Provocations for Critical Disability Studies

This article posits a number of provocations for scholars and researchers engaged with Critical Disability Studies. We summarise some of the analytical twists and turns occurring over the last few years that create a number of questions and concerns. We begin by introducing Critical Disability Studies; describing it as an interdisciplinary field of scholarship building on foundational disability studies theories. Critical Disability Studies scholarship is being produced at an exponential rate and we assert that we need to take pause for thought. We lay out five provocations to encourage reflection and debate: what is the purpose of Critical Disability Studies; how inclusive is Critical Disability Studies; is disability the object or subject of studies; what matters or gets said about disability; and how can we attend to disability and ability? We conclude by making a case for a reflexive and politicised Critical Disability Studies.     

Gangsters and wheelchairs: urban teachers’ perceptions of disability,race and gender

This investigation provides inquiry into Disability Critical Race Studies to analyze the intersecting attributes related to race, gender and disability. The application of Disability Critical Race Studies revealed the ways in which race/ethnicity and gender merge to erroneously typecast African-American men who are wheelchair users as reformed ‘gang bangers’ or ‘victims’ of neighborhood gun violence. This investigation examines urban pre-service teachers’ understandings of disability and underscores the challenging intersection of race, gender and disability within urban communities.     

Reviewing changes to the Child Disability Allowance: Giving parents a voice

Abstract

The Diabetes Clinic at Princess Margaret Hospital for Children has been concerned at the impact of changes made in 1998 to eligibility for the Child Disability Allowance on families caring for a child with diabetes. A survey of those families was conducted to obtain their views on the changes. Results showed the number of families receiving Child Disability Allowance since the changes has significantly declined. Parents indicated the allowance should be automatic for children with insulin dependent diabetes as the disability is chronic, incurable, requires extra care and attention, and is a financial and emotional burden for families. Many felt the application process was unjust, incomplete and inadequate. The results formed part of a submission to the Department of Family and Community Services evaluation, giving parents a voice in this process. This project illustrates the capacity of social workers to attempt to impact on social policy within the context of their clinical practice.     

An analysis of the relationship between parenting self-efficacy,the quality of parenting,and parental and child emotional health

ABSTRACT

The relationship between parenting self-efficacy, the quality of parenting, and parental and child emotional health has been conducted with Caucasian families and young children. The purpose of this study was to examine these relationships in ethnically diverse and impoverished families with children who have behavior problems. We examined the relationships between parenting self-efficacy, parenting practices, child externalizing problems, and caregiver depression. Participants included 213 caregivers of children with Oppositional Defiant Disorder (ODD), who rated their parenting self-efficacy and completed questionnaires on parenting practices (APQ and FAD); child externalizing behaviors (Iowa Connors Inattention and ODD subscales); and caregiver depression (CESD). Data were examined using Chi-Square tests, a Linear Regression, and a One-Way ANOVA. Results demonstrate parenting self-efficacy was positively associated with positive parenting and inversely associated with inconsistent discipline. Among parents who perceived themselves as being a “better than average parent,” there was a greater percentage of youth who met cutoff for inattention problems as compared to youth who did not meet this cutoff. Lastly, depression scores were lowest for caregivers identifying as below average parents. This study underscores the need for involving parents and enhancing parenting self-efficacy in interventions targeting Disruptive Behavior Disorders.     

Applications of a Capability Approach to Disability and the International Classification of Functioning,Disability and Health (ICF) in Social Work Practice

Abstract

As disability rates increase more social workers will require greater preparation to practice effectively with individuals with disabilities. The Capability approach and the International Classification of Functioning, Disability and Health provide helpful tools for social worker training. The capability approach emphasizes the need to assess what individuals are able to do in their real-life environments (capabilities) rather than capacity or functional status. The ICF provides helpful disability-related terminology and an actual classification to assist social workers to develop appropriate interventions that facilitate capability development among individuals with disabilities. Using the capability framework with the ICF will contribute to improved understanding of disability among social work students and practitioners.     

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.     

Creating ‘stability’ for children in step‐families: time and substance in parenting

Children are said to be in need of stability for a ‘successful’ upbringing. This article focuses on the implications of this for parenting and childrearing practices in step‐families. It addresses the ways that conceptions of stability for children in family policy are tied to a particular family form and to maintaining continuity in biological parenting obligations, while parenting research has largely been concerned with measuring the consequences of changing family forms for children. In contrast, parents and step‐parents in step‐families themselves have far more complex understandings about the creation of stability for children in their care, around issues of dis/continuity in linear time and the social and material substantive constitution of stability. Copyright © 2002 John Wiley & Sons, Ltd.     

The Social Model of Disability as a Threshold Concept: Troublesome Knowledge and Liminal Spaces in Social Work Education

This paper draws on the notion of threshold concepts to consider the way in which disability studies has the capacity to transform social work students' understandings of disability and therefore influence their practice. Most students enter social work programmes with the professed aim of ‘helping’ and so to be confronted by an approach (the social model of disability) and a body of research and theorising (disability studies) that challenges their taken-for-granted assumption that social work practice is ‘helpful’ is unsettling and can lead to resistance. The purpose of this article is to interrogate practice on a social work programme where a commitment to social model practice is explicated and embedded with the purpose of identifying what it is we want students to ‘get’, whether they find this troubling and how they can be effectively supported as they move through liminal spaces in social work education.     

Parenthood and Well-Being: A Decade in Review

Understanding social aspects of parental well-being is vital because parents' welfare has implications not only for the parents themselves but also for child development, fertility, and the overall health of a society. This article provides a critical review of scholarship on parenthood and well-being in advanced economies published from 2010 to 2019. It focuses on the role of social, economic, cultural, and institutional contexts of parenting in influencing adult well-being. The authors identify major themes, achievements, and challenges and organize the review around the demands-rewards perspective and two other theoretical frameworks: the stress process model and the life course perspective. The analysis shows that rising economic insecurities and inequalities and a diffusion of intensive parenting ideology were major social contexts of parenting in the 2010s. Scholarship linking parenting contexts and parental well-being illuminated how stressors related to providing and caring for children could unjustly burden some parents, especially mothers, those with fewer socioeconomic resources, and those with marginalized statuses. In that vein, researchers continued to emphasize how stressors diverged by parents' socioeconomic status, gender, and partnership status, with new attention to strains experienced by racial/ethnic minority, immigrant, and sexual minority parents. Scholars' comparisons of parents' positions in various countries expanded, enhancing knowledge regarding specific policy supports that allow parents to thrive. Articulating future research within a stress process model framework, the authors show vibrant theoretical pathways, including conceptualizing potential parental social supports at multiple levels, attending to the intersection of multiple social locations of parents, and renewing attention to local contextual factors and parenting life stages.     

Mothers' Time,the Parenting Package,and Links to Healthy Child Development

Studies show that mothers' time in particular activities with children is positively associated with child well‐being, but results are mixed regarding associations between child outcomes and the sheer amount of time that mothers spend with children. Using data from three waves of the Panel Study of Income Dynamics Child Development Supplement (N = 2,622), the authors assess whether gains from mothers' total time with children vary by the quality of mothers' other investments in children or the “parenting package.” Mother–child shared time was associated with children's broad reading scores and adolescents' externalizing behavior, but mothers' other parenting investments did not moderate these associations. Results were robust to alternative measures of mothers' time and to the incorporation of earlier assessments of child academic and behavior problems. Parenting investments may be indicative of the quality of children's home environments, but do not magnify gains from mother–child shared time.     

Confronting Cruelty

Abstract

The present article reports on a study of the attitudes and behaviour of young people towards help-seeking during times of emotional distress and, in particular, when contemplating suicide. Twent- one young people aged between 16 and 24 years, as well as six parents and 14 youth service providers who lived in ‘Subcity’, a metropolitan community, were interviewed about their understandings of youth suicide and effective interventions. Nearly all the young people, service providers and parents identified a range of barriers that impede or prevent young people from asking for help when they need it most, including issues related to trust and confidentiality, parental support and fear, stigma and perceived loss of esteem. Implications for social work practice include an emphasis on developing parenting skills and community development related to education about suicide and the provision of appropriate support services.     

Cultural sensitivity in the delivery of disability services to children: A case study of Japanese education and socialization

This ethnographic study examined beliefs about disability and related socialization and educational practices at a Japanese elementary school. Disability is a universal issue affecting child welfare and educational systems around the world. Yet, relatively little sociocultural research has focused on non-Western children with disabilities. This limitation restricts our understanding of the extent to which and how cultures vary in their responses to disability, and the impact of these variations on children's development. Public schools in Japan recently implemented formal special education services for children with “developmental disabilities,” a new category used by educators to refer to “milder” difficulties in children's acquisition of social and academic skills, for example, learning disabilities, ADHD and Asperger's syndrome. This transition created a dilemma for educators: blending new requirements of providing individualized support with traditional Japanese socialization and educational practices of raising and educating children within peer groups. Participant observation, in-depth interviews, and longitudinal case studies of children with developmental disabilities addressed culturally- and developmentally-sensitive practices employed by educators. Educators were sensitive to stigma, involved peers in supporting one another, created home-like classrooms, guided children towards voluntary cooperation, and provided support and guidance to parents. Broad implications for the design of culturally-sensitive disability services are discussed.     

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.     

Raising Girlyboys: A Parent's Perspective

An increasing number of children are expressing themselves in gender-expansive or gender-variant ways. A subgroup of those children are girlyboys: boys who accept themselves as boys but cross culturally defined gender lines in their attitudes, behaviors, and desires. Using clinical material, written accounts, and personal observations, this paper investigates the experience of parents raising these boys. Facilitative parenting is differentiated from obstructive parenting within the rubric that gender-fluid outcome is healthy and parents can have influence in this arena. The experience of parents with their girlyboys is also offered as a window through which to view a young boy's protogay development. Analysis is made of the ways in which the psychoanalytic lens has traditionally blurred or distorted our thinking about parents' roles in gender-variant children's development. An alternative view of parenting, informed by the work of post-modern psychoanalytic gender theorists, is proffered, with an end to reinforcing healthy gender-fluid development.     

Do disabled people need a stronger social model: a social model of human rights?

Abstract

We introduce the social model of disability by reflecting on its origins and legacy, with particular reference to the work of the Union of the Physically Impaired against Segregation. We argue that there has been a gradual rolling back of the rights and entitlements associated with the social model of disability. Yet no alternative for the social model has been proposed in response to such threats to disabled people’s human rights. Disabled people need a stronger social model that acts as a means to a society which enables and ensures their rights; the right to live a dignified life, as well as to live in an environment that enables people to flourish with disability.     

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.     

Parents with a Learning Disability: research issues and informed practice

This paper commences with an examination of the concept of parenting and then applies its findings to parents who have a learning disability. It is argued that views on parenting, drawn from mainstream developmental psychology from parents who do not have a learning disability can inform our thinking about parents who do have a learning disability and provide an agenda for future research. In particular, we look at skills-based approaches to parenting, parenting as a motivated activity, cultural and historical factors influencing parenting, and lay views on children and childhood. The conclusion was reached that, although an audit of what people with a learning disability believe and expect about children is valuable research, the critical issue is how this knowledge is applied in parenting practice.     

The International Classification of Functioning,Disability, and Health (ICF), A New Tool for Social Workers

Abstract

The World Health Organization (WHO) ratified the International Classification of Functioning, Disability and Health (ICF) in 2001. This followed a ten year period of international development which shifted emphasis from a system concerned with the consequences of disease to a system concerned with human functionality and health. Disability advocates contributed to this system which has potential as a tool for social work classification and assessment. Familiarity with the system also brings the profession in step with the disability studies movement which promotes a social model of disability.     

A Friend and a Brother: Understanding the Role of African American Men in Child-Rearing

ABSTRACT

Utilizing a strength-based model, this study examined child-rearing competencies among African American fathers, both resident and nonresident, and male caregivers. Fifty-three African American parents were interviewed about the positive role played by men in the lives of their children. A subsample of 11 fathers provided information on their parenting values and behaviors. Findings included substantial involvement by these men, well described goals for parenting, and useful parenting techniques. The study suggests that work with African American families would benefit from expanding the focus to include men more centrally.