'I Value What You have to Say'. Seeking the Perspective of Children with a Disability, Not Just their Parents

The UN Convention on the Rights of the Child acknowledges the right for children to express opinions about issues affecting them and the right to have these views heard (Davis, 1998). There has been an increase in the number of international studies including children as informants in research, but there is noticeably less published research including children as informants in Australia if they have a disability. Rather, there has been a reliance on parents/carers for insight into their child's experiences. In this article we present the results of a qualitative pilot study where we interviewed parents and their children who have cerebral palsy about their perceptions and experiences of communication in the medical consultation. We found that the views of children and parents were different, further reiterating the need to seek the perceptions of children as well as their parents.     

Young Carers: challenging the facts and politics of research into children and caring

This paper critically reviews existing research on young carers. I argue that our knowledge of what young carers do and how they differ from other children, is extremely limited. Without this information, practice recommendations will be based on guesswork and prejudice. I argue that the existing literature pays lip service to the support, or lack of it, that disabled people need to empower them as parents. In this context, I also review research into the relationship between disability and parenting. Research has tended to involve the search for the negative impact of an adult's disability on a child's growth, intelligence and adjustment. This has therefore told us little about how parental disability affects the domestic and caring tasks of children. There is a conceptual hole in the middle of our existing awareness about caring and childhood, with which future research must attempt to grapple.     

Sexism,Heterosexism, and Attributions About Undesirable Behavior in Children of Gay,Lesbian, and Heterosexual Parents

SUMMARY

Existing research on heterosexuals' attitudes toward gay and lesbian parenting typically focuses on heterosexuals' views about whether or not gay men and lesbians should be parents. Although a significant literature describes positive outcomes for actual gay and lesbian parenting, research has not specifically examined the effect of these attitudes on heterosexuals' evaluations of parenting skills, competency in parenting situations, or attributions about behavior in children of lesbian and gay parents. Two hundred twenty participants responded to a series of vignettes describing a restaurant scene in which two parents respond to their child's public tantrum. Sexual orientation and gender of the active parent in the heterosexual condition were varied. Heterosexism, evaluation of parenting skills, and attributions for child's behavior were assessed. Unexpectedly, gay male parenting skills were rated most positively, and heterosexual parenting skills (where a woman was the active parent) most negatively. Both traditional and modern heterosexism predicted negative evaluations in the same-sex parenting conditions with modern heterosexism (denial of continued discrimination) explaining a larger portion of the variance in several outcome measures. It is suggested that differences in gender role expectations for men and women encourage excessive praise for men who interact with children and condemnation of women who disappoint unrealistic expectations.     

Opioid Use Disorder,Attachment, and Parenting: Key Concerns for Practitioners

In the United States, the current epidemic of opioid use disorders impacts many parents and their children. Historically, interventions for parents with substance use disorders have focused on two separate areas, achieving and maintaining abstinence and learning parenting skills. These interventions do not address the parent/child relationship, and the impact of parental opioid use disorder on attachment. Insecure attachment, particularly disorganized attachment, negatively affects the child’s development and safety. Attachment should always be considered when doing a safety assessment or planning an intervention for parents with opioid use disorders. This conceptual paper describes the impact of parental opioid use on attachment across the developmental span of childhood, highlighting research about opioid use disorder, parenting, and attachment which is relevant for practitioners working with parents with opioid use disorders, as child protection workers, substance abuse counselors, or therapists. Identification, attachment assessment tools, and empirical research on attachment-based interventions are discussed.     

Adoptions by Single Parents

Adoptions by single parents are thought by the public and by adoption professionals to be a plan for children needing adoption which is less advantageous for the child than a two parent adoption. For this reason, children who are difficult to find homes for are often placed with single parents; these are usually older children whose experiences have led to emotional and behavioral problems. Single persons who wish to parent an infant often adopt a child from another country. A review of the literature concerning single parent adoptions, and examination of the findings of a longitu- dinal study, indicate that the single persons who adopt are well able to carry out the responsibilities of parenting. They handle the special issues of adoption competently. Because children placed with single parents are frequently children with complex needs, and because single parents do not have a partner to share the responsibilities of parenting, continuing support from family and friends, the commu- nity, and from the adoption agency are important. Children adopted by single parents are as well adjusted as children adopted into two parent homes. There is some evidence that single parent homes may have unique strengths and be the placement of choice for some children.     

Evaluation of the impact of the Webster‐Stratton Parent‐Child Videotape Series on participants in a Midlands town in 2001–2002

Small groups of parents experiencing problems in managing the behaviour of young children took part in parenting programmes in a Midlands city in 2001–2002 based on the Webster Stratton Parent‐Child Videotape Series. Programmes were evaluated using standardised measures and qualitative data. Most participants who completed the programme (N = 29) in this small scale study had improved scores on all measures. The largest (positive) effects were in reductions in mean total parenting stress levels. Qualitative data confirmed high participant ratings for the facilitators and appreciation for group support; and indicated that partners' views were an important variable. Further research is needed about programme impact on non‐completers (including fathers and minority ethnic participants) and about the influence of non‐participating partners.     

Parenting a child with Autism Spectrum disorder: parental work context

This research contributes to the literature on work-related factors for parents raising a child with a disability. Specifically, we used questionnaire methodology to compare two parent families raising a child with Autism Spectrum (AS) with similar families raising ‘typical’ children. Our findings suggested that parents raising a child with AS self-report higher parenting stress and more mental health symptomatology, as well as lower overall job satisfaction, less satisfaction with supervisors and less workplace contentment. In addition, our findings suggested that parents raising a child with a disability self-report similarly to parents raising ‘typical’ children with respect to work interest, commitment and quality, as well as time missed. In conclusion, our results appear to suggested that despite increased parental stress related to parenting a child with AS, with respect to several work-related factors, there are more similarities than differences among these parenting groups.     

‘Chocolate … makes you autism’: impairment,disability and childhood identities

This paper discusses perceptions and experiences of impairment and disability from the perspectives of learning disabled children, their parents and their social workers. The author reports on findings from her doctoral study that adults often fail to take into account the views and experiences of learning disabled children. As a result, these children developed their own interpretations of impairment and disability based on their experiences and interactions with others. Whilst this indicates that they are active social interpreters, it also suggests that adults should make greater efforts to inform and consult learning disabled children. The author concludes by reflecting on the relevance of these findings to contemporary theories of disability and childhood.     

Theory,practice, and perspectives: Disability Studies and parenting children with disabilities

Abstract

In this process-oriented article, the authors weave short personal narratives with theoretical reflections to examine the relationship between Disability Studies scholarship and parenting children with disabilities. The authors present three findings: first, their position as parent-teacher-scholars informs their work in Disability Studies. Second, the work of Disability Studies scholars has the potential to positively influence parents’ understandings of disability; consequently, Disability Studies-informed parenting can influence parent advocacy for their children. Third, parent-scholars have the potential to create research that can positively impact parents, practitioners, and the field of Disability Studies. The authors conclude by arguing that there is a need for Disability Studies scholarship for and by parents. This work is significant because it challenges divisions between theory and practice, and articulates a need and responsibility for parents to grapple with alternative understandings of disability and alternative (collective) ways to create better social conditions for their children.     

Gender Socialization Practices Among Bisexual and Other Nonmonosexual Mothers: A Longitudinal Qualitative Examination

Though social scientists have researched sexual-minority parenting practices regarding the gender socialization of children, to date this research has focused exclusively on sexual-minority parents in same-gender relationships, and almost exclusively on the experiences of gay and lesbian parents. This article addresses the gender socialization parenting practices of 25 nonmonosexual sexual-minority women who are in different-gender relationships through analysis of qualitative in-depth interviews that took place over the course of 1 year. Our findings indicate that the experiences of these participants differ from both those reported in previous literature on sexual-minority parents in same-gender relationships, as well as heterosexual parents in different-gender relationships. Specifically, participants do not report sexual identity stigma as restricting the degree of cross-gender socialization in which they engage, nor do they report a gender normative influence from their male partners. Findings are discussed in the context of a socioecological framework.     

Parental Discussion of Child Sexual Abuse: Is It Associated with the Parenting Practices of Involvement,Monitoring, and General Communication?

We investigated whether parents who reported more positive parenting practices (i.e., monitoring, involvement, and communication) reported more discussion of child sexual abuse (CSA) with their children. Parents from Australia and the UK (N = 248), with children aged 6 to 11 years, completed an online survey. About half of parents reported directly discussing CSA, whereas 35% reported telling their children that CSA perpetrators may be family members. Rates of discussion were higher for other CSA-related topics such as body integrity and abduction. Correlational analyses showed that parents who reported speaking to their children about CSA also reported more positive parenting practices, more discussion of other sensitive topics, and assessed CSA risk for children (in general) to be higher. Discussion of CSA risk was not associated with parents' CSA knowledge, confidence or appraisal of own-child risk. Parents higher in positive parenting believed their children to be at less CSA risk. Parents who appraised higher own-child risk reported less positive parenting practices and were less confident about their parenting and their ability to protect their children from CSA. The findings are the first to report on the associations of parenting practices with parents' CSA discussion with their children.     

Parenting in poverty: Perspectives of high-risk parents

Parents considered high risk by child protection services commonly are striving to raise children in poverty but are identified as requiring improved parenting skills. Parent perceptions of their own needs are typically not sought or elicited. This longitudinal study of 35 parents over 18 months garnered 115 in-depth interviews focusing on parent views regarding barriers to effective parenting. Analysis indicated that parents uniformly identified poverty as the primary barrier to their capacity to provide adequate care for their children. Themes elicited indicated that financially parents were living precariously close to margins of defeat. Parents accepted personal responsibility for their economic and parental failings, equating no income with bad parenting. Depression and despair associated with poverty were acknowledged to impair parenting and increase self-doubt about parenting capacity. Experiences with social services generally led to low expectations of parenting assistance. The need for improved aid for impoverished parents is discussed.     

Shared Parenting After Divorce: A Review of Shared Residential Parenting Research

One of the most complex and compelling issues confronting policymakers, parents, and the family court system is what type of parenting plan is most beneficial for children after their parents' divorce. How much time should children live with each parent? An increasing number of children are living with each parent at least 35% of the time in shared residential parenting families: How are these children and their parents faring? In what ways, if any, do divorced parents who share the residential parenting differ from parents whose children live almost exclusively with their mother? How stable are shared residential parenting plans? By reviewing the existing studies on shared parenting families, these questions are addressed.     

The Voice of the Child in Parenting Coordination: Views of Children,Parents, and Parenting Coordinators

This article examines the views of children, parents, and parenting coordinators (PCs) on child inclusion in the parenting coordination process. Participants in a parenting coordination pilot project in Montréal, Quebec—10 children (ranging in age from 8–17 years old), 14 parents, and 2 PCs—were interviewed at the end of the project. The goal was to understand their perceptions of child participation in parenting coordination interventions. Overall, a vast majority of children and parents agreed that children should be given a forum in parenting coordination and their voices heard. Feedback from PCs on their child inclusion experience also provided rare insight into this practice. Results confirm the importance for children of being heard in postseparation interventions, even when parental conflict is high. These findings add to the growing literature on the participation of children in postseparation interventions.     

High school graduation rates among children of same-sex households

Almost all studies of same-sex parenting have concluded there is “no difference” in a range of outcome measures for children who live in a household with same-sex parents compared to children living with married opposite-sex parents. Recently, some work based on the US census has suggested otherwise, but those studies have considerable drawbacks. Here, a 20 % sample of the 2006 Canada census is used to identify self-reported children living with same-sex parents, and to examine the association of household type with children’s high school graduation rates. This large random sample allows for control of parental marital status, distinguishes between gay and lesbian families, and is large enough to evaluate differences in gender between parents and children. Children living with gay and lesbian families in 2006 were about 65 % as likely to graduate compared to children living in opposite sex marriage families. Daughters of same-sex parents do considerably worse than sons.     

Family Mediation: A Guide for Family Therapists

Family therapists often see separating parents who need to agree on co‐parenting arrangements. This article provides a guide to current research and practice in family mediation. The limited available research suggests mediation is a useful approach for some separated parents and their children, but often is not successful with highly conflicted parents, parents with mental health problems, parents struggling to accept the separation from their partner, or parents with unrealistic co‐parenting expectations. We analyse ways in which mediation might be enhanced, and discuss the potential roles of family therapists to support separating families to negotiate positive co‐parenting.     

Foster and Residential Care Reassessed: A Research Perspective

SUMMARY. Professionals in Britain and many other countries have long been concerned about whether children in need, who have to live away from their parents, are best placed in foster or residential settings. The issue has become particularly significant in recent years in view of the adverse publicity surrounding residential childcare. This paper summarises recent British research findings on the role and impact of foster and residential care for children and young people in need. It demonstrates that research conclusions often do not support commonly held public and professional views, particularly regarding the contribution of residential care.     

A Vocabulary of Motives: Understanding How Parents Define Quality Time

Although discussions of parenting refer to quality time, parents’ views of quality time have not been explored. Using the Sloan 500 Family Study, this article examines how 220 parents from 110 dual‐parent families define the spending quality time with their families and finds 3 distinct views: Structured‐planning parents saw it as planned family activities, child‐centered parents emphasized heart‐to‐heart talks with their children, and time‐intensive parents believed that all the time they spent with their families was quality time. Mothers and fathers both valued quality time, but, particularly when parents within a household disagreed, mothers more often described having a more active parenting role and assumed greater responsibility for quality time, reflecting a gendered division of parenting within the home.     

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.     

Parent-Child Interaction Styles Between Gay and Lesbian Parents and Their Adopted Children

SUMMARY

While myths exist that call into question the parenting ability of gay and lesbian parents as well as the impact of such parenting on children in their care, there is an ever increasing body of literature that clearly demonstrates the capabilities of these parents with their birth children. However, there continues to be a dearth of research on gay and lesbian adoptive parents and their children. To address this deficiency in the literature, this article explores the parenting styles of gay and lesbian adoptive parents and strengths of their children between the ages of 5–9 years (N = 94), using scores from the Parent-as-a-Teacher Inventory and the Behavioral and Emotional Rating Scale. Results illustrate that the gay and lesbian adoptive parents in this sample fell into the desirable range of the parenting scale and their children have strength levels equal to or exceeding the scale norms. Finally, various aspects of parenting style significantly predicted the adoptive parents' view of their child's level of care difficulty which subsequently predicted the type and level of strengths assessed within their adopted child. Recommendations for practice, policy and future research are highlighted.