ADOPTION:

In this article, we focus on how understandings of the past influence the process of integrating older special needs children into family life. We present the stories of two families who adopted older special needs children as they reconstructed the past, experinced the present, and projected the future. We draw upon social, pragmatic, and postmodern theories of the past to guide our interpretations and understandings of these families' adoption experiences. The dominant ideology of family influenced their story construction, and it was against this conception that their stories were evaluated. We followed the Litners and the Becks as they used the past to create stories that enabled and disabled their family life in the present and in the future. From the Litners' and the Becks' stories, we learned that when families are too limited by a cultural conception of an ideal adoptive family, their ability to use the past to create stories to help them live in the present and to project a shared future becomes restricted.
Our adoption failed because we understimated the past and overstimated our ability to create stories with happy endings. (Mrs. Beck)     

Remembering,Apologies, and Truth: Challenges for Social Work Today

Abstract

In 2003, over 41?000 families with accompanying children throughout Australia were assisted by homeless services. Sole fathers with children in their care who are homeless are a minority group within this overall population of homeless families and, as such, little is known about their experiences of homelessness and fathering. The present paper reports on an exploratory study of sole fathers with children in their care who were homeless in the Australian Capital Territory. The study identifies the fathers’ pathways into and experiences of homelessness, and the fathers share their stories of what it means to be a sole father. The paper identifies the issues fathers may experience when dealing with homelessness and fatherhood. An increased understanding of these experiences can contribute to the development of further research and improved practice with such families.     

"THE STORY" OF A DEATH: THERAPEUTIC CONSIDERATIONS WITH BEREAVED FAMILIES

Facilitating and listening to bereaved families tell "The Story" of their loss is an important component of therapeutic work with bereaved families. Following a discussion of the general functions of stories, the authors use a variety of case examples to illustrate how "The Story" can be used as an assessment device, as an initial intervention, and as a gauge of the progress of treatment. Family stories of loss are conceptualized as constructions, and the emphasis is on how individual and family context affect and are affected by these stories. Throughout the paper, particular attention is paid to ways stories canbe useful for children in families.     

Telling and Re‐telling Stories: The Use of Narrative and Drawing in a Group Intervention with Parents and Children in a Remote Aboriginal Community

The Let's Start Parent‐Child Program is a manualised parent‐child program which aims to improve educational, social and emotional outcomes for Aboriginal parents and their four‐ to seven‐year‐old children. It has been implemented in the Northern Territory, Australia on the Tiwi Islands and in Darwin since 2005. This paper outlines the adaptation of the program to include narrative approaches, the sharing of stories and the use of expressive arts as a way to build understanding between program leaders and participating families. An example from a recent program is used to illustrate how the sharing of stories and expressive use of art engages and binds group participants together. It supports parents to tell their own stories, to speak about their lived experience, to reconsider aspects of their own and their children's experiences and to achieve an increased awareness of their personal resources and a sense of self‐empowerment. The program is designed and delivered with sensitivity to individual parents, children and families, where cultural and interpersonal differences and different developmental and family situations can be taken into account.     

Finding dignity in a landscape of fear: enslaved women and girls at the University of Virginia

From its inception, the University of Virginia was a destination for enslaved men, women, and children who were forced to leave their families to build and sustain the needs of this newly founded institution. This article explores the unique experiences of the enslaved women and girls who labored at the University of Virginia, and highlights the distinct intersectionality of their oppression in terms of their race, class, and gender. Their stories showcase the particular challenges that arose while enslaved at a university filled with young privileged white men, bringing attention to the historic and continual struggles of black women throughout history.     

Lessons learned from children who have experienced homelessness: what services need to know

Children who accompany their parents or guardians during a period of homelessness make up 37% (more than one in three) of all people accessing the Supported Accommodation Assistance Program (SAAP) services. This paper describes an Australian qualitative study that explored the experiences of children who accompanied their families during periods of homelessness. It focuses particularly on what children and young people say they want from the services that they come in contact with; particularly specialised homelessness services such as housing support services and refuges. Key themes that emerged from the research include: the need for services to engage with children as individuals in their own right, to listen to and acknowledge their stories, to have services that meet their individual needs, to act and respond when children feel unsafe and for workers who can provide support to children to talk to parents about what is going on. Children and young people wanted workers to know that they felt their parents were doing their best to keep them safe. They focused on what their parents could do and did do rather than what they were not able to provide. They called on the human service system to do the same.     

School-Choice Stories: The Role of Culture

This article uses data from in-depth interviews conducted with the parents of a sample of 88 ninth-grade students from public, private, Catholic, and Christian high schools in two different suburban communities. This research investigates the ways in which parents understand education and how they make sense of schooling options for their children. It shows both how families who choose schools make the selection among various alternatives and why some families seem not to choose schools. This research finds that the financial and information resources of families are not enough in and of themselves to explain school-choice behavior. While these resources are indeed used by families as they make school choices, such measures do not capture the cultural dimension of school choice. In this context culture is understood as the lens through which people make sense of the social world. The decision to activate resources and the direction in which those resources will be activated are mediated by culture. In particular, as these school-choice stories show, the school-choice decision is influenced by the past educational experiences of the parents and by their religious faith.     

From surviving to thriving: Understanding reunification among African American mothers with histories of addiction

Child maltreatment cases involving substance abuse have increased. Estimates reveal that between 40% and 80% of all families involved with child protection have substance-abuse issues. Only 12%-20% of substance-abusing families regain custody of their children. Little is known about the factors that contribute to substance-abusing women regaining or losing custody of their children. Using the Multiple Embedded Case Study method, this study illuminates the experiences and feelings of mothers struggling to overcome addiction and highlights the main differences between women who regained custody and those who permanently lost custody of their children. In this study, 50% of the women lost custody and 50% regained custody of their children. The women who lost custody of their children tended to be in survival mode, characterized as going through the motions, engaging in acting-out behaviors, and failing to follow treatment recommendations. The women who regained custody of their children tended to thrive, characterized as having internal motivation, taking responsibility, and engaging the material. This study advances our knowledge of the factors contributing to reunification. Understanding these factors can lead to the development of practices that increase the likelihood of reunification for families struggling to overcome addiction.     

“It will help me in life,that my life will be better”: Future Challenges for Children of Migrant Families

Not much attention has been paid to the children of migrant families in the receiving Israeli society. Our research focuses on how migrant children cope with future orientation and challenges how those children perceive their future course of life. This study speaks with the voices of the children, as represented in their personal stories and interviews, and reveals their interpretation of their futures, their integration in the receiving society, and the significance they accord to the events, activities and experiences they have undergone. Our findings reveal that in the area of future life course the children expressed a positive approach to school, to matriculation, to work and fulfilling future ambitions. In contrast in the area of existential life course children expressed a negative view and most of them reported that it is difficult for immigrant families live in Israel, and therefore they would prefer to migrate to another country.     

Aboriginal Women's Perceptions and Experiences of a Family Violence Transitional Accommodation Service

Abstract

This article presents a qualitative study of Aboriginal women's perceptions and experiences of a transitional housing program in South Australia that was established to assist long-term homelessness and family violence. The aim of the study was to explore the experiences and service outcomes for Aboriginal women and their children and to identify both facilitators and barriers to the effective operation of the program. Face-to-face interviews were conducted with 13 Aboriginal women and thematic analysis was used to report their collective stories. The women's stories showed individualised, flexible, and open-ended support as well as practical outcomes of stable, safe housing for themselves and their children were particularly valued. The women reported that these features of the program augmented feelings of strengthened confidence and self-efficacy. The authors argue the domestic and family violence sector has the opportunity to learn from the perceptions and experiences of Aboriginal women, particularly allowing time and commitment to working long-term with families.     

Rethinking Partnerships Between Parents and Professionals

SUMMARY: The declaration by the United Nations of 1994 as the International Year of the Family provides a good opportunity to make a fresh start in re-examining policy and practice from first principles. The time seems ripe for a wholesale reappraisal of relationships between families and professionals in the field of intellectual (learning) disability. Members of an International Year of the Family Task Force established by the International League of Societies for Persons with Mental Handicap (Inclusion International) collected around 100 family stories from families around the world who had a relative with an intellectual disability. These family stories indicated that families are not satisfied with the information they are given, the attitudes of professionals, service planners and providers or with the nature and quality of support which they are receiving. Families are asserting their rights as citizens and consumers and they want to see changes. This paper summarises some directions for change.     

Every Object Tells a Story

ABSTRACT

The article considers objects and stories within the homes of Pakistani Heritage families who came from Pakistan to the UK in the 1950s and 1960s. The research team particularly explored the relationship between objects and family stories and timescales. Part of the research process involved an ethnographic inquiry exploring the stories told by the families. An exhibition was constructed from these stories and a website. The experience of migration, of the resettling of people and objects produced new kinds of stories in relation to objects, as families moved across national and transnational spaces. I highlight how a nuanced understanding of timescales can help illuminate studies of home cultures of migrant families. Notions of place and space are disrupted when possessions are left behind, and language is all there is left to recreate lost objects in old spaces. Longer timescales can be attached to objects that appear valueless when actual objects are lost or in transit. By making the timescales a focus for discussion, actual stories and experiences of families making that transition can be more readily heard. Home cultures can be understood in this context as “traveling” and subject to transformation and disruption.     

Parents Dilemmas in Sharing Donor Insemination Conception Stories with their Children

Parents of children conceived by gamete (sperm or egg) donation often find it challenging to share donor conception stories with their children. This study reports findings of a qualitative study of families with children conceived by donor insemination in New Zealand, a country where the policy and practice of sharing information in donor insemination is advanced. Almost all parents had told, or planned to tell, their children about their origins, but some parents faced considerable dilemmas around disclosure. Parents need to be given support and guidance as they inform their children about their donor family history. © 2007 The Author(s). Journal compilation © 2007 National Children's Bureau.     

Maternal attitudes of Greek migrant women

This study examines groups of Greek migrant mothers and their attitudes towards their children in different stages of the migratory process. There were 2 lots of samples of Greek migrants mothers who had at least 2 children 8-10 years old, 1 from the home country (5 villages of the District Drama in East Macedonia) and 1 from the receiving country (the area of Baden-Wurtenberg, where most of the migrants from East Macedonia are living). The 4 groups are: 1) 20 mothers who have always lived with their child in the host country; 2) 20 mothers who live in the host country where their child has joined them in the last 2-4 years; 3) 27 mothers who have lived in the host country with their child and have returned home in the last 2-4 years; and 4) 24 non-migrant mothers who have always lived with their families in the home country (control group). Women were interviewed using 2 questionnaires: a survey and an attitude questionnaire. The range of mothers' ages was 20-50 years. The youngest mothers were in the control group whereas group 1 mothers were the oldest. Groups 1 and 2 were mostly unskilled workers; groups 3 and 4 were mostly housewives. The returnees stayed in the host country a mean of 10 years, whereas the other 2 migrant groups were there 14.6 years. There were significantly fewer children in the families of groups 1 and 2 than 3 and 4. The attitude questionnaire covered the following child rearing practices: 1) training the child to participate in home duties; 2) keeping clean and tidy; 3) self-reliance and social behavior towards visitors; 4) ways of dealing with a child's obedience/disobedience; 5) dealing with favor-seeking behavior, food, and sleeping problems; and 6) mother's degree of permissiveness, supervision, and intervention on child's personal and interpersonal sphere of life. Findings show that moving from home to host country and coming back home creates the most controlling mothers, probably because mothers and children face anxiety-producing situations as they redefine family roles and readjust to the social environment. Returnees are as emotionally involved with their children as mothers who have always lived with their children in the host country. There are more similarities than differences between the 2 migrant groups. Both groups show similar attitudes to the control on 5 out of 7 composite variables. These findings suggest there is a strong cultural pattern in maternal attitudes which has not been affected by the sociocultural environment. The 2 groups of migrant mothers are similar to the returnees in their attitudes towards boys and girls except that returnees were more overprotective of boys than girls.     

FROM FOSTER CARE TO FOSTERING CARE: The Need for Community

Using an interpretive ethnographic framework, we investigate how being in a caring community benefits foster children and their families during a time of crisis. Through (re)telling the stories of the untimely death of Carl Connor, a parent of four foster children, we examine the community of Hope Meadows as the site where the activities of caring occurred. Care as a set of relational and moral practices is presented, and we describe how care is facilitated by the purpose as well as the physical and social dimensions of Hope Meadows. The stories of Carl Connor's death provide a foundation for a gendered theory of moral community.     

The obscuring of class in memoirs of parents of children with disabilities

Many memoirs written by the parents of children with disabilities have been published in America, especially in recent years. Although they often tell tales of struggle and heartache, they are also often tales of parents and children who manage to overcome adversity. While these stories no doubt often give many new parents of children with disabilities hope, they also obscure the fact that members of different classes have different access to various coping strategies for the extra challenges of raising a child with a disability. This paper examines nine memoirs and how the authors were able to use resources available to members of the middle and upper class (finances, time, and social connections) to more easily accomplish modern ideals of disability in America: de‐institutionalization and inclusion. The coping strategies of the lower class are absent from the discussion. Finally, the paper argues that it is ill‐advised to place such a heavy burden on families in accommodating persons with disabilities.     

An education and negotiation of differences: the ‘schooling’ experiences of English-speaking Canadian children growing up with polio during the 1940s and 1950s

In this paper we present oral narratives focusing on schooling experiences of Canadians who lived with polio as children between 1940 and 1959. We argue that disabled students with polio received an education about the differences ascribed to them by individuals in authority (teachers, principals), by other young people, and through the dominant negative discourses of polio and normalizing, ableist practices of schooling. Using narrative accounts from participants’ interviews, we analyze their school experiences of difference: inaccessible physical and temporal spaces, bullying at school, exclusion from classes, and negotiating youth culture related to shoes, clothes and friendships. However, participants were not passive and they discussed how, along with families, they negotiated and occasionally defied normalizing processes. This research gives voice to a generation of disabled English-speaking Canadians, whose stories about school have not been heard before.     

Listening to Older Adult Parents of Adult Children With Mental Illness

This article uses qualitative research and narrative analysis to examine the experience of women age 55 and older who are parents caring for adult children with mental illness. Knowledge about the conflicts of older parents with dependent children is underdeveloped. In this study, analysis of women's stories about parenting in later life reveal that the women have two sets of feelings: wanting to be free from the responsibility of caregiving and feeling responsible to continue the support and protection of their adult vulnerable children. The women's conflicts are palpable and are found in the ideational themes of the narratives, as well as the structure of how the narratives are spoken. The discussion highlights the relevance of the theory of ambivalence for clinical practice when working with older women who are caregivers for their adult dependent children.