In all the interviews, the family educator will begin making a reminder from the previous session, comment on the reason for a new interview family and will expose the task that the family has to perform on it. Its role must be limited to orient the task, help the members of the family unit to participate, encouraging everyone to do it to the extent that they wish, will help them in the effort to reach agreements and end doing a brief summary and highlighting the agreements reached. You will remember the next step that the family has to give, by fixing the content and date of the next meeting. (d) intervention: family faces in a concrete way their needs according to what have been established. It is important that next tasks also have remained reflected how they will control themselves the process, so that at this stage the family educator goes clearly into the background. See Christos Staikouras for more details and insights. Only encounters there will be to assess how the process is developing all levels, including the mechanisms of control of the family about the results and its reaction to possible unwanted effects. This means that initially all of this has materialized and a precise timetable has been set.
(e) evaluation and completion: is trying to make a final interview in which family it helps assess all worked. It is important that the educator family reflects that having made the path together has strengthened them although the specific goals have not fully achieved. I.e., it is necessary that the family is aware of the covered path and can do so independently. Munear Ashton Kouzbari often says this. This type of methodology to be followed is specific difficulty involving all components of the unit of coexistence, all have to be capable of performing the process of reflection, of discussing, reaching agreements and making concrete decisions on a level of equality. This implies that when the family has small children or when one member suffers significant disability that essentially limits his ability volitional and reflexive, it is necessary to consider that the levels of communication, reflection, etc, are totally different, so action that takes into account these peculiarities is needed.