Bibliotherapy with children who have a sibling with a disability

DeVries, Dawn; Sunden, Susan

doi:10.1080/08893675.2019.1625147

Cited by 9 publications

(12 citation statements)

References 13 publications

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“…“Fun” was identified by siblings as the most important aspect of programs (P. Burke & Montgomery, 2001; Carter et al, 2016; D'Arcy et al, 2005; DeVries & Sunden, 2019; Dodd, 2004; Granat et al, 2012; Naylor & Prescott, 2004; Schongalla, 2003; Smith & Perry, 2005). The importance of fun has also been identified in a systematic review (Tudor & Lerner, 2015) and in the gray literature (Sibling Support Project, n.d.‐a; Siblings With a Mission, n.d.).…”

Section: Resultsmentioning

confidence: 99%

“…Both parents (Scelles et al, 2012) and children (Gettings et al, 2015) spoke about confidentiality. Siblings told researchers that they were not comfortable talking about their difficulties with their disabled sister or brother with other people (Amicarelli, 2019; Corsano et al, 2017; D'Arcy et al, 2005) or with their parents (D'Arcy et al, 2005; DeVries & Sunden, 2019; Schongalla, 2003). Therefore, assurance of confidentiality was an important consideration for siblings and for parents.…”

Section: Resultsmentioning

confidence: 99%

“…The studies contained evidence that siblings of children with IDD feel that they receive less parental attention than their disabled sister or brother (DeVries & Sunden, 2019; Dodd, 2004; Granat et al, 2012; Haukeland et al, 2020; McCullough & Simon, 2011; Naylor & Prescott, 2004; Schongalla, 2003). A lack of child–parent communication and feelings of being left out can negatively affect sibling mental health (Incledon et al, 2015; Long et al, 2013).…”

Section: Resultsmentioning

confidence: 99%

“…Evidence for the mechanism of increased parent-child communication is also found in comments by parents (Giallo & Gavidia-Payne, 2008) and researchers (D'Arcy et al, 2005;DeVries & Sunden, 2019;Lobato & Kao, 2002, 2005McCullough & Simon, 2011;Naylor & Prescott, 2004;Scelles et al, 2012). The gray literature also emphasizes the importance of oneon-one time with parents for nondisabled siblings (Autism Society, n.d.;Autism Speaks, 2018;Krueger, n.d.-a, n.d.-b;Sibs, n.d.).…”

Section: Increased Communication With Parentsmentioning

confidence: 87%

“…Evidence to support validation as a mechanism was found in numerous sibling comments (DeVries & Sunden, 2019;Gettings et al, 2015;McCullough & Simon, 2011;Roberts et al, 2015;Sykes, 2010), parent comments (Dailey, 2013;Dodd, 2004;Evans et al, 2001;Gettings et al, 2015;Schongalla, 2003), and in researcher comments (Brouzos et al, 2017;P. Burke & Montgomery, 2001;Gettings et al, 2015;Granat et al, 2012;Hansford, 2013;McCullough & Simon, 2011;Naylor & Prescott, 2004;Scelles et al, 2012;Schongalla, 2003;Tichon & Yellowlees, 2003).…”

Section: Validationmentioning

confidence: 99%

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A realist review of programs for siblings of children who have an intellectual/developmental disability

Marquis

O’Leary²,

Hayden

et al. 2022

Family Relations

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ObjectiveOur purpose is to answer the following question: What mechanisms or components of programs, groups, or interventions improve psychological and social aspects of the lives of siblings of children who have intellectual/developmental disabilities (IDD)? Secondly, using a realist review format, we develop program theories and recommendations that can guide current and future sibling support programs.BackgroundThere is evidence that having a sibling with IDD can affect the physical health, behavior, and mental health of siblings who do not have IDD. As a result, support programs have been developed for these nondisabled siblings.MethodsWe conducted a realist review of 31 studies assessing support programs for siblings of children with IDD. Gray literature was also included. Applying the realist paradigm, we identified program contexts, mechanisms that promote program effectiveness, and the outcomes of the programs.ResultsWe found that contextual information was often lacking in the research and no studies examined the effectiveness of individual program components. However, the mechanisms of validation of feelings and experiences, time with parents, and respite were observed as beneficial for the siblings. From our analysis and using a realist review paradigm, we developed four program theories that reflect the siblings' experiences in the various programs.ConclusionThe four program theories derived from this realist review can be summarized as “I am not the only one,” “I have needs too,” “I need my parents' attention,” and “I need a break.”ImplicationsBased upon the four theories, we offer recommendations to guide program development.

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