A parent gesture intervention as a means to increase parent declarative pointing and child vocabulary

This study examined whether a brief parent gesture training resulted in a change in the communicative intent of pointing gestures used by parents of infants from age 10–12 months and whether specific types of points (declarative vs. imperative) were more or less likely to predict later child language skill at 18 months. Compared to parents who were randomized to the control group, parents in the intervention group produced significantly more declarative pointing gestures as a result of the intervention. Moreover, parents’ use of declarative points at 12 months was predictive of later child vocabulary comprehension at 18 months. These findings suggest that a short-term parent training can have important effects on the communicative intentions conveyed through gesture which predict vocabulary development.     

The capacity to parent: A self psychological approach to parent—child psychotherapy

Clinicians who work with dysfunctional parent-child relationships face the dilemma of evaluating and effectively treating the psychopathology of parenting, which is often elusive and difficult to extrapolate from behavioral reports or social statistics alone. Fundamental concepts of the self psychological theory of development, particularly empathy and the self-selfobject matrix, are especially useful for elucidating the complexities of parenting because they explain the psychological components of the interaction as well as its intrapsychic significance. These concepts will be applied to the process of parent-child psychotherapy. A case is presented to illustrate the explanatory advantages of a self psychological conceptualization.This work was conducted while both authors were employed as CoDirectors, Infant Development Project at the Juvenile Protective Association, Chicago, Illinois.The Infant Development Project is funded by a grant from the Kate Maremont foundation, Chicago, Illinois.     

How experiential education relates to college goals and objectives

Goals and undergraduate education objectives related to experiential learning were identified in college brochures and through interviews with selected college personnel. All college faculty were mailed questionnaires asking the extent of their agreement with the goals and objectives and their opinion as to the learning environment most conducive to achieving these objectives.Lack of faculty agreement with experiential learning goals and faculty unwillingness to endorse off-campus learning experiences conflicted with the published philosophy of the college. A Guttman Scale constructed from faculty responses to goals showed that as the degree of abstraction of each goal increased, so did the degree of faculty agreement.Based on college goals, valid and reliable instruments were developed to determine students' attitudes about field experiences, and to assess performance in field placements. As amounts of fieldwork increased, students' attitudes about self became more positive, performances at field sites showed higher achievement, and understanding of college goal-related concepts increased. Any amount of fieldwork appeared to help focus students' professional goals.     

Closer to home: parent mentors in child welfare

This article addresses the emerging use of parent mentors--parents who have successfully negotiated the child welfare system and provide support and advocacy to others. The theoretical justification, roles, and expected outcomes and benefits of parent mentors are explored. The organizational factors thought to be required for such programs are also described, drawing on the available literature and the practice experience of a recently implemented Parent Partners program in a county child welfare agency.     

Adult child and elderly parent household

Intergenerational households—adult child and elderly parents—are an alternative lifestyle. A review of the literature suggests that several factors are related to the level of stress in these households. A number of structural, individual family member and family factors which may influence the stress level in intergenerational households are explicated. It is suggested that community resources mediate the linkages between the structural factors, individual family member factors, family factors, and the level of stress in intergenerational households. A number of practice strategies for preventing and dealing with stress are discussed.     

Sharon: A self-employed lone parent with a disabled child

Sharon's story was collected as part of a study of parents combining employment with the care of disabled children in Britain. Sharon is a lone parent with three daughters, one of whom, Helen, has severe epilepsy. Here she explains to researcher, Trish Heaton why work is important to her but also why it is so difficult for her to sustain work and caring in the context of minimal formal or informal support from within the community. The practical and emotional difficulties of negotiating with inflexible services can drive working parents to crisis point. Sharon describes one such crisis point where all her arrangements had broken down. The supports she needed were minimal, but their absence had a profound impact.     

The roller-coaster of experiences: becoming the parent of a deaf child

When early testing indicates a hearing loss, parents find themselves on a roller-coaster of experiences leaving little time or space for reflection. This study is based on interviews with families in the Flemish region of Belgium, one of the earliest in the world to introduce universal neonatal screening for hearing loss. Starting from a phenomenological approach, we explore parents’ accounts of their experiences in order to uncover the meanings of early parenting of a child identified with a label. Soon after birth, these parents encounter a different world in which intertwined discourses construct parenthood with a deaf child. During the process of becoming a parent, representations of deafness as impairment were omnipresent. In contrast to a medical and technological perspective that insists on the need to intervene as fast as possible, it is argued that the private and social implications of rapid intervention require explicit consideration.     

Effects of a video feedback parent training program during child welfare visitation

Behavioral parent training programs have documented efficacy for improving behaviors among parents and their children and are frequently used by child welfare agencies to prevent removal of a child from the parental home or to facilitate reunification. Although an ideal time for parent training might be during supervised visits where parents may practice skills with their children under the guidance and support of a therapist or caseworker, this is not typically the case. Most often, parents within the child welfare system receive parent training in small groups without their children present, and to date, few studies have examined effects of behavioral parent training interventions during supervised visitation. In this study, concurrent multiple baseline across behaviors design was used to examine effects of a behavioral parent training program, Filming Interactions to Nurture Development (FIND), on parental skill acquisition with four mothers who had lost custody of their children but were being considered for reunification. Children emitted little or no problem behaviors during baseline or intervention, so parenting behavior was the primary dependent variable. Results obtained across participants documented a clear functional relation between implementation of the FIND intervention and increases in developmentally supportive parenting behaviors. Results of social validity and contextual fit measures suggest the intervention was perceived by mothers to be positive, feasible, and appropriate within the child welfare context. Practical and conceptual implications, limitations of this study, and directions for future research are discussed.     

Survival dilemmas: Case study of an adult child of a schizophrenic parent

This article describes aspects of the treatment of an adult child of a schizophrenic parent. Many theories on irrationality in the family setting illuminate the range of impingement on the child's reality when a parent is disturbed in this way. Current research has absorbed itself in interpretations of data on risk, vulnerability, disorder, and early trauma, which have implications for prevention as well as therapeutic treatment of the adult survivor. Profound effects on Ms. P's early development are elaborated in the therapy, in which the treatment stance is influenced by Kohut's theories of the self, particularly as applied to the establishment within the holding environment of specific transferences that facilitate reconstructive work.     

Connecting child care quality to child outcomes: drawing policy lessons from nonexperimental data

Effective early childhood intervention and child care policies should be based on an understanding of the effects of child care quality and type on child well-being. This article describes methods for securing unbiased estimates of these effects from nonexperimental data. It focuses on longitudinal studies like the one developed by the National Institute of Child Health and Human Development's Early Child Care Research Network. This article first describes bias problems that arise in analyses of nonexperimental data and then explains strategies for controlling for biases arising from parental selection of child care. Next, it comments on attrition in longitudinal studies and outlines some strategies for addressing possible attrition bias. Finally, it discusses the need to translate "effect sizes" derived from these studies into the kinds of cost and benefit information needed by policy makers.     

Child poverty and child outcomes

This article reviews the most up to date evidence on the prevalence of child poverty in Britain. It traces how child poverty has changed over the last 20 years, and how child poverty in Britain compares with that in other countries. Then there is a brief section describing the characteristics of poor children. It then reviews evidence of the impact of poverty on the well‐being of children drawing on the ESRC Children 5–16 programme project—Poverty: the Outcomes for Children (Bradshaw, 2001a). It concludes with a discussion of how the Labour Government is doing in its aspirations to abolish child poverty. Copyright © 2002 John Wiley & Sons, Ltd.     

Linking worker-parent working alliance to parent progress in child welfare: A longitudinal analysis

Using a national data set of child welfare cases, we asked how parent progress in a case plan was related to four factors: collaborative engagement, child welfare history, parent characteristics, and social worker characteristics. Our secondary analysis employed a sample extracted from nationally representative longitudinal records of 3185 children and their parents. Results of generalized least squares random-effects modeling showed that parent progress was associated positively with five specific variables: collaborative engagement, maintenance of effective working relationship, parent receipt of assistance in achieving goals, parent satisfaction with collaborative engagement, parent Hispanic ethnicity, and child welfare worker with MSW or degree in other major. Associated negatively with parent progress were parent receipt of assistance with obtaining needed services, out-of-home placement, multiple problems, and family income. Practice implications are discussed.     

The family culture of negotiation—a result of changing parent‐child relationships

Case studies of parent‐child relations in three different European regions—West Germany, East Germany and the Netherlands—offer material for the comparative analysis of the ongoing intra‐familial process of modernization and civilization in post‐war West European societies. The data are drawn from extended narrative interviews with twelve‐year‐olds and from parallel but separate semi‐structured ‘mirrored’ interviews with the same children and their parents. The results of the analysis show that family relations in general, and parent‐child relations in particular, are increasingly marked by a familial ‘culture of negotiation’. This suggests that the balance of intergenerational power relations is currently in the process of change. To a greater or lesser extent, contemporary family relations are characterized by situationally grounded processes of negotiation between parents and children.     

How to house a child: providing homes for Jewish children in interwar Poland

After World War I Jewish community leaders in Poland addressed the increasing number of orphans due to the war and continued violence by placing children in foster care and building orphanages run by local non-governmental organisations. The care of children in private homes was seen as the most practical solution to the crisis and a real alternative to the establishment of institutions. The records of these non-governmental organisations and the writings of Jewish community leaders reveal that the discussion regarding institutions and private care reflected a desire to provide effective and efficient services but was also a sign of the institutional immaturity of the organisations that had emerged to address the needs of children. Proponents of both institutions and private care advocated greater supervision of these services and, if not institutionalisation, more organisation of those working in child welfare and of children's lives. Believing that such supervision would make the children under their care into more productive, responsible adults, the leaders of Jewish children's aid associations in Poland viewed positively the increasing involvement of non-governmental organisations and the state in the intimate lives of families.     

Substance-abusing child welfare parents: treatment and child placement outcomes

The authors present findings from their study of 167 child welfare parents referred for substance abuse assessments. Relationships between gender, prior treatment, court-ordered intervention, significant others' support, and treatment and placement outcomes are examined. Findings indicate significant others' support positively influences all outcomes while court-ordered intervention is not predictive. Prior treatment is associated with continued substance abuse. Gender differences exist for assessment completion and several client characteristics. Implications for practice are drawn.     

Using a child development model to assess the outcomes of social work interventions with families

The Children Act 1989 strengthens the view that the purpose of providing children's welfare services is to support families in promoting their satisfactory development. Implementation of the Looking After Children materials provides data that enables us to assess how far such aims are achieved both for individual children and for groups. Concrete information in each of the key areas of need, threshold, objective, service and progress across seven dimensions of development can be built up to provide complex assessments of outcome. Extending such assessments beyond the group of children looked after away from home raises questions about public responsibilities to families.