Black African parents’ experiences of an Educational Psychology Service

Lawrence, Zena

doi:10.1080/02667363.2014.919249

Cited by 6 publications

(4 citation statements)

References 20 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The research highlighted the important role professionals have when working with families. Previous research has noted that families' belief systems should be acknowledged and influential in decision making (Lawrence, 2014). Parents shared the value they held to open communication with services, which reinforces the need for transparency.…”

Section: Working With Familiesmentioning

confidence: 91%

“…This sheds light on the importance of home and school partnerships and how this can foster community cohesion. In previous research, parents have voiced that clear communication between schools and parents is an important enabler for community engagement (Lawrence, 2014). This was also echoed in Habib et al's (2017) study where mothers shared positive experiences of working with their child's schools.…”

Section: Community Cohesionmentioning

confidence: 93%

“…The psychological impact of accepting the diagnosis has been found to shape parent's perception of their child's diagnosis. Lawrence (2014) identified that when children received a diagnosis, this also shaped the relationship between parents and professionals. As such, parents' experiences in the present study highlighted that the process of acceptance meant keeping an open mind and being flexible in responding to needs of their own, their child and their family.…”

Section: Acceptancementioning

confidence: 99%

“…This includes adopting strength-based perspectives, reflecting principles of positive psychology and systemic thinking to provide new points of view when working with diverse families and helping them to thrive. It has implications for EP practice in terms of developing cultural competence (Williams et al, 2015), as well as to working within families' belief systems to promote openness and empowerment (Lawrence, 2014).…”

Section: Implications For Ep Practicementioning

confidence: 99%

See 3 more Smart Citations

‘Autism doesn’t come with a manual, it comes with a parent who never gives up’: A family resilience perspective to exploring the views of Black and Minority Ethnic parents of children with autism

Ng¹,

Bunn²

2022

bpsdeb

View full text Add to dashboard Cite

Aim:The research adopted a family resilience perspective to explore the views and experiences of Black and Minority Ethnic (BME) parents raising a child with autism.Rationale:The existing literature concentrates largely on a problem-focussed narrative around culture and raising a child with autism in a Western society.Method:Semi-structured interviews were carried out with ten parents with the aim to elicit what was meaningful to them as their child negotiated their way through the education system. The qualitative paradigm provided insight into understanding the experiences of BME parents, their views on raising a child with autism, and their hopes for the future.Findings:The data was analysed using thematic analysis, with emerging themes highlighting the importance of quality of relationships, cultural aspects and a diverse set of values and beliefs across individual, family and community levels. Specific aspects of resilience experienced by families enabled them to function and remain optimistic in challenging situations. The challenges faced by parents provided insight into how hardships shaped their outlook and hopes for the future.Conclusions:The research indicates overwhelming positive aspects of raising a child with autism that are embedded with values and beliefs across individual, family and cultural contexts. There are implications for Educational Psychologists (EPs) with respect to adopting culturally responsive and strength-based approaches to promote racial justice and community cohesion. There is scope within the profession to reflect and draw on such approaches to promote opportunity, equality and positive partnerships with families from diverse backgrounds.

show abstract

Section: Working With Familiesmentioning

confidence: 91%

Section: Community Cohesionmentioning

confidence: 93%

Section: Acceptancementioning

confidence: 99%

Section: Implications For Ep Practicementioning

confidence: 99%

See 2 more Smart Citations

‘Autism doesn’t come with a manual, it comes with a parent who never gives up’: A family resilience perspective to exploring the views of Black and Minority Ethnic parents of children with autism

Ng¹,

Bunn²

2022

bpsdeb

View full text Add to dashboard Cite

show abstract

A self-reflective framework for culturally responsive educational psychology practice

Sakata

2024

Educational Psychology in Practice

View full text Add to dashboard Cite

The experiences of Black African parents on partnership: Working with education professionals in the English special education needs and disability system

Nnalue,

Mahmud

2024

Equity in Education & Society

View full text Add to dashboard Cite

Reforms to special education policy in England have emphasised the importance of parents being involved in decision-making about their child’s education and greater control over their child’s support. This study’s research questions investigated four Black African parents of children with special educational needs and disability (SEND) living in England and their experiences of working in partnership with education professionals to support their children, as well as exploring the barriers to effective partnership between Black African parents and education professionals. A critical approach was taken to understand how issues of power such as race and socio-economic status, combined with the parents own African culture, affected their interactions with education professionals who hold an entirely different contextual disposition. The parents took part in semi-structured interviews which were thematically analysed. Three overarching themes were identified: Communication (which focused on issues such as language, articulation and communication styles ); cultural barriers (which encompassed the cultural differences between the parents and the education professionals) ; and the parent-professional relationship (which was key for the parents to navigate the SEND system). Recommendations for practice such as professionals building more trust with parents, engaging more with cultural competency training and evaluating the accessibility of their current services are discussed.

show abstract

Black African parents’ experiences of an Educational Psychology Service

Cited by 6 publications

References 20 publications

‘Autism doesn’t come with a manual, it comes with a parent who never gives up’: A family resilience perspective to exploring the views of Black and Minority Ethnic parents of children with autism

‘Autism doesn’t come with a manual, it comes with a parent who never gives up’: A family resilience perspective to exploring the views of Black and Minority Ethnic parents of children with autism

A self-reflective framework for culturally responsive educational psychology practice

The experiences of Black African parents on partnership: Working with education professionals in the English special education needs and disability system

Contact Info

Product

Resources

About