Family support workforce skills: Pathways towards (new) conceptualizations.

• Study describes the comprehensive process of conceptualization of family support workforce skills in different professions and social sectors. • Several related research are applied: websites content analysis, systematic reviews and Delphi study. • Core and field-specific skills become family supportive when they are applied in the contexts of strength and relationship-based approach as well as both – whole family and child-centered approach. • Implications lead to construction of a coherent model of family support skills with consideration and validation of links and relationships between the components of the model. Professionals working in different areas of family support have diverse conceptual assumptions and epistemological frameworks. Thus, a common conceptualization of family support workforce skills presents major research and practical challenge. Beyond general recognizability, a growing knowledge base and interests, there is still no generally accepted concept of what family support is as a practice, policy, and theoretical construct. This paper attempts to conceptualize the skills for the practice of family support in different professions and social sectors through several research approaches. Initially, we analyzed the content of websites with international organizations' resources about skills in family support. Second, we systematically reviewed literature using the PRISMA method. Last, we reviewed literature, including professional handbooks and publications. The content analysis and systematic literature reviews indicate that as an interdisciplinary concept, family support workforce skills are generally familiar, but not defined nor specified and differentiated from other skills used in the broad field of work with families. So, to deepen the knowledge on family support workforce skills and reach a reliable consensus, the Delphi method was used with a series of questionnaires at different stages of research. Results indicate that specific core and field-specific skills become family supportive when they are applied in the contexts of strength and relationship-based approach as well as both – whole family and child-centred approach. That has opened up new possibilities for more precise definitions, recognisability and transferability of family support skills and construction of a conceptual model. [ABSTRACT FROM AUTHOR]