An exploratory study of family‐centred help‐giving practices in early intervention: families of young children with autism spectrum disorder

The purpose of this exploratory qualitative study was to investigate the early intervention (EI) experiences of mothers who have a young child at risk for autism spectrum disorder. Data were collected through observations, interviews and document analyses. Results of the study suggest (i) interpersonal skills of practitioners and provisions for family choice and collaboration lead to positive experiences for mothers; (ii) asset‐based attitudes lead to family progress and competence; (iii) effective partnerships are developed through supportive provider communication techniques; and (iv) satisfaction with EI services results from practitioner responsiveness to help families access resources and facilitate child development.     

‘Not a good person’: family stigma of mental illness from the perspectives of young siblings

The purpose of this paper is to critically examine family stigma as one form of the stigma of mental illness in child and youth mental health. Presented are the outcomes of a thematic content analysis of in‐depth, semi‐structured interviews conducted with seven (n = 7) young siblings, ages 13 to 21 years old, with a brother or sister identified as having a mental‐health issue. The focus of the interviews was on the ways the siblings experienced their other sibling's mental health and how those experiences shaped their sense of self and family. From the analysis, young siblings had predominately negative experiences, struggled with making sense of their brother or sister and the family as ‘flawed’ against the mental illness as ‘bad’ and experienced considerable family stress and overt family stigma. Current practice theories fail to consider the complexity of these factors and, in doing so, fail to adequately explain the nature and extent to which stigmatization occurs for immediate family members. The importance of peer support and understanding stigma in social work practice with children and their families is discussed.     

Experiences of child welfare social workers in addressing substance use among maltreated young mothers to prevent child maltreatment

Substance use during the perinatal period and while parenting can pose a significant risk to children's safety and well-being. Mothers who have experienced child maltreatment are more likely to use substances than mothers without a history of maltreatment. This study explores how child welfare social workers experience supporting young, maltreated mothers struggling with substance use to prevent the intergenerational transmission of child maltreatment. Semi-structured in-depth interviews were conducted with four social workers working with young mothers with a history of maltreatment and substance use. Interpretative Phenomenological Analysis revealed two themes: (1) grappling with system challenges and (2) supporting strategies for disrupting intergenerational transmission of child maltreatment. The results highlight the need for systemic changes around support for social workers who work with young mothers who use substances and have a history of maltreatment, and substance use treatment and mental health programs themselves. Mothers need access to prenatal programs that are trauma-informed, non-judgemental and that support participants' basic needs and parenting skills.     

Intimate partner violence and preschool self-regulation: Examining the role of maternal emotion socialization in Black families

The ways that parents respond to children's negative emotions shape the development of self-regulation across early childhood. The objective of this study was to examine child self-regulation in the context of intimate partner violence (IPV) exposure in a sample of Black, economically marginalized mothers and their young children (aged 3–5 years, N = 99). The study investigates the conditional effects of emotion socialization practices that (1) encourage expression of and problem-solving around negative affect (“supportive”), and (2) encourage suppression of affective displays (“suppressive”) on children's self-regulation. We found a significant association between higher child self-regulation and supportive parental reactions in the context of psychological IPV. We also found a significant association between higher child self-regulation and suppressive parental reactions in the context of psychological IPV. Our findings are consistent with prior research suggesting Black parents who teach varied strategies for emotional expression may promote children's adaptation in high-stress family environments. Macrosystem factors such as systemic racism and discrimination as well as the threat of family violence may shape how parents approach emotion socialization and the teaching of affective self-expression and self-regulation.     

Mothers' work–to–family strain in single and couple parent families: the role of job characteristics and supports

For parents there can be negative aspects of how work ‘spills over’ to family. This analysis focuses on mothers of young children and considers how aspects of work–to–family strain differ for single and couple mothers. While there has been increased focus on the work–family strains of mothers, less is known about single mothers and their experience of work–family strain. We might expect that single mothers would have more difficulty in combining work and family, given that they do not have the support of a resident partner to assist with childrearing responsibilities. This paper explores the relationships between several demographic, employment and supports factors and work–family strain. It also examines whether these associations are different according to family form; that is, whether certain factors make the work–family balance significantly worse or better for single mothers than for otherwise similar couple‐parent mothers. The analysis is based on the 2004 Growing up in Australia: the Longitudinal Study of Australian Children (LSAC). This dataset contains detailed family and child data for around 10,000 families, all with at least one child aged 5 or under. With such a large sample size, the number of single mothers is sufficiently large to enable more analyses than is often possible from survey data.     

Patterns of entry to community‐based services for families with children with developmental disabilities: implications for social work practice

The purpose of the present study was to understand, from parents' perspectives, the process of entry to community‐based services for children with developmental disabilities and to explore the relationship between patterns of entry and parent‐reported needs and priorities for service. Qualitative interviews were conducted with 43 mothers and 29 fathers of children with developmental disabilities approximately 6 months after the families entered community‐based childhood disability support services in Manitoba, Canada. Analysis of the coded interview data resulted in the identification of three process factors influential in the entry of families to community‐based support services: recognition of problems in child development, formal diagnosis of child disability and linkage between diagnostic services and the community‐based support system. Analysis of these processes identified four patterns of service entry associated with differing family needs for service: early entry, prompt entry, delayed entry and atypical entry. The results can be understood as a typology useful for social workers in the assessment of family needs and priorities at the point of entry to community‐based services.     

The bumpy road to ‘becoming’: capturing the stories that teenage mothers told about their journey into motherhood

Understanding the experience of women who become mothers during their teenage years is central to ensuring that the support that is offered is appropriate to meet their needs. This paper reports on a small part of a larger ethnographic study that captured the lived experience of young mothers who were between the ages of 16 and 19 years that potentially typifies and illuminates the experiences of young women who become mothers in their teenage years. By collecting data from narrative interviews as well as participant and non‐participant observations over an extended period of time it was possible to identify how the young women experienced a range of difficulties as they made their transition into motherhood. Drawing on the findings, this paper argues that this transition for teenage mothers can be significantly different from the experience of older mothers, and it identifies the importance of appropriate support to mediate the challenges that they face. Understanding the young women's journey to ‘becoming’ is critical when planning services because if their experience of support is negative, it can lead to increased levels of maternal stress and reluctance to engage with support services.     

“She was accused of colluding with the mother”; the training and support needs of parent‐and‐child foster carers: A qualitative study

Parent‐and‐child foster placements are used to accommodate parents with their children, either when the mother is a looked‐after child or as a setting for a parenting assessment. Despite this being a specialized role with significant potential for affecting outcomes for disadvantaged families, there is currently a lack of accessible learning opportunities for foster carers on the physical and mental well‐being of women with complex needs such as a history of domestic abuse, substance abuse, perinatal mental ill‐health, or having a learning disability. Parent‐and‐child carers experience some unique stresses and value the support of others with similar experiences; this kind of peer support is currently largely absent. This qualitative study has used ten focus groups with foster carers, eight interviews with mothers, and nine interviews with supervising social workers, to inform the development of an online learning resource and a social media‐based peer support network for parent‐and‐child foster carers.     

‘It's awkward stuff’: conversations about sexuality with young children

The purpose of this study was to explore how parents navigate sex‐related concepts with their young children. This study used feminist phenomenological research methods for data gathering and analysis. Social development theory and a positive sexuality framework were also used in the study design. The participants included 13 parents (mothers and fathers) of at least one child aged 3–11 years old. The researchers performed semi‐structured, individual interviews and data analysis included developing themes that illustrated the essence of parent understandings about the phenomenon. Two themes emerged from the data analysis: it's awkward stuff and my parents never talked with me. The findings illustrated the relationship between the parents' perceptions and social development theory and a positive sexuality framework. Feminist analysis revealed gender differences in how mothers and fathers approached sex‐related discussions with their children. Implications for practice, policy and research were included.     

Substance‐dependent women becoming mothers: breaking the cycle of adverse childhood experiences

Parenting may be particularly challenging for substance‐dependent mothers who have grown up with parents who themselves had substance use disorders (SUDs). The aim of this study was to explore how substance‐dependent mothers describe their childhood experiences with substance‐abusing parents and the association between these earlier experiences and their own role as caregivers. Using purposeful sampling, mothers admitted for 1 year to a family ward at a substance abuse clinic were approached. Through in‐depth, qualitative interviews, nine substance‐dependent mothers described their lives in the form of present, past and future tense. The findings indicate that substance‐dependent women, who have experienced SUDs in their families of origin, face several major challenges when they become mothers. Some describe having lived their whole lives ‘on the edge of society'. This makes their rehabilitation process more complex. All mothers work to abstain from substances, process traumatic experiences and integrate their family into society. They need help to build supportive social networks and to establish a safe and predictable family environment for themselves and their children. The therapeutic implications of these findings will be discussed.     

‘I want to be better than you:’ lived experiences of intergenerational child maltreatment prevention among teenage mothers in and beyond foster care

The growing body of research on teenage motherhood in foster care has largely focused on the risks involved for both mother and child, yet these mothers depict a much more complex picture of their own experience of becoming and being mothers. The current study employed interpretative phenomenological analysis to explore 18 in‐depth, qualitative interviews from six participants on the meaning and experience of motherhood among teenage mothers in foster care and in the years immediately after ageing out. This study focused on a particular dimension of motherhood: participants' efforts to break the cycle of child abuse and neglect with their own children. Two themes emerged as characteristic of these experiences: (i) treating children well/parenting differently and avoiding the system; and (ii) reducing isolation and enhancing support. Given the increased likelihood of the children of teen mothers – particularly those who have been maltreated – becoming involved with the child welfare system, study findings suggest possible strategies for disrupting cycles of intergenerational child welfare involvement generated by young mothers themselves. Practice implications for addressing possible substance abuse, mental health and relational and parenting needs are discussed.     

Mind‐mindedness and self–other distinction: Contrasts between Japanese and British mothers’ speech samples

To elucidate cultural contrasts in children's family environments, we conducted in‐depth, direct comparisons of mind‐mindedness and self–other distinction from maternal speech. The study included 5‐min speech samples of 225 mothers from Japan (N = 111) and the U.K. (N = 114) talking about their 3‐ to 6‐year‐old children (including 11 sibling pairs, n = 236). Compared with Japanese mothers, British mothers spoke significantly more, gave a significantly higher proportion of child‐focused and mind‐related comments, and also showed a stronger self–other distinction. In addition, within each country, there was a positive relation between mothers’ references to children in the singular (as opposed to plural) form and their mind‐mindedness. Together, the current findings highlight cultural variations in maternal mind‐mindedness, explicit–implicit communication style, and self–other distinction, and also suggest further exploration of relations among them.     

An evaluation of a groupwork intervention for teenage mothers and their families

This paper describes the implementation of a specific, community‐based, multi‐family group (MFG) intervention strategy (Families and Schools Together [FAST] babies) aimed at improving the outcomes for infants of teenage mothers in 11 Canadian communities. The aims of this social work group intervention were (1) to engage the teenage mothers into a socially inclusive experience that might challenge the social disapproval they often experience, (2) to enhance the mother–infant bond, while increasing feelings of parental efficacy, and (3) to enhance the social context of the teenage mother by reducing stress, social isolation and intergenerational family conflict. Groups were co‐led by teams of service users (a young mother, a grandmother of the baby of a teenage mother and a father of the baby of a teenage mother) collaborating with multi‐agency professionals (health visitors and social workers). Teams that reflected the ethnic diversity of the participating family members were trained to facilitate eight weekly group meetings. They showed respect for the young women's ‘voice’, and supported her ‘choice’ to prioritize motherhood as her defining identity. The meetings comprised a range of activities, including crafts and singing, discussion of ‘conflict scenarios’ in cross‐familial, cross‐generational groups, infant massage delivered to babies by the young mothers, grandmother support groups, and a shared community meal. Where necessary, teams made referrals for specialist help. One hundred twenty‐eight young mothers came once to 17 groups, and 90% graduated having attended a minimum of six sessions. Evaluation data from mothers and grandmothers showed positive change when comparing pre and post, based on standardized questionnaires. One‐tailed, paired t‐tests showed statistically significant increases in parental self‐efficacy for the teenage mothers, improved parent–child bonds, reductions in stress and family conflict, and increases in social support. Given that rates of teenage pregnancy in the UK are among the highest in Europe, this paper concludes with a discussion of the feasibility and possible merits of introducing FAST babies to England.     

Eight years after – a follow‐up study of mothers and children at psychosocial risk who received early treatment: does early intervention leave its mark?

One‐hundred forty‐five mothers at psychosocial risk who, with their babies, had been given treatment at a parent–baby clinic during a 2‐year period starting in 1999, treatment designed to strengthen the mother–child relationship, were followed up 8 years later. Both the mothers who had agreed to take part in the treatment programme (n= 73) and those who had declined (n= 72) were searched for in the records of the Social Welfare office to determine if the treated mothers had been focused on to a lesser degree in the following 8 years than those who had declined treatment, a hypothesis that was initially put forward. The behaviour of the children whose mothers had undergone treatment (n= 46) was studied. The initial hypothesis had to be rejected; support and intervention from the social authorities had been equally common in both groups. However, the children of treated mothers had fewer externalizing behaviour than children of untreated mothers at psychosocial risk.     

Improving outcomes for children in out‐of‐home care: the role of therapeutic foster care

How best to support children and young people in foster care remains a challenge for child welfare. There has been little Australian research on the outcomes for children and young people placed in therapeutic foster care (TFC). This article aims to address this knowledge gap, presenting the evaluation of a state‐wide model of TFC known as the Circle Program operating in Victoria, Australia. Data sources for the study were case assessment analysis; surveys of foster carers, program workers and other stakeholders in the sector; and both focus groups and individual interviews with foster care workers. The evaluation found that the Circle Program lessened the number of unplanned exits of children from foster placements compared with generalist foster care. Another important finding was that the Circle Program positively influenced foster carers' decisions to stay in the carer role. Key components perceived as contributing to outcomes of the Circle Program included enhanced training of foster carers, intensive carer support, specialist therapeutic support to the child and carer, therapeutic service to family members and a network of services to provide support to the child.     

Daily links between school problems and youth perceptions of interactions with parents: A diary study of school‐to‐home spillover

This study examined how academic and peer problems at school are linked to family interactions at home on the same day, using eight consecutive weeks of daily diary data collected from early adolescents (60% female; M age = 11.28, SD = 1.50), mothers and fathers in 47 families. On days when children reported more academic problems at school, they, but not their parents, reported less warmth and more conflict with mothers, and more conflict and less time spent around fathers. These effects were partially explained by same‐day child reports of higher negative mood. Peer problems were less consistently associated with parent‐child interactions over and above the effects of academic problems that day. A one‐time measure of parent‐child relationship quality moderated several daily associations, such that the same‐day link between school problems and child‐report of family interactions was stronger among children who were closer to their parents.     

What do children think about their social worker? A Q‐method study of children's services

Understanding how children experience social work interventions is an important part of gauging whether what is provided is genuinely helpful. In this paper, we describe the findings from a research project using Q‐method, aimed at understanding what children involved with statutory services think about their social workers and how they experience the time they spend together. Using a pre‐existing practice framework, we explored skills including empathy, collaboration, and purposefulness from the point of view of children and young people. The participants in our study (n = 22) were insightful observers of social work practice, able to describe not only how they experienced time spent with their workers but also inferring differences in motivation and approach. In addition, workers who were described in similar terms by different young people were nevertheless experienced differently. This suggests not an archetypal “good social worker”—instead, there are skills that are good for specific children at specific times within the context of specific relationships.     

Story-building and narrative in social workers' case-talk: A model of social work sensemaking

Despite the importance of decision-making in child and family social work, how social workers make sense of information in undertaking assessments and making decisions has received limited attention. Drawing on an ethnographic study of four child and family social work teams across two English local authorities, this article demonstrates how social workers make sense of the lives of children and families through a story-building process. Data comprise interviews with social workers and supervisors (n = 22), recordings of one-to-one supervision (n = 17) and observations of everyday case-talk (n = 21). A model of social work sensemaking is offered, consisting of three stages: (1) initial formulations, (2) developing the narrative and (3) adopted account. Across these stages, social workers engage in different forms of sensemaking activity, such as case framing, testing and weighing information, and generating hypotheses. Collegial and supervisory case-talk provide opportunities for social workers to scrutinize their developing narratives; however, some forms of case-talk can limit or shortcut sensemaking. This model has applications for practitioners and organizations as a tool to promote reflection on how social workers make sense of their cases. Further recommendations include social workers having access to formal and informal reflective spaces where sensemaking case-talk can take place.     

Adapting the Friends of the Children programme for child welfare system‐involved families

Research has shown the importance of long‐term, caring adults for children in foster care. This paper reviews the Friends of the Children (FOTC) long‐term mentoring programme and how it was adapted to serve children and families with child welfare system involvement. This study's two research questions are (1) How do Friends (FOTC's paid professional mentors) currently work with, and in turn, have an impact on, child welfare‐involved families? and (2) How can Friends better support child welfare system‐involved caregivers and families to promote family stability, permanence, and child well‐being? Data were collected from 21 caregivers (foster and biological), 24 FOTC Friends, five child welfare workers, and five teachers. Qualitative analyses of focus group, interview, and open‐ended survey data revealed a wide variety of ways Friends currently support children and families. In addition, several recommendations were made for strengthening programming. These findings provide valuable insights into providing long‐term mentoring to child welfare system‐involved children and families.