Working Relationally with Youth in Child Protection Institutions: A Milieu‐Therapy Perspective

Children and youth who have shown serious difficulties or if it is surmised that parents over time will not be able to care for the child or youth, could be placed in a child protection institution. The therapeutic work in such institutions is often described as milieu therapy. There has been little focus on the milieu therapist's relational work in child protection institutions. The research question for this study was: What factors are described by milieu therapists as significant for relational work with youth placed in institutions? To answer this question, we collected data from qualitative semi‐structured interviews with four milieu therapists working in child protection institutions. Interpretative phenomenological analysis helped us identify three overarching categories: (1) structural and personal factors as a basis for relational work; (2) various forms of communication in relational work; and (3) relational work with a starting point in everyday events.     

Psychiatric,Family, and Ethnicity-Related Factors That Can Impact Treatment Utilization Among Hispanic Substance Abusing Adolescents

SUMMARY

There is great significance to improving our understanding of predictors of treatment utilization among Hispanic substance abusing youth. One hundred and ten Hispanic substance abusing adolescents and their parents participated in a study of treatment utilization. Analyses showed that adolescents with lower numbers of externalizing disorders (χ² = 4.18, df = 1, p < .05) and parents with better parenting strategies (χ² = 8.73, df = 2, p < .05), predicted overall treatment utilization (residential + outpatient). Better parenting practices and higher parental years in the U.S. predicted more utilization of outpatient services and lower parenting stress predicted more utilization of residential services. Without specialized engagement strategies, adolescents and families most in need may be the least likely to engage in recommended treatment.     

Becoming a Transracial Family: Communicatively Negotiating Divergent Identities in Families Formed Through Transracial Adoption

Guided by intergroup and discourse dependence theorizing, the present study explored how divergent identities are communicatively negotiated in transracial adoptive families. Specifically, we examined how adoptive parents’ understandings of their child’s race and culture changed after adopting transracially and how adoptive parents navigated racial and cultural differences through talk. Results from 21 interviews revealed that adoptive parents reported an increased awareness of race and culture, such that a new appreciation for their child’s race and culture developed yet simultaneously amplified ambivalence. Results further indicated parents utilized narrating, naming, ritualizing, discussing, normalizing, and praising to communicatively negotiate racial and cultural identity differences. Findings contribute to transracial adoptive family research by illuminating how parents make sense of differing social identities within the family. Results also advance discourse-dependence theorizing by demonstrating the context-specific nature of internal boundary management strategies and by giving voice to the prevalence of border work in transracial adoptive families.     

Cyclical Cohabitation Among Unmarried Parents in Fragile Families

Building on past research suggesting that cohabitation is an ambiguous family form, the authors examined an understudied residential pattern among unmarried parents: cyclical cohabitation, in which parents have multiple cohabitation spells with each other. Using 9 years of panel data from the Fragile Families and Child Wellbeing Study (N = 2,084), they found that 10% of all parents with nonmarital births and nearly a quarter of those living together when the child is 9 years old are cyclical cohabitors. Cyclically cohabiting mothers reported more material hardships than mothers in most other relationship patterns but also reported more father involvement with children. On all measures of child well‐being except grade retention, children of cyclically cohabiting parents fared no worse than children of stably cohabiting biological parents and did not differ significantly from any other group.     

Infants in Foster Care

Abstract

This article highlights the importance of attachment issues for infants placed in foster care. We offer a framework for understanding how early separation and maltreatment may affect infants' ability to securely rely on a foster parent. We argue that disruptions in foster infants' primary attachment relationships, combined with a history of maltreatment, place these infants at risk for developing predominantly insecure or disorganized attachments to foster parents, regardless of foster parent characteristics. We argue that foster infants' successful passage through the foster care system requires a high level of foster parent sensitivity to their unique attachment needs. We also argue that this level of sensitivity is likely to require specialized training for foster parents.     

Communicative Openness in Adoption,Knowledge of Culture of Origin,and Adoption Identity in Adolescents Adopted From Romania

Eighty adolescents (39 male, mean age = 15.74 years) adopted from Romanian institutions in early childhood rated their own and their adoptive parents’ communicative openness, their knowledge of Romanian culture, and positive and negative feelings concerning birth parents, being placed for adoption, and being adopted. Adolescents were moderately comfortable talking about their adoptions but perceived their parents to be very comfortable. Nearly 40% reported no familiarity with Romanian culture. Youth with more familiarity with Romanian culture were more communicatively open and had more positive adoption identities. Greater communicative openness was also associated with more positive adoption identities. Gender and age at adoption differences are reported.     

A Pilot Study Evaluating Students' Interest in International Social Work Education

International social work (ISW) has gained traction across the USA with a number of schools taking the lead in promoting the values of social work through exchange programs, service learning, and volunteerism. The internalization of campus through the proactive action of institutions to incorporate global perspectives into teaching, learning, and research in order to build intercultural competence among students, faculty, and staff has received little attention. This paper assesses the level of interest of social work students at a large urban university in the southwestern USA in embracing ISW and how they conceptualized their learning needs. Using a self-administered web-based survey offered to a total of 1,500 social work students with 18% respondent rate, the research determined through a chi-square test that students in Bachelor of Social Work, Master of Social Work, and PhD programs had a significant difference in preferences in areas of interests (χ² = 153, p ≤ 0.000). Overall, students demonstrated interest in direct practice (74.3%) and community and administrative practice (16.6%). Students also differed in their level of interest in participating in international exchange programs (χ² = 9.6, p = 0.047). Discussions address specific and unique interests categorized broadly as ‘globalized social worker,’ ‘humanitarian social worker,’ and ‘policy social worker,’ each of which requires specific skillsets and advanced behavior skills.     

Conceptualising informal institutions: Drawing on the case of guanxi

Institutions regulate social life through formal rules and sanctions. These are distinguished from another source of social regulation, the informal incentives and constraints inherent in cultural currents and customary practices. Informal practices may be based not simply on cultural forces, though, but expectations regularised by informal rules and sanctions, which may operate as informal institutions. One approach holds that informal institutions arise out of formal institutional voids. Another holds that informal institutions operate in response to situations in which formal institutions frustrate the interests of individuals and groups who engage informal institutions to augment, compromise, or subvert formal institutions. After developing the concept of informal institution, the article goes on to indicate how an informal relationship pervasive in modern China, guanxi, may be understood as an informal institution. It is shown that by drawing on the case of guanxi the scope of the concept informal institution can be extended and also that our understanding of guanxi is enriched when the concept of informal institution is applied to its analysis.     

Exploring Parents' Experiences and Reactions to Adolescents' Hyperactivity,Impulsivity, and Attention Problems

Adolescents' hyperactivity, impulsivity, and attention problems (HIA) have been shown to make parents feel powerless. In this study, the authors examined whether these feelings were dependent on parents' experiences with their older children. Two models that offer different predictions of how parents make use of their earlier experiences when raising their later‐born children were explored: the learning‐from‐experience model and the spillover model. The authors used reports from 372 parents with 1 child (M_age = 11.92) and 198 parents with 2 children (M_age = 11.89 and 14.35) from a small town in a European country. The results did not support a learning‐from‐experience process. Instead, consistent with a spillover process, parents felt particularly powerless about their younger children with HIA if they also felt powerless about their older children. This study suggests that parents' experiences of raising their older children are important for their reactions to HIA in their younger children     

Navigating Parenthood as Two Women; The Positive Aspects and Strengths of Female Same-sex Parenting

This study investigated the positive aspects of female same-sex parenting, and the strengths that these couples may exhibit. We recruited 13 female same-sex couples (n = 26) who participated in in-depth interviews, framed by a hermeneutic approach. Participants described a number of positive factors, which included negotiating a coparenting relationship in the absence of socially prescribed roles, characterized by shared, collaborative parenting. They also described their varying reactions to a heteronormative context, at times advocating for social change in their communities and at other times accepting the social difficulties they face while managing the emotional impact of these for themselves and their children. Their resilience was promoted by the gay, lesbian, bi-sexual, transgender and queer (GLBTQ) community and by the efforts of organizations such as schools and hospitals to promote inclusion. The findings are helpful for clinicians working to facilitate positive coping in same-sex parents as well as institutions looking to provide sensitive, relevant and inclusive practice to same-sex parents and their children.     

Birth Mothers Now Birth Grandmothers: Intergenerational Relationships in Open Adoptions

Abstract

Despite growing trends in openness between birth and adoptive families, little is known about what happens when adopted children become parents and birth mothers become birth grandmothers. These new and unique relationships between birth mothers and their grandchildren were examined through intensive case study analyses of in-depth interviews with birth mothers who placed infants for adoption more than 25?years ago (N?=?11). Findings revealed enjoyment in their role as grandmothers and emphasized the significant role the adult adoptee (parent) played in influencing communication with their grandchild and families’ incorporation of technology-mediated contact to overcome geographic barriers. Implications for practitioners, policy makers, and researchers are discussed.     

Minority parents’ coping efforts to improve their children’s academic achievement: the Tanodas in Hungary

ABSTRACT

Our paper is based on a study carried out among students of Hungarian tanodas – second chance educational institutions in Hungary – and their parents. The findings of the interview research did not support deficit models and suggest that schooling is a vital issue for both Roma/Gypsy families and their children. All families have limited resources and opportunities to achieve desired goals, and despite their strong intent and determination, they often seem to lack a clear vision of the steps to be taken. Our results show that children have to cope with negligence, stigmatization, exclusion, discrimination, etc. Turning to tanodas for help has become a sort of coping strategy in and of itself. We could identify, as common parental strategies, the ‘squeezing out’ of the maximum available scarce opportunities, building on social networks, and monitoring their children’s studies. Students’ coping mechanisms regarding identity-threats were more varied and ranged from confrontation via proxy control and social support, to disengaging from school and taking on a negative identity or, the opposite, taking up positive roles.     

Occupational Stress,Burnout and Job Status in Female Academics

The study investigated perceived occupational stress in a sample of 582 academic staff members working in institutions of higher education in the UK. Data was collected using the Maslach Burnout Inventory (Maslach and Jackson 1986), The Job Diagnostic Survey (Hackman and Oldham 1974) and the Faculty Stress Index (Gmelch et al. 1986). The results indicate that women academics perceive the structure and content of their jobs similarly to men. However, women generally experience higher overall levels of stress in their jobs and results indicate that they may cope better with the demands placed upon them than their male counterparts. There is some evidence of the presence of a ‘glass ceiling’ in the institutions studied, with women holding more junior positions, and remaining in them longer, than men. A difference in effect size was found between those women who do achieve senior positions and men in similar posts. Higher grades predict greater job strain for women but not for men. The results from this study suggest fruitful avenues for future research.     

From democratic participation to civic resistance: the loss of institutional trust as an outcome of activism in the refugee solidarity movement

Adding to the literature on non‐institutional political action and trust, this article argues that the loss of institutional trust is not only a cause but also an outcome of political activism. Studying the Danish refugee solidarity movement in a mixed‐methods research design including survey and qualitative interview data, the article shows that three kinds of activism – political activism, humanitarian activity, and civil disobedience – relate differently to the loss of trust in the institutions of the Parliament, the legal system, and the police. Political activism primarily affects a loss of trust in the Parliament due to low external efficacy and a closed political opportunity structure. Civil disobedience affects a loss of trust in the legal system and the police due to a perceived lack of procedural justice. Humanitarian activity does not affect a loss of institutional trust because it does not imply interaction with the institutions to the same extent as the other kinds of activism. The consequence of losing trust in the political institutions is not an abandonment of democratic values, nor political apathy, but rather a change in civic engagement from a mode of democratically legitimizing participation in the institutions to a mode of contending and questioning the legitimacy of the political institutions. This finding indicates that in turn loss of institutional trust may cause an increase in extra‐institutional political action which is consistent with the commonly assumed causality in the literature. This leads to a final integrating argument for conceptualizing activism and loss of institutional trust as reinforcing factors in a process where, in line with the main finding of this study, activism may cause a loss of institutional trust which, in turn, may cause additional activism, as argued in the existing literature.     

Building good knowledge or blaming bad parents? Examining the construction of parents and parenting in a corpus of parent focussed cochlear implant research articles

Parents of deaf children with a cochlear implant (CI) report feeling pressure to adhere to a very prescribed conceptualisation of ‘good parenting’, and in some cases report feeling judged or blamed, for example, if the child's progress post-CI is slower than expected. Previous investigations of the discourses of parenting science suggest that, while parent blame is rarely expressed explicitly, that normative, moral assumptions about how ‘good parents of a disabled child’ should feel, think and act are embedded within prevalent concepts and terminology. A disproportionate focus on evaluating individual parents' personal characteristics at the expense of more external, socially located issues has also been noted. Existing critiques, together with the author's lived experience provide the impetus for this study; in which corpus linguistics methods have been used to document the types of parents and parenting attributes constructed in a 420,982 corpus of research articles. The results indicate the prevalence of many highly evaluative parenting noun-collocates within the field; successful adaptation, a positive appraisal of the situation, realistic expectations, rational decisions, high involvement and full-time use of the CI are conflated with good parenting, whilst parents who present in alternate ways are construed as problematic. Implications for future research are discussed.     

Assisting Parents and In‐Laws: Gender,Type of Assistance,and Couples’ Employment

We use 1995 MIDUS data (n = 2,085) to assess whether the gender gap in help persists across different types of help (unpaid task assistance, emotional support, financial assistance) to parents and in‐laws. We also examine whether joint employment patterns influence levels of help. Persistent gender differences are identified in levels of emotional support to parents and in‐laws: Women spend more time than men giving this help. There are no gender differences in levels of unpaid task assistance or financial assistance to parents or in‐laws. Individuals in single‐earner couples, however, provide greater levels of unpaid task assistance to in‐laws and financial assistance to parents than individuals in dual‐earner couples. Furthermore, financial assistance to parents is positively linked to work hours.     

Black Mothers' Perceptions of the Role of Race in Children's Education

Many Black parents consider racial climate and academic quality when thinking and making decisions about their children's schooling experiences. However, few studies have directly asked Black parents about the role they believe race will play in their children's schooling, if any. The authors interviewed 76 Black mothers (M_age = 34; SD_age = 6.67) of children entering first grade (M_age = 6.13; SD_age = 0.36), asking what role they believed race would play in their children's schooling. The authors found that mothers considered the racial composition of the school and the perspectives and behaviors of teachers and the administration to be important factors when assessing the role of race in their children's education. Mothers were also particularly concerned about the discrimination their sons may face because of their position as Black boys. Given these contextual factors, mothers considered themselves to be protective agents through their involvement in their children's academic lives.     

Unsociable Work? Nonstandard Work Schedules,Family Relationships,and Children’s Well‐Being

Many children live in families where one or both parents work evenings, nights, or weekends. Do these work schedules affect family relationships or well‐being? Using cross‐sectional survey data from dual‐earner Canadian families (N= 4,306) with children aged 2 – 11 years (N= 6,156), we compared families where parents worked standard weekday times with those where parents worked nonstandard schedules. Parents working nonstandard schedules reported worse family functioning, more depressive symptoms, and less effective parenting. Their children were also more likely to have social and emotional difficulties, and these associations were partially mediated through family relationships and parent well‐being. For some families, work in the 24‐hour economy may strain the well‐being of parents and children.     

Every Child Matters outcomes: What Do They Mean for Disabled Children and Young People?

To date, little attention has been paid to the appropriateness of the Every Child Matters (ECM) outcomes framework to disabled children. ¹ 1 For brevity, the term children is used to apply to children and young people up to 19.
This article reports findings from a research project which sought the views of disabled children and their parents about their desired outcomes. Twenty‐nine children and 90 parents were interviewed. The findings indicate that ECM outcomes are appropriate to disabled children but can have different meanings. In addition, the need to recognise the importance of maintaining outcomes, as well as progress, is highlighted.     

Parental employment and time with children in Spain

This paper studies whether the allocation of childcare time differs across gender, parental employment and other characteristics in Spain. Results show that mothers provide substantially more care for Essential Needs Activities and Secondary Childcare than fathers, but the care for Educational Activities is similar. The analysis also shows that fathers and mothers in employment spend more time on Educational Activities than their counterparts who are not working, and that parental education generally increases childcare for Essential Needs and Educational Activities. Finally, the study suggests that ending the working day no later than 6 p.m. would significantly raise the time allocated to childcare by working parents.