Building collaboration between school and parents: issues for school social workers and parents whose young children exhibit violent behaviour at school

This research explores the perceptions of 60 parents whose children, aged from three to nine, had been involved in bullying, as defined under the Safe Schools Act and the Code of Conduct. Some of these children had been suspended from school, while others were potential candidates for suspension. These parents were recruited from Ottawa's two French-language school boards to participate in qualitative interviews between June 2000 and June 2002. The aim of this research was to cast new light on the perceptions of parents and schools with regard to their relationships, and on the role of school social workers in maintaining and enhancing collaborative partnerships.

The desire of some parents to be involved in the decisions concerning remedial action taken to address their child's aggressive behaviour touched a raw nerve in some schools. Nonetheless, when schools and parents ultimately recognize the daily challenges that both parties face, and a shared plan of action develops therein, the path to effective collaboration becomes clear. Early intervention on the part of school social workers gives them an edge in their efforts as mediators. They seize every opportunity to initiate different collaborative approaches between schools and parents, so that the issue of bullying can be handled in a more respectful way for everyone.     

The experiences and outcomes of children in foster care who were removed because of a parental disability

The purpose of this study is to examine the experiences and outcomes of children in the foster care system in the United States who were removed from their homes at least partially in relation to their parent's or caretaker's disability. This study uses administrative data from the 2012 year of the Adoption and Foster Care Reporting System (AFCARS), the federal reporting system that collects case-level data on all children in foster care through state and tribal IV-E agencies. While this administrative dataset doesn't collect data on parental disability, it does collect data on parental disability as a removal reason for children in foster care. In 2012, 19.0% of children in foster care had parental disability indicated as at least one removal reason, and 5.18% had parental disability indicated as their sole removal reason. Logistic regression was used to explore how a removal reason of parental disability correlated with removal manner, type of placement, location of placement, current case plans, discharge reasons and termination of parental rights. T-tests were used to compare children with and without parental disability as a removal reason in regards to number of placements, age at removal, length of time since last removal, length of stay in current placement, and total days in foster care. As foster children could have multiple removal reasons, analyses were conducted separately for children with parental disability as at least one removal reason, and those with parental disability as their sole removal reason. Findings indicate that children who have parental disability as a removal reason have different experiences in child welfare and different child welfare outcomes than those without parental disability as a removal reason. While the AFCARS removal reason of parental disability is not a proxy for parental disability, the study points to a need for closer attention to parental disability within the child welfare system to ensure appropriate services and supports, as well as fair treatment.     

The attitudes of medical professionals toward children and children at risk of separation from parents in Eastern Europe

This article reports the findings of a multi-country study of medical professionals' perceptions and evaluations of children. The primary aim of the study was to establish the perceptions medical professionals working in three Eastern European countries (Romania, Bulgaria, Moldova) hold toward children identified as “typical”, “at-risk” and “with disability”. A second aim was to explore the existence of country-level differences in medical professionals' perceptions of children. The third aim was to examine the pattern of associations between attitudes toward children and a change in use of institutional care to family and community-based alternatives. Over 800 respondents provided survey responses using paper-based and online returns. Findings indicated that positive affect toward children was associated with the favourability of attributes generated about “typical” children. In contrast, positive affect toward children was associated with less favourability toward at-risk children. Attribute favourability ratings generated for at-risk children were positively associated with attributes generated for children with disability. Differences were identified between respondents working across the three countries. No association was identified between attitudes toward children and endorsement of a statement supportive of de-institutionalisation as part of child protection reforms. These findings illuminate how children are conceptualised and understood by a group of medical professionals who hold considerable sway over decisions and recommendations about their relative risk and vulnerability.     

East Asian and US educators' reflections on how stigmatization affects their relationships with parents whose children have disabilities: Challenges and solutions

Stigmatization is a culturally widespread social justice challenge with broad implications for the development of children. This study examines the reflections of elementary school educators in Japan, South Korea, Taiwan and the US on how stigma affects their relationships with parents whose children have disabilities and how they respond to these challenges. We conducted cross-cultural analyses of individual, audio recorded interviews with 26 Japanese, 43 Korean, 16 Taiwanese and 18 US educators, including school social workers. Educators from all four cultural groups characterized the development of collaborative relationships with parents as critical to supporting the school success of children with disabilities. They also described challenges posed by stigmatization to those relationships, and solutions to those challenges. Japanese educators watched over, carefully guided, and expressed empathy to parents responding to stigmatization. South Korean educators avoided openly indicating children's struggles to parents, but provided them with education about disabilities to counter misperceptions. Taiwanese educators exercised patience with parents who expressed distress due to stigmatization, and concealed their own negative emotional responses to such displays. US educators engaged parents through fact-oriented, solution-focused responses to children's struggles. The perspectives of educators from diverse contexts can be used to identify cultural blind spots, and develop effective culture- and stigma-sensitive strategies to build relationships with parents to better support children with disabilities.     

Children removed from home by court order: Fathers' disenfranchised grief and reclamation of paternal functions

The study, based on in-depth interviews with 15 fathers in Israel, reports on fathers' emotional reactions to the court-ordered removal of their children from home. The findings show that all the fathers experienced the removal as a traumatic event, which utterly devalued them and annihilated their paternal identity. Although they suffered intense pain and loss well after their children were removed, their grief was disenfranchised as friends and family accused them of allowing the removal to happen. With this, most of the fathers acclimated to the removal and even reported an expansion of their parental identity. The discussion suggests some theoretical conceptualizations of their intense feelings of pain and loss.     

Psychoeducational groups with foster parents of sexually abused children

Psychoeducational groups for foster parents of sexually abused children were successfully delivered. Groups with nonrelative foster parents required less basic behavior management training than groups for foster parents related to the children in their care. Relative groups also required considerable attention to issues of visitation with birth parents. The groups helped foster parents improve their ability to care for sexually abused children. Participants were highly satisfied with the groups. Additional program development and research is clearly warranted.Ms. Winterfelt is in private practiceThe Project was supported by the Children's Bureau, ACF. DHHS.Copies of the training curriculum and videotape are available from Ms. Yeaton, Dept. of Psychiatry, Children's Hospital, 747 52nd Street.     

Partnership with parents in planning the care of their children

Working in partnership with parents is a guiding principle of the Children Act. This principle is made more concrete through specific requirements of the Act, such as those relating to care plans and reviews for children looked after by the local authority. This article examines the extent to which working in partnership with parents has been translated into practice, using some of the findings from a major research evaluation of child care planning under the Children Act.     

The experiences of children living with and caring for parents with mental illness

This research provides a three‐way perspective on the experiences and needs of children who are living with and caring for parents with severe and enduring mental illness. The views of children, parents and key workers were sought in order to provide deeper insight into the needs of families and the nature of interfamilial relationships, as well as the relationships between service users and providers. Child protection and medical research has long proposed a link between parental mental illness and the risk to children of abuse, neglect and developmental delay. The inevitability of risk associations is challenged by the research described here and outcomes for children of caring for parents with mental illness are discussed not simply in terms of risk to children but more broadly in respect of, for example, positive parent–child relationships. Copyright © 2006 John Wiley & Sons, Ltd.     

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.     

Helpful actions seen through the eyes of parents of children with disabilities

Parents of children with disabilities interact with a wide range of service providers in order to assure appropriate services for their children. While some actions performed by professionals are viewed as helpful, many are viewed as obstructive. Surveys completed by over 120 parents identified past actions perceived to be helpful and those thought to be unhelpful as well as identification of professionals associated with those actions. Using the critical incident technique, narrative responses were based on actual experiences that parents described. Parents were also asked to articulate specific actions they would like professionals to take in the future. Over half of the responses request desired relationships with professionals that focus on respect, collaboration, communication and information sharing. Implications for pre-professional training are discussed.     

Coping with bullying in Australian schools: how children with disabilities experience support from friends,parents and teachers

Little research has been published investigating the experiences of physical and emotional support for children with disabilities in the Australian school context. The aim of this phenomenological study was to explore how children with disabilities experienced support when they were bullied at school. Qualitative interviews with 10 children, aged 8–10 years, were analysed. The children had a range of disabilities, including physical, visual and hearing impairments. The four themes that emerged were: (1) bullying experiences; (2) coping with bullying; (3) importance of friends; (4) adult responses to bullying. The implications of the contributions to this study for bullying research specific to the lives of children with disabilities are discussed, such as providing educational and health professionals with a knowledge of the support that children with disabilities draw on when they experience bullying.     

Tandem treatment: A model for work with parents of troubled children

The complexity of individual work with parents whose children are in treatment because of their difficulties is explicated. An exploratory study of 15 mothers' experiences with such treatment is reported. The focus of the study was on parents' expectations, their relationships with their own and their child's clinician, the process of treatment and termination. The findings are integrated with relevant literature and clinical experience to provide a tandem treatment model in which emphasis is placed on clarifying parents' expectations, working with parents' individual issues as well as their role as parents, and focusing first on their children's problems, then gradually moving to the parents' concerns about their own problems.Ms. Staver is a retired Chief Psychiatric Social Worker, Judge Baker Guidance Center     

Innovations in care for children separated from parents: Transitioning from residential to family models of service

Research suggests that children develop best in families, but millions currently reside in residential care centers. Many residential care centers have transitioned their programmes from a to a family care model. Using a mixed methods design, the current study examined (1) antecedents to transition, (2) key elements in the process and (3) outcomes of transitioning models of care. Participants included 39 non-government organizations that had fully or partially transitioned to family care. Programmes collectively served 12 325 children and 29 499 families in 22 countries annually. Data revealed programmes perceived the change in the model was better for the families and children served.     

Nonviolent resistance: a treatment for parents of children with acute behavior problems

Nonviolent resistance (NVR) is a new training model aimed at helping parents deal effectively with their helplessness, isolation, and escalatory interactions with their children. The purpose of this study is to evaluate training in NVR with the parents of children with acute behavior problems. Seventy-three parents (41 families) were randomly assigned to a treatment group and wait-list control group. Measures were taken at pretreatment, posttreatment, and a 1-month follow-up. In comparison with the wait-list group, parents who received training in NVR showed a decrease in parental helplessness and escalatory behaviors, and an increase in perceived social support. The children's negative behaviors as assessed by the parents also decreased significantly.     

Insights and recommendations for recruitment and retention of low socio-economic parents with overweight children

Low socio-economic groups are typically difficult to recruit and retain in health research, which makes it difficult to investigate their health-related beliefs and behaviours. Low socio-economic parents with overweight or obese children took part in a longitudinal qualitative child obesity study over 12?months. These parents’ views of and recommendations for appropriate recruitment and retention strategies are reported. Their interpretations and suggestions are considered in the light of the difficulties that were experienced in designing the study to meet their needs and the approaches that were found to be more effective in achieving and maintaining a viable study cohort. Relevant aspects of recruitment included remuneration, recruitment locations and the use of appropriate weight-related terminology. Retention factors included protocol flexibility, ongoing remuneration and learning opportunities. Barriers to ongoing participation are also discussed. Suggestions are provided for future qualitative research with low socio-economic families.     

Looking at engagement and outcome from the perspectives of child protection workers and parents

This paper reports a study that sought to understand what facilitates engagement between parents and child protection workers and to ascertain the relationship between such engagement and intervention outcome. Quantitative and qualitative data were gathered through personal interviews with 131 worker-parent dyads (workers and corresponding parents receiving service) from 11 child protection agencies in Ontario, Canada. Measures included scales for engagement, parental well-being (depression and stress), and worker well-being (burnout, job satisfaction, stress). Outcome measures included perception of child safety, changed parenting practices and satisfaction. A relationship was found between workers' perception of parent engagement and parents' perception of their own engagement, as well as between the perceptions that workers and parents had around their own respective engagement. Workers who were satisfied with service outcomes were significantly more engaged than those who were unsatisfied. Parents thinking that their children were safer as a result of intervention were significantly more engaged than parents who thought that their children were less safe. The strongest reason given by parents for positive change was being able to trust their worker (p < .001) and believing that their worker was knowledgeable about parenting (p < .01). Qualitative data suggested that parents valued experienced workers because they thought such workers could better understand their problems and how to deal with them. Correspondingly, workers felt that experience enabled them to better understand clients' problems and provide more effective support. No relationship was found between parent engagement and parental depression or stress, but the mean depression score for parents placed them at risk of clinical depression. There was a negative correlation between worker stress and engagement. The study demonstrates that engagement between clients and workers is related to positive outcomes (as reported by workers and parents) and supports the contention that promoting engagement is integral to a successful child protection intervention.