parents is examined, with relevance to conflict prevention and resolution.
