Seeking Strengths in Families of Developmentally Disabled Children

Wikler, Lynn; Wasow, Mona; Hatfield, Elaine

doi:10.1093/sw/28.4.313

Cited by 33 publications

(15 citation statements)

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“…Whilst the stress that comes with parenting a child with intellectual disabilities is undeniable, this focus on a pathological model represents only one perspective and several studies report that carers can experience both stress and positive experiences simultaneously (Baker et al, 2003;Hastings et al, 2006;Patton, Ware, McPherson, Emerson, & Lennox, 2016). Although initially dismissed as denial, an attempt to alleviate their guilt or a defensive reaction (Behr, 1990;Wikler, Wasow, & Hatfield, 1983) the past twenty years has seen a growing body of literature which has recognized the positive effects and contributions that the child brings to the parents and family. However, in some studies, positive aspects are inferred only by the absence of negative affect, stress and depression (Miersschaut, Roeyers, & Warreyn, 2010;Van de Veek, Kraaij, & Garnefski, 2009).…”

Section: Backg Rou N Dmentioning

confidence: 99%

How parents describe the positive aspects of parenting their child who has intellectual disabilities: A systematic review and narrative synthesis

Beighton

Wills

2019

Research Intellect Disabil

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BackgroundIdentifying what parents describe to be positive about parenting their child who has intellectual disabilities is important for professional practice and how parents can be supported over a lifespan.MethodsStudies in which parents describe the positive aspects of parenting their child with intellectual disabilities were identified via electronic databases searches and analysed in a narrative synthesis.ResultsTwenty‐two studies were included. Consistent themes emerged relating to positive change, increased personal strength, growth and development largely related to parental intrapersonal orientation. Several studies emphasized that the presence of growth or positive change does not imply the absence of distress.ConclusionsPositive aspects are not consistently defined and measured differently across studies. Consistent themes are described variously attributed to theories relating to coping, adaptation or growth following adversity; however, no single theoretical framework emerged. Factors likely to predict a parent's ability to identify positive aspects are inconclusive.

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Section: Backg Rou N Dmentioning

confidence: 99%

How parents describe the positive aspects of parenting their child who has intellectual disabilities: A systematic review and narrative synthesis

Beighton

Wills

2019

Research Intellect Disabil

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“…Mills (1969) identified this interdependence through her practice as a social worker and wrote of families who were ‘…in many ways [being] on a deeper level because of the suffering and sorrow and the intensity of pleasure when the child takes a step forward’ (p. 2). Wikler et al. (1983) admitted overlooking strengths in previous research, and quoted a mother saying, ‘We hit many peaks and valleys.…”

Section: Reflections On the Studymentioning

confidence: 99%

Between joy and sorrow: being a parent of a child with developmental disability

Kearney

Griffin

2001

Journal of Advanced Nursing

182

139

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“…Such arrangements need to be accompanied by opportunities for students to process their impressions under the guidance of faculty members who can reinforce the underlying program principles as they relate to these experiences. Preservice teachers can be encouraged to, as Wikler, Wasow, and Hatfield (1983) put it, look for &dquo;strength&dquo; in families.…”

Section: )mentioning

confidence: 99%

Parents' Perspectives on Personnel Attitudes and Characteristics in Inclusive School Settings: Implications for Teacher Preparation Programs

Davern

1999

Teacher Education and Special Education: The Journal of the Tea

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1 For purposes of this report, the term parent will refer to the primary caregiver for the child (e.g.. biological parent, adoptive parent, stepparent, grandparent, foster parent).Abstract: The perspectives of 21 parents/caregivers (15 families) were explored through the use of semistructured in-depth qualitative interviews. Their children with disabilities were in inclusive settings. Children were primarily of early elementary age; attended urban, suburban, and rural schools; and varied in the extent of their disabilities. Participants' perspectives on the attitudes they saw in personnel were presented-attitudes toward themselves (e.g., commitment to partnership, assumptions about parents), as well as toward their children (e.g., ownership for child's education, conveying optimism). Participants also described perceptions of qualities and characteristics that they valued in personnel such as accessibility and interest in challenging the child. Participants were pleased with the impact of inclusive settings on their children's lives. The implications of these findings for teacher preparation programs are presented. ducational services for students with disabilities are undergoing significant change throughout North America. A growing number of children who had previously been placed in special schools or classes are becoming members of general classes. This

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Seeking Strengths in Families of Developmentally Disabled Children

Cited by 33 publications

References 0 publications

How parents describe the positive aspects of parenting their child who has intellectual disabilities: A systematic review and narrative synthesis

How parents describe the positive aspects of parenting their child who has intellectual disabilities: A systematic review and narrative synthesis

Between joy and sorrow: being a parent of a child with developmental disability

Parents' Perspectives on Personnel Attitudes and Characteristics in Inclusive School Settings: Implications for Teacher Preparation Programs

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