Guest Editorial

Strohm, Kate

doi:10.5172/jamh.7.2.78

Cited by 10 publications

(3 citation statements)

References 1 publication

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“…Play and fun activities should also be age appropriate. Face‐to‐face or group activities may not be the best intervention for all children. Older siblings in particular may prefer support through the internet or social media (Strohm, 2008). In some cases, family therapy rather than individual‐focused programs may be the best option. Respite benefits are not permanent.…”

Section: Discussionmentioning

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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Section: Discussionmentioning

confidence: 99%

“…c. Face-to-face or group activities may not be the best intervention for all children. Older siblings in particular may prefer support through the internet or social media (Strohm, 2008).…”

Section: Need a Breakmentioning

confidence: 99%

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

Marquis

O’Leary²,

Hayden

et al. 2022

Family Relations

View full text Add to dashboard Cite

show abstract

“…What has changed for you and your family since the diagnosis ? There is a very significant life course impact of parenting a child with a disability (Mailick Seltzer, Greenberg, Floyd, Pettee, & Hong, 2001; King, Williams, & Hahn Goldberg, 2017). After diagnosis, parents need to make difficult decisions for their family (Moses, 1983) with regard to the involvement of extended family (Schilmoeller & Baranowsk, 1998), relationships with partners and siblings (DeCarlo et al, 2012; Strohm, 2008), career and finances (Carpenter & Towers, 2008), parental responsiveness (Ashbourne et al, 2011), childcare arrangements (Booth-LaForce & Kelly, 2004), and place of residence (Moses, 1983). It also has long-term implications for the family providing support, cycles of grief, and loss of the dreams and expectations for what might have been (Frisella et al, 2011; Gallagher, Fialka, Rhodes, & Arceneaux, 2002).…”

Section: Interview Questionsmentioning

confidence: 99%

From Emotional Crisis to Empowerment

Cain

Fanshawe

2021

Infants &Amp; Young Children

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This article presents the experiences of 2 mothers whose children were born blind. It relates their journey moving from the grief experienced when presented with the unexpected challenges of supporting a child with special needs to a position of empowerment after gaining the necessary knowledge and skills to integrate into their new and reimagined lives. This research addresses the following question: "What is the role of Early Intervention Specialists (EISs) in supporting parents of children with unexpected congenital blindness?" Using case study methodology, the authors interviewed 2 mothers in Australia, when their children were aged 5 years and again 5 years later to gather a longitudinal understanding of their interactions with EISs. These narratives underscore the critical importance of the specialized knowledge EISs provide in empowering caregivers to take control of their child's therapy needs and advocate for their full participation within educational contexts and the community.

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Typical Siblings’ acceptance of siblings with special needs

Ali

Sarullah

2010

Procedia - Social and Behavioral Sciences

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Guest Editorial

Cited by 10 publications

References 1 publication

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

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

From Emotional Crisis to Empowerment

Typical Siblings’ acceptance of siblings with special needs

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