Fathers: The Forgotten Parents

Crowley, Marion; Keane, Kevin; Needham, Christine

doi:10.1353/aad.2012.1334

Cited by 12 publications

(6 citation statements)

References 2 publications

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“…Typically, parent meetings are designed for the interests of mothers (Crowley, Keane, &c Needham, 1982), and fathers are noticeably absent from parent-child sessions, parent meetings, hearing evaluations, and sign classes. Professionals struggle to attract fathers to these activities, and may not recognize differences in the interests of mothers and fathers, as well as differences in their responses to the discovery of disability (Goldberg, Marcovitch, MacGregor, & Lojkasek, 1986;Meadow-Orlans, 1990).…”

Section: Gender: Fathers Versus Mothersmentioning

confidence: 99%

Support Services for Families with Children Who Are Deaf

Meadow-Orlans¹,

Lee²,

Sass-Lehrer

1995

Topics in Early Childhood Special Education

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Public Law 99–457, reauthorized as Public Law 101–476, the Individuals with Disabilities Education Act of 1990 (IDEA), mandates the participation of families in educational planning for all young children with disabilities. Family support services have become an accepted part of educational planning for infants and toddlers who are deaf or hard of hearing (D/HH), but professionals continue to search for the most effective support models. In this article, we outline broad categories and principles of support that cut across group differences and that might be incorporated in effective intervention programs for families. We then describe selected characteristics of parents of children who are D/HH (gender, hearing status, socioeconomic status, cultural/linguistic status) as well as characteristics of their children (age at diagnosis, hearing level, additional disabilities) that help to shape and define the dimensions of individualized family plans.

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Section: Gender: Fathers Versus Mothersmentioning

confidence: 99%

Support Services for Families with Children Who Are Deaf

Meadow-Orlans¹,

Lee²,

Sass-Lehrer

1995

Topics in Early Childhood Special Education

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“…When fathers have been included in programs intended to support parents of DHH children, they and their children seem to benefit ( Crowley, Keane, & Needham, 1982 ). Participation in a fathers-only support group for fathers of children in the early intervention was associated with fathers’ increased involvement with their child and greater awareness of the responsibilities and joys associated with being involved.…”

Section: Parental Stress and Copingmentioning

confidence: 99%

Fathers of Young Deaf or Hard-of-Hearing Children: A Systematic Review

Szarkowski

Dirks

2021

The Journal of Deaf Studies and Deaf Education

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Much of the literature exploring the role of parents of children who are deaf or hard of hearing (DHH) has focused on mothers; yet, the involvement and perspectives of fathers is valuable and warrants attention. Following the PRISMA guidelines, this systematic literature review examined the peer-reviewed research that has differentially explored the experiences of fathers and mothers of young DHH children. Utilizing three databases (Web of Science, PsychINFO, Scopus) and spanning 50 years (1969–2019), 457 non-duplicated articles were identified that included the fathers of DHH children, birth to six years. Independent review of the titles, abstracts, and keywords by the authors limited these to 119. Full manuscripts were assessed for eligibility; 37 were deemed appropriate for inclusion in this systematic review. The papers included have been organized into the following themes: perspectives on parenting, parental stress and coping, parent-child interaction, involvement in early intervention, parental self-efficacy, and benefits of fathers’ inclusion. Recommendations for future research include: (a) actively recruiting fathers in research, (b) differentially analyzing fathers’ and mothers’ experiences in research studies, (c) using information gleaned from research regarding father-child and mother-child interactions to guide interventions/programming, (d) recognizing the bidirectional influences of fathers and their DHH children, (e) moving beyond descriptive studies to explore fathers' influences on child outcomes, and (f) recognizing diverse family constellations.

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“…OJCOSTWO DZIECKA NIESŁYSZĄCEGO W końcu ubiegłego stulecia ojcostwo dziecka niesłyszącego było określane jako problem zapomniany, wręcz zignorowany (Crowley, Keane, Needham, 1982). Współcześnie podjęte badania i wynikające z nich refleksje naukowe nad znaczeniem udziału ojca w wychowaniu czy rehabilitacji dziecka niesłyszącego mają pokazać swoistość sytuacji rodzinnej i konieczność włączenia sieci wsparcia społecznego.…”

Section: Ojcostwounclassified

Ojcostwo dziecka niesłyszącego z perspektywy paradygmatu ekosystemowego

Plutecka

2019

RPed

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Współczesna dyskusja na temat ojcostwa dziecka niesłyszącego wyłania się z refleksji przedstawicieli teorii ekologicznych i teorii systemowych oraz z konstruktywnej analizy ludzkich doświadczeń. Chcąc wyjaśnić złożoność wielu zjawisk zachodzących w środowisku rodzinnym należy, odwołać się do paradygmatu ekologicznego (Bronfenbrenner, Morris, 2006) i systemowego (Świętochowski, 2014). Perspektywa ekologiczna uwzględnia wpływ wielu czynników środowiskowych (od najbliższego kontekstu mikro-po coraz bardziej odległe konteksty: egzo-i makrosystemowe) na funkcjonowanie człowieka jako członka rodziny. Z kolei paradygmat systemowy podkreśla znaczenie struktury rodziny, która organizuje sposoby i jakość interakcji między członkami rodziny a zewnętrznymi układami społecznymi. PARADYGMAT EKOSYSTEMOWYIdee współczesnych koncepcji ekosystemowych sięgają początku homo sapiens. Już w okresie starożytności filozofowie, lekarze interesowali się ekologią rodziny. Platon poszukiwał informacji, w jaki sposób ekosystemy dostarczają człowiekowi potrzebne do życia świadczenia 1 . Hipokrates, z którego imieniem Dr hab. KATARZYNA PLUTECKA, prof. UP -Wydział Pedagogiczny Uniwersytetu Pedagogicznego im. Komisji Edukacji Narodowej w Krakowie, adres do korespondencji: Wydział Pedagogiczny, ul.

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Fathers: The Forgotten Parents

Abstract: This paper addresses the need for fathers of deaf children to be involved in a parent program. It describes an ongoing parent-education program specifically designed for fathers of young deaf children.

Cited by 12 publications

References 2 publications

Support Services for Families with Children Who Are Deaf

Support Services for Families with Children Who Are Deaf

Fathers of Young Deaf or Hard-of-Hearing Children: A Systematic Review

Ojcostwo dziecka niesłyszącego z perspektywy paradygmatu ekosystemowego

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