**2. Identifying appropriate conceptual models**

There is no unique scientific method to guide the process of empirical enquiry. Likewise, there is no distinctive conceptual model that can be applied in all research programmes of family studies. So, the aim of this chapter is NOT to build up an all-embracing model in such a complex area as family environment. No one model would be sufficiently comprehensive that it could guide all future research. However, without adopting some form of CM no research could be done and so, adopting a CM is the first and indispensable part of research that no researcher could avoid even if they never make explicit the CM that underpinned their study which in fact frequently happens.

But how does a researcher choose among the competing CMs that are available and which are likely to prove suitable for other cultures? Again, there is not a single and simple guideline to help the researcher's choice. This is a tricky and potentially fallible step and one that has to be informed by the chosen topic of the investigation, the extant literature on it and the experiences gained personally by the researcher and in consultation with practitioners and families who have the lived experience of the chosen phenomena. It is some consolation to know that the CM initially chosen often is found to have shortcomings when it is put into practice. Aban‐ doning the chosen CM and adopting another one is not a good recommendation most of the time; especially when the chosen CM has enabled us to deal with certain aspects of the problem. The better solution is to extend the CM to encompass newly identified issues. By offering an example around parental empowerment that might be useful to others, we aim to show how the formation of a more complete CM can be achieved. In so doing, we hope to draw out the ways in which this case study could assist practitioners and also the future research questions that can emanate from it.
