‘Normalized’ Family Resources for Families with a Developmentally Disabled Child

Slater, Mary; Wikler, Lynn

doi:10.1093/sw/31.5.385

Cited by 17 publications

(10 citation statements)

References 8 publications

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“…Such feelings could result from the lack of a strong personal and social support network. Feelings of isolation and loneliness have also been reported for parents of disabled children in other societies (e.g., Salisbury, 1987;Schilling et al, 1986;Slater & Wilder, 1986;Wilder, Wasow, & Hatfield, 1983). The finding that more mothers experience a sense of loneliness and spend more time with the child than fathers even in a society which is based on the principle of equality may indicate that mothers are especially vulnerable to stress resulting from raising a disabled child (e.g., Kazak & Marvin, 1984).…”

Section: Discussion and Recommendationsmentioning

confidence: 81%

“…Many empirical studies and reviews on families of disabled children in other cultures (e.g., Friedrich & Friedrich, 1981;Gallagher, Beckman, & Cross, 1983;Kazak & Marvin, 1984;Schilling, Gilchrist, & Schinke, 1984;Slater & Wilder, 1986) conclude that rearing a disabled child is burdensome, stressful, and frustrating. Stress has also been reported in families of disabled children in Israel who do not live in the kibbutz (e.g., Margalit, 1979Margalit, ,1982.…”

Section: Discussion and Recommendationsmentioning

confidence: 99%

“…However, having such a concern is not unique to kibbutz parents. Many observers report that worries about the child's future well-being is a major source of stress for families of disabled children (Apoloni, 1984;Hymovich & Baker, 1985;Kazak & Marvin, 1984;Schilling et al, 1986;Slater & Wilder, 1986). It is quite surprising that such a fear is expressed by members of a community which cares and provides for all needs and assures a full social security throughout life.…”

Section: Discussion and Recommendationsmentioning

confidence: 99%

“…These include: (a) The Novelty Shock Crisis, the shock of the initial diagnosis; (b) The Crisis of Personal Values, characterized by a reaction of anguish and chronic sorrow stemming from the destruction of their overdetermined expectations of the child; and (c) The Reality Crisis stemming from external forces related to difficulties of raising the child such as physical demands and social pressures. Other sources of stress often reported include time demands, prolonged burden of care, stigma, long-term uncertainty, reduction in social relationships, lack of social support, financial constraints, reductions in professional opportunities, adjustment problems of siblings, and lack of information and services (Friedrich & Friedrich, 1981;Kazak & Marvin, 1984;Schilling, Gilchrist, & Schinke, 1984;Slater & Wilder, 1986;Wilder, 1981). However, some researchers provide a more optimistic outlook, reporting no apparent negative effects resulting from raising a disabled child and describing many of these parents as coping and adjusting successfully as individuals or family units (e.g., Abbott & Meredith, 1986;Dunlap & Hollinsworth, 1977;Hymovich & Baker, 1985;Longo & Bond, 1984;Salisbury, 1987;Wikler, Wasow, & Hatfield, 1983).…”

mentioning

confidence: 99%

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Families of Disabled Children in the Israeli Kibbutz: A Community Which Provides for All Needs

Leyser

Margalit

Avraham

1988

The Exceptional Child

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One hundred and two families of disabled children in the Israeli kibbutz were studied. Parental responses during the interview revealed that the availability of material and financial resources, which the kibbutz provides, the sharing in the day to day care of the child, and the overall acceptance by the community are important in reducing stress. Yet, parents still experience a number of major hardships and stressors including encounters with the kibbutz "system", a sense of loneliness, and concerns about their children's social integration and their futures. Similar hardships are reported in the literature for parents of disabled children in other cultures and societies. Implications for educators and family service providers regarding the need for community training, the training of peer case managers and for emotional and practical support are discussed.

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Section: Discussion and Recommendationsmentioning

confidence: 81%

Section: Discussion and Recommendationsmentioning

confidence: 99%

Section: Discussion and Recommendationsmentioning

confidence: 99%

mentioning

confidence: 99%

See 2 more Smart Citations

Families of Disabled Children in the Israeli Kibbutz: A Community Which Provides for All Needs

Leyser

Margalit

Avraham

1988

The Exceptional Child

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“…These principles suggest new and expanded roles that professionals must assume in order to truly be responsive to a family's needs (see especially Slater & Wilker, 1986;Soloman, 1985). We now describe these roles to illustrate the broader-based strategies suggested by a social systems perspective of assessment and intervention.…”

Section: Professional Roles In Enabling and Empowering Familiesmentioning

confidence: 99%

Family Needs, Sources of Support, and Professional Roles: Critical Elements of Family Systems Assessment and Intervention

1986

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A family-level, needs-based model of assessment and intervention is described. The model includes three major components: specification of family needs, identification of sources of support and resources to meet needs, and staff roles in helping families access resources from their support networks. The importance of a broader-based, social systems approach to assessment and intervention is emphasized.In this article we describe how the Family, Infant and Preschool Program (FIPP) uses a needs-based, social support approach to providing and mediating both child-and family-level resources and services. FIPP is an outreach unit of Western Carolina Center, located in Morganton, North Carolina. The program provides home-, center-, and community-based services to approximately 300 families of handicapped, retarded, delayed, and at-risk children from birth to 6 years of age. Detailed descriptions of FIPP can be found in Dunst (1985) and Dunst, Trivette, McWilliam, and Galant (in press).The needs-based assessment and intervention strategy used by FIPP includes three major components: specification of family needs, identification of sources of support and resources to meet needs, and staff roles in helping families access resources from their support networks (see Figure 1). Family concerns, issues, and priorities are first identified using a number of needs-based assessment procedures and strategies. After needs have been specified, the parents and staff together &dquo;map&dquo; the family's social Appreciation is extended to

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Families of children with developmental disabilities: An examination of family hardiness

Failla

Jones

1991

Research in Nursing & Health

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Using the Typology Model of Adjustment and Adaptation, a family stress model, relationships among family hardiness, family stressors, family appraisal, coping, social support, and satisfaction with family functioning were examined in a sample of 57 families of children with developmental disabilities. Family hardiness was associated with family appraisal, social support, parental coping related to maintaining family integration, and satisfaction with family functioning. Higher satisfaction with family functioning was correlated with coping-integration, network support, functional support, and hardiness. Lower satisfaction with family functioning was associated with higher family stressor scores, social support loss, and increased parental age. Over 42% of the variance in family functioning was accounted for by family hardiness, functional support, family stressors, and parental age. The results highlight the value of continued investigations of hardiness in families.

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‘Normalized’ Family Resources for Families with a Developmentally Disabled Child

Cited by 17 publications

References 8 publications

Families of Disabled Children in the Israeli Kibbutz: A Community Which Provides for All Needs

Families of Disabled Children in the Israeli Kibbutz: A Community Which Provides for All Needs

Family Needs, Sources of Support, and Professional Roles: Critical Elements of Family Systems Assessment and Intervention

Families of children with developmental disabilities: An examination of family hardiness

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