Pub Date : 2020-06-29DOI: 10.2174/1874922402012010034
S. Halli, Rajeshwari A. Biradar
Abstract: Aims: Anemia accounts for 40% of maternal deaths in India. In order to address this problem, the Government of India implemented the largest programme with the greatest potential to reduce maternal mortality by free distribution of Iron-Folic Acid (IFA) supplementations especially during Antenatal Care (ANC) visits. But the major concern among the policymakers and researchers has been poor adherence to the supplement among pregnant women. However, we tend to think that given the severity of the problem, there is no investigation on the adherence issue. Hence, the aim of the paper is to understand whether IFA consumption by pregnant women in India is largely a distribution problem of IFA supplements through ANC.
{"title":"Is Distribution a Problem in Iron-Folic Acid Consumption in India? An Exploration of District Level Household Survey","authors":"S. Halli, Rajeshwari A. Biradar","doi":"10.2174/1874922402012010034","DOIUrl":"https://doi.org/10.2174/1874922402012010034","url":null,"abstract":"Abstract: Aims: Anemia accounts for 40% of maternal deaths in India. In order to address this problem, the Government of India implemented the largest programme with the greatest potential to reduce maternal mortality by free distribution of Iron-Folic Acid (IFA) supplementations especially during Antenatal Care (ANC) visits. But the major concern among the policymakers and researchers has been poor adherence to the supplement among pregnant women. However, we tend to think that given the severity of the problem, there is no investigation on the adherence issue. Hence, the aim of the paper is to understand whether IFA consumption by pregnant women in India is largely a distribution problem of IFA supplements through ANC.","PeriodicalId":75160,"journal":{"name":"The open family studies journal","volume":"3 1","pages":"34-39"},"PeriodicalIF":0.0,"publicationDate":"2020-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87482811","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-04DOI: 10.2174/1874922402012010027
Christopher K. Owen, Corey C. Lieneman, C. McNeil
This research briefly promotes the inclusion of Parent-Child Interaction Therapy (PCIT) for children with Autism Spectrum Disorder (ASD) in a continuum of empirically-supported ASD treatments. PCIT is a manualized, short-term intervention that improves child compliance and the caregiver-child bond, and is an empirically-supported treatment backed by over 40 years of research. Caregivers are often unprepared to handle the needs of children with ASD presenting with comorbid behavioral problems. As a result, families frequently require mental health services for their children on the autism spectrum; however, access to empirically supported treatments for these families is limited. Furthermore, many mental health providers feel unequipped to treat this special population. Families with children on the autism spectrum are in desperate need of quality, time-limited, evidence-based treatments targeting disruptive behaviors. PCIT is a well-established treatment for disruptive behaviors that represents a promising treatment for complementing other evidenced-based ASD services. Research shows that after PCIT, children with ASD demonstrate improvements in disruptive behavior, social awareness, adaptability, and positive affect. Currently, the PCIT-ASD literature provides a case for conducting PCIT with preschool children who are in the higher functioning range of the autism spectrum (Levels 1 and 2) and display comorbid behavioral problems. Providing PCIT clinicians with training about the special needs of children with ASD could lead to improved access to services for this population. This paper accomplishes the following objectives: 1) Provides an overview of PCIT, 2) Summarizes the PCIT-ASD research, 3) Reviews PCIT-ASD clinical considerations and training requirements, and 3) Suggests future directions for PCIT-ASD research.
{"title":"Parent-Child Interaction Therapy for Children with Autism Spectrum Disorder: Research, Training, and Clinical Considerations","authors":"Christopher K. Owen, Corey C. Lieneman, C. McNeil","doi":"10.2174/1874922402012010027","DOIUrl":"https://doi.org/10.2174/1874922402012010027","url":null,"abstract":"This research briefly promotes the inclusion of Parent-Child Interaction Therapy (PCIT) for children with Autism Spectrum Disorder (ASD) in a continuum of empirically-supported ASD treatments. PCIT is a manualized, short-term intervention that improves child compliance and the caregiver-child bond, and is an empirically-supported treatment backed by over 40 years of research. Caregivers are often unprepared to handle the needs of children with ASD presenting with comorbid behavioral problems. As a result, families frequently require mental health services for their children on the autism spectrum; however, access to empirically supported treatments for these families is limited. Furthermore, many mental health providers feel unequipped to treat this special population. Families with children on the autism spectrum are in desperate need of quality, time-limited, evidence-based treatments targeting disruptive behaviors. PCIT is a well-established treatment for disruptive behaviors that represents a promising treatment for complementing other evidenced-based ASD services. Research shows that after PCIT, children with ASD demonstrate improvements in disruptive behavior, social awareness, adaptability, and positive affect. Currently, the PCIT-ASD literature provides a case for conducting PCIT with preschool children who are in the higher functioning range of the autism spectrum (Levels 1 and 2) and display comorbid behavioral problems. Providing PCIT clinicians with training about the special needs of children with ASD could lead to improved access to services for this population. This paper accomplishes the following objectives: 1) Provides an overview of PCIT, 2) Summarizes the PCIT-ASD research, 3) Reviews PCIT-ASD clinical considerations and training requirements, and 3) Suggests future directions for PCIT-ASD research.","PeriodicalId":75160,"journal":{"name":"The open family studies journal","volume":"97 2 1","pages":"27-33"},"PeriodicalIF":0.0,"publicationDate":"2020-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80984321","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-03DOI: 10.2174/1874922402012010018
M. Theobald, Amanda Mc Fadden, Mandy Cox
Social isolation is an everyday experience for many mothers and children within culturally and linguistically diverse communities. Engaging in group experiences with others provides authentic opportunities to make social connections, along with sharing common interests. This paper reports on a project that involved working within a transdisciplinary team at a community group in Brisbane, Australia. The Women and Children’s Learning and Sharing Community Group was a targeted program to foster mental health and feelings of well-being for mothers and children who were identified as at risk of social isolation. Semi-structured, audio-recorded interviews were conducted to gain the experiences of being involved in the community group from the perspectives of mothers and support workers. Summative Content Analysis is used to explore the transcribed accounts of the mothers and support workers who came together at the women’s sharing and learning group and, in particular, how the group facilitated growth-fostering connections to reduce the impact of social isolation. Using a Relational-Cultural Theory and a Relational Agency Framework lens, thematic Content Analysis of the mothers’ accounts reveal three themes of 1) Freedom, 2) Connection, and 3) Transformation. Exploration of mothers and support workers’ accounts highlighted four interactional elements as foundational to the program: 1) Respecting Group Identity, 2) Building a relaxed, mother-focused, and child-inclusive atmosphere, 3) Respecting diversity and the mutual enhancement of competence and 4) Fostering positives and strengths of the members. Recommendations are provided when working with culturally and linguistically diverse communities include: 1) Provide concrete support; 2) Make use of participants’ strengths and partnerships, 3) Provide culturally sensitive and inclusive practice, 4) Build a sense of community, mutual support and connections. Proposed key learnings highlight the importance of transdisciplinary teams and strength-based approaches when working in culturally and linguistically diverse communities.
{"title":"Building Connections: Reducing Social Isolation for Mothers in Culturally and Linguistically Diverse Communities through a Sharing and Learning Group","authors":"M. Theobald, Amanda Mc Fadden, Mandy Cox","doi":"10.2174/1874922402012010018","DOIUrl":"https://doi.org/10.2174/1874922402012010018","url":null,"abstract":"\u0000 \u0000 Social isolation is an everyday experience for many mothers and children within culturally and linguistically diverse communities. Engaging in group experiences with others provides authentic opportunities to make social connections, along with sharing common interests.\u0000 \u0000 \u0000 \u0000 This paper reports on a project that involved working within a transdisciplinary team at a community group in Brisbane, Australia. The Women and Children’s Learning and Sharing Community Group was a targeted program to foster mental health and feelings of well-being for mothers and children who were identified as at risk of social isolation.\u0000 \u0000 \u0000 \u0000 Semi-structured, audio-recorded interviews were conducted to gain the experiences of being involved in the community group from the perspectives of mothers and support workers. Summative Content Analysis is used to explore the transcribed accounts of the mothers and support workers who came together at the women’s sharing and learning group and, in particular, how the group facilitated growth-fostering connections to reduce the impact of social isolation.\u0000 \u0000 \u0000 \u0000 Using a Relational-Cultural Theory and a Relational Agency Framework lens, thematic Content Analysis of the mothers’ accounts reveal three themes of 1) Freedom, 2) Connection, and 3) Transformation. Exploration of mothers and support workers’ accounts highlighted four interactional elements as foundational to the program: 1) Respecting Group Identity, 2) Building a relaxed, mother-focused, and child-inclusive atmosphere, 3) Respecting diversity and the mutual enhancement of competence and 4) Fostering positives and strengths of the members.\u0000 \u0000 \u0000 \u0000 Recommendations are provided when working with culturally and linguistically diverse communities include: 1) Provide concrete support; 2) Make use of participants’ strengths and partnerships, 3) Provide culturally sensitive and inclusive practice, 4) Build a sense of community, mutual support and connections. Proposed key learnings highlight the importance of transdisciplinary teams and strength-based approaches when working in culturally and linguistically diverse communities.\u0000","PeriodicalId":75160,"journal":{"name":"The open family studies journal","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85703354","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-17DOI: 10.2174/1874922402012010010
Robin C. Han, Christopher K. Owen, Corey C. Lieneman, C. McNeil
Foster parents face considerable challenges in caring for children in the child welfare system, many of whom have significant behavioral difficulties [1]. Foster parents often lack the training and support needed to manage these externalizing behaviors, which contribute to parenting stress and are highly predictive of placement breakdowns [2, 3]. Although child welfare agencies provide foster parents with pre-service training experiences, they often lack the capacity and financial resources to implement gold standard, evidence-based interventions that address child behavior difficulties. Parent-Child Interaction Therapy (PCIT) has been well-established as an empirically supported treatment for disruptive behavior, yet standard delivery of PCIT to children in the foster care system is often impractical due to time, financial, childcare, and personnel constraints. Adaptations of PCIT for the foster care setting may remove some of these barriers to treatment. These adaptations have typically retained the parent-coaching principles inherent to PCIT but replaced the traditional 12to 20-week format with a shorter, less intensive treatment regimen in order to maintain feasibility within the child welfare context. Preliminary findings from studies using abbreviated formats of PCIT suggest effectiveness of such adaptations in reducing externalizing behavior in foster children and maintaining behavioral improvements several months after the end of the treatment.
{"title":"“Fostering” Effective Foster Parent Training Programs : Parent-Child Interaction Therapy Adaptations for the Child Welfare Setting","authors":"Robin C. Han, Christopher K. Owen, Corey C. Lieneman, C. McNeil","doi":"10.2174/1874922402012010010","DOIUrl":"https://doi.org/10.2174/1874922402012010010","url":null,"abstract":"Foster parents face considerable challenges in caring for children in the child welfare system, many of whom have significant behavioral difficulties [1]. Foster parents often lack the training and support needed to manage these externalizing behaviors, which contribute to parenting stress and are highly predictive of placement breakdowns [2, 3]. Although child welfare agencies provide foster parents with pre-service training experiences, they often lack the capacity and financial resources to implement gold standard, evidence-based interventions that address child behavior difficulties. Parent-Child Interaction Therapy (PCIT) has been well-established as an empirically supported treatment for disruptive behavior, yet standard delivery of PCIT to children in the foster care system is often impractical due to time, financial, childcare, and personnel constraints. Adaptations of PCIT for the foster care setting may remove some of these barriers to treatment. These adaptations have typically retained the parent-coaching principles inherent to PCIT but replaced the traditional 12to 20-week format with a shorter, less intensive treatment regimen in order to maintain feasibility within the child welfare context. Preliminary findings from studies using abbreviated formats of PCIT suggest effectiveness of such adaptations in reducing externalizing behavior in foster children and maintaining behavioral improvements several months after the end of the treatment.","PeriodicalId":75160,"journal":{"name":"The open family studies journal","volume":"98 1","pages":"10-17"},"PeriodicalIF":0.0,"publicationDate":"2020-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77956219","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-03-13DOI: 10.2174/1874922402012010001
J. Alamolhoda
The Family and School Interaction (FSI) is undoubtedly very effective in promoting the education of children in a society, but this interaction requires the adoption of educational goals as well as frameworks that can produce the best educational outcomes. The educational goals and frameworks, on the one hand, depend on the theoretical foundations and our view of the educational role and position of the family and its relation to that of the school, and on the other hand the environmental conditions and opportunities or challenges for the FSI.
{"title":"Areas for Reforming and Complementing the Family and School Interaction","authors":"J. Alamolhoda","doi":"10.2174/1874922402012010001","DOIUrl":"https://doi.org/10.2174/1874922402012010001","url":null,"abstract":"The Family and School Interaction (FSI) is undoubtedly very effective in promoting the education of children in a society, but this interaction requires the adoption of educational goals as well as frameworks that can produce the best educational outcomes. The educational goals and frameworks, on the one hand, depend on the theoretical foundations and our view of the educational role and position of the family and its relation to that of the school, and on the other hand the environmental conditions and opportunities or challenges for the FSI.","PeriodicalId":75160,"journal":{"name":"The open family studies journal","volume":"57 1","pages":"1-9"},"PeriodicalIF":0.0,"publicationDate":"2020-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85110454","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-05-31DOI: 10.2174/1874922401911010001
Ayako Hada, C. Kubota, M. Imura, Fumie Takauma, K. Tada, T. Kitamura
The Edinburgh Postnatal Depression Scale (EPDS; Cox, Holden & Sagovsky, 1987) has been widely used as a screening instrument. It is also used as a measure of Postnatal Depression (PND) severity. Various EPDS factor structure models have been proposed in many studies without an unequivocal conclusion. We compared first-order, higher-order factor, and bifactor models of the EPDS, and examined possible predictors of subscales by Structural Equation Modelling (SEM).Data came from a follow-up study of 758 women after childbirth on two occasions (five days and one month postnatal). We used the EPDS together with items tapping Negative Life Events (NLEs) and coping styles and behaviours.The bifactor model showed the best fit with data compared with all other models: CFI = 0.999, RMSEA = 0.14, and AIC = 79.637. A single general dimension alongside three distinct subfactors (anhedonia, anxiety, and dysphoria) was predicted differentially by various predictor variables.Our study expanded on a previous factor structural study of the EPDS and developed the hierarchical (bifactor) model. The model’s construct validity was confirmed by its meaningful associations with NLEs and coping styles and behaviours.
{"title":"The Edinburgh Postnatal Depression Scale: Model Comparison of Factor Structure and its Psychosocial Correlates Among Mothers at One Month After Childbirth in Japan","authors":"Ayako Hada, C. Kubota, M. Imura, Fumie Takauma, K. Tada, T. Kitamura","doi":"10.2174/1874922401911010001","DOIUrl":"https://doi.org/10.2174/1874922401911010001","url":null,"abstract":"The Edinburgh Postnatal Depression Scale (EPDS; Cox, Holden & Sagovsky, 1987) has been widely used as a screening instrument. It is also used as a measure of Postnatal Depression (PND) severity. Various EPDS factor structure models have been proposed in many studies without an unequivocal conclusion. We compared first-order, higher-order factor, and bifactor models of the EPDS, and examined possible predictors of subscales by Structural Equation Modelling (SEM).Data came from a follow-up study of 758 women after childbirth on two occasions (five days and one month postnatal). We used the EPDS together with items tapping Negative Life Events (NLEs) and coping styles and behaviours.The bifactor model showed the best fit with data compared with all other models: CFI = 0.999, RMSEA = 0.14, and AIC = 79.637. A single general dimension alongside three distinct subfactors (anhedonia, anxiety, and dysphoria) was predicted differentially by various predictor variables.Our study expanded on a previous factor structural study of the EPDS and developed the hierarchical (bifactor) model. The model’s construct validity was confirmed by its meaningful associations with NLEs and coping styles and behaviours.","PeriodicalId":75160,"journal":{"name":"The open family studies journal","volume":"20 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83317915","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-04-16DOI: 10.2174/1874922401810010009
Bachler Egon, Nickel Marius, B. Herbert
Background : Bullying and peer victimization are important, yet underestimated public health issues. Methods : Data were obtained in a sample of N=3454 children at the age of 12.6 (+/- 1.3) in Austria. 75% of the participants were not involved in bullying (uninvolved), 16% were victims, 4% bully/victims and 5% bullies. We applied a multivariate regression model relating to gender, established a classification into bullying and victimization, and investigated parental behavior, family characteristics, physical or mental illness of a parent, as well as internalizing symptoms of pupils. Results : Our data analysis demonstrated gender-related effects and the development of internalizing symptoms: Boys showed fewer internalizing symptoms than girls. Pupils with low perceived parental support displayed higher symptomatic scores. The variables of family break-up and parental health led to similar observations. Victims have an approximately 30% higher score on the internalizing scale than bullies and 60% higher scores than uninvolved. The results of the regression model indicated that these predictors explained 25% of the variance. Conclusion : School policies, teachers, parents, the media, school physicians, as well as GPs must recognize early warning signs of bullying and diligently assess risk behaviors. Early social support (by parents and teachers) is discussed as an important protective factor.
{"title":"The Relationship between Peer Victimization, Perceived Parental Support, Family Characteristics and Internalizing Symptoms. A Cross-Sectional Study","authors":"Bachler Egon, Nickel Marius, B. Herbert","doi":"10.2174/1874922401810010009","DOIUrl":"https://doi.org/10.2174/1874922401810010009","url":null,"abstract":"Background : Bullying and peer victimization are important, yet underestimated public health issues. Methods : Data were obtained in a sample of N=3454 children at the age of 12.6 (+/- 1.3) in Austria. 75% of the participants were not involved in bullying (uninvolved), 16% were victims, 4% bully/victims and 5% bullies. We applied a multivariate regression model relating to gender, established a classification into bullying and victimization, and investigated parental behavior, family characteristics, physical or mental illness of a parent, as well as internalizing symptoms of pupils. Results : Our data analysis demonstrated gender-related effects and the development of internalizing symptoms: Boys showed fewer internalizing symptoms than girls. Pupils with low perceived parental support displayed higher symptomatic scores. The variables of family break-up and parental health led to similar observations. Victims have an approximately 30% higher score on the internalizing scale than bullies and 60% higher scores than uninvolved. The results of the regression model indicated that these predictors explained 25% of the variance. Conclusion : School policies, teachers, parents, the media, school physicians, as well as GPs must recognize early warning signs of bullying and diligently assess risk behaviors. Early social support (by parents and teachers) is discussed as an important protective factor.","PeriodicalId":75160,"journal":{"name":"The open family studies journal","volume":"44 1","pages":"9-20"},"PeriodicalIF":0.0,"publicationDate":"2018-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81588399","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-03-30DOI: 10.2174/1874922401810010001
A. Aghajanian, S. Vaezzade, J. A. Kohan, V. Thompson
Background : In Iran, historically, establishing, maintaining, and continuing family units have been perpetuated through the development of strong ideals about marriage and reproduction that are integrated with Islamic values. Despite the long tradition of marriage as the foundation of both family and society, the data show there are declines in both the rate and the number of marriages. The popular belief among both laymen and social scientists is that, while there has been a decline in permanent marriages, there has been an increase in the number of what can be called temporary marriages. There are no data demonstrating trends in these marriages. Methods : In this paper, we present data on the declining trend in marriage and review the literature on factors considered as a barrier toward marriage. In addition, we examine data from a snowball sample of couples involved in temporary marriages or Sighe. Results : Our analysis suggests that those in such marriages may generally ignore or defy cultural prescriptions and proscriptions about marriage, seemingly reflecting a more modernistic view. Conclusion : From this perspective, we suggest that both recorded and non-recorded temporary marriages may reflect changing attitudes that stress individualism, autonomy, and secularism and, particularly for the young who are engaged in Sighe, the postponing of parenthood and, indeed, of adulthood.
{"title":"Recent Trends of Marriage in Iran","authors":"A. Aghajanian, S. Vaezzade, J. A. Kohan, V. Thompson","doi":"10.2174/1874922401810010001","DOIUrl":"https://doi.org/10.2174/1874922401810010001","url":null,"abstract":"Background : In Iran, historically, establishing, maintaining, and continuing family units have been perpetuated through the development of strong ideals about marriage and reproduction that are integrated with Islamic values. Despite the long tradition of marriage as the foundation of both family and society, the data show there are declines in both the rate and the number of marriages. The popular belief among both laymen and social scientists is that, while there has been a decline in permanent marriages, there has been an increase in the number of what can be called temporary marriages. There are no data demonstrating trends in these marriages. Methods : In this paper, we present data on the declining trend in marriage and review the literature on factors considered as a barrier toward marriage. In addition, we examine data from a snowball sample of couples involved in temporary marriages or Sighe. Results : Our analysis suggests that those in such marriages may generally ignore or defy cultural prescriptions and proscriptions about marriage, seemingly reflecting a more modernistic view. Conclusion : From this perspective, we suggest that both recorded and non-recorded temporary marriages may reflect changing attitudes that stress individualism, autonomy, and secularism and, particularly for the young who are engaged in Sighe, the postponing of parenthood and, indeed, of adulthood.","PeriodicalId":75160,"journal":{"name":"The open family studies journal","volume":"59 1","pages":"1-8"},"PeriodicalIF":0.0,"publicationDate":"2018-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88437230","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-10-10DOI: 10.2174/1874922401709010111
Christa Wenger, Sara Lyn Crump, J. LaFollette, M. Kurtz
Background : School and family interactions that include a focus on students from all backgrounds and ability levels are crucial for promoting students’ social, academic, and behavioral success. Specifically, it is important that educators and other stakeholders focus on developing effective interactions with the families of students who have Emotional and Behavioral Disorders (EBD) or Reactive Attachment Disorder (RAD). Objective : The aim of this study is to gain an understanding of the relationships between schools and the families of students with EBD or RAD as represented in published research. Another goal of this study is to understand whether these relationships have changed over time (1995-present). Method : This investigation sought to find empirical studies concerning relationships between schools and the families of students with EBD or RAD. The researchers divided the 1995-2016 time period into five- to-six-year increments and then searched for qualitative articles using agreed upon search terms. The authors used mainly the ERIC database from which to conduct their initial search. Results : There were 11 qualitative studies reviewed for this article. The articles were summarized and discussed according to two categories: “Families of Children with RAD” and “Families of Children with EBD.” Among these studies, three themes emerged in response to the research question: “The Importance of Caregivers,” “Family and School Communication,” and “Support Systems and Interventions.” These themes revealed critical ideologies regarding persons diagnosed with RAD or EBD and their family-school partnerships. Further, this review of literature indicates qualitative studies involving students with RAD or EBD in connection with family-school ties are limited, although a significant amount of literature exists regarding school-family ties. Conclusion : More qualitative studies are needed involving students with RAD and/or EBD and the connection to family-school relationships. The reviewed articles indicated that family-school partnerships depend on the landscape of the school system. Communication from the families to the schools and vice versa is important for persons with RAD or EBD diagnoses, as well as interventions and support systems. While this review does help to better understand these family–school partnerships, educators would benefit from additional studies during this time of the Common Core State Standards, increased accountability, inclusion, and high–stakes testing.
{"title":"Explorations of Family-school Relationships Regarding Children with RAD and/or EBD: A Review of Relevant Literature from 1995-2016","authors":"Christa Wenger, Sara Lyn Crump, J. LaFollette, M. Kurtz","doi":"10.2174/1874922401709010111","DOIUrl":"https://doi.org/10.2174/1874922401709010111","url":null,"abstract":"Background : School and family interactions that include a focus on students from all backgrounds and ability levels are crucial for promoting students’ social, academic, and behavioral success. Specifically, it is important that educators and other stakeholders focus on developing effective interactions with the families of students who have Emotional and Behavioral Disorders (EBD) or Reactive Attachment Disorder (RAD). Objective : The aim of this study is to gain an understanding of the relationships between schools and the families of students with EBD or RAD as represented in published research. Another goal of this study is to understand whether these relationships have changed over time (1995-present). Method : This investigation sought to find empirical studies concerning relationships between schools and the families of students with EBD or RAD. The researchers divided the 1995-2016 time period into five- to-six-year increments and then searched for qualitative articles using agreed upon search terms. The authors used mainly the ERIC database from which to conduct their initial search. Results : There were 11 qualitative studies reviewed for this article. The articles were summarized and discussed according to two categories: “Families of Children with RAD” and “Families of Children with EBD.” Among these studies, three themes emerged in response to the research question: “The Importance of Caregivers,” “Family and School Communication,” and “Support Systems and Interventions.” These themes revealed critical ideologies regarding persons diagnosed with RAD or EBD and their family-school partnerships. Further, this review of literature indicates qualitative studies involving students with RAD or EBD in connection with family-school ties are limited, although a significant amount of literature exists regarding school-family ties. Conclusion : More qualitative studies are needed involving students with RAD and/or EBD and the connection to family-school relationships. The reviewed articles indicated that family-school partnerships depend on the landscape of the school system. Communication from the families to the schools and vice versa is important for persons with RAD or EBD diagnoses, as well as interventions and support systems. While this review does help to better understand these family–school partnerships, educators would benefit from additional studies during this time of the Common Core State Standards, increased accountability, inclusion, and high–stakes testing.","PeriodicalId":75160,"journal":{"name":"The open family studies journal","volume":"22 1","pages":"111-121"},"PeriodicalIF":0.0,"publicationDate":"2017-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72805292","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-10-10DOI: 10.2174/1874922401709010160
J. Rose, L. Gilbert, R. McGuire-Snieckus, Licette Gus, K. McInnes, R. Digby
Background:- Application of attachment theory in school contexts lacks empirical evidence. The Attachment Aware Schools pilot project was commissioned by two Local Authorities in England to improve the educational outcomes of Looked After Children, and to build an evidence base. Informed by attachment research, Attachment Aware Schools programs provide a coherent and integrated theoretical framework, discourse, and practice for all practitioners working with children and young people. Objective:- The primary focus was to provide whole school and targeted attachment-based strategies to support children’s well-being, behaviour, and academic attainment. This paper; however, documents a secondary objective, which was to facilitate collaborative partnerships with families. Method:- As part of the mixed methods approach to the Attachment Aware Schools project, a series of case studies were collected and thematically coded. The case studies were generated by practitioners using an outcomes-based framework. Results:- Although the case study sample size is small (N=10), the case studies presented here illustrate how Attachment Aware Schools programs can promote increased home-school engagement and shared practice between home and school. Outcomes include improved home-school relationships, reductions in behavioral incidents, and improved family dynamics. Conclusion:- Attachment Aware Schools can be a vehicle for facilitating supportive home-school collaborative partnerships with positive outcomes for vulnerable children and young people.
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