Pub Date : 2017-10-10DOI: 10.2174/1874922401709010095
Licette Gus, J. Rose, L. Gilbert, R. Kilby
Background : This paper describes the impact upon well-being of pupils, staff, and families following the introduction of Emotion Coaching as a whole school approach. Objective : This paper’s objective is an attempt to redress the lack of published evidence about the use of Emotion Coaching in schools and to highlight how a school has been able to adopt a humanistic relational approach in a climate in which behaviorist principles are dominant in schools. Method : A case study approach using mixed methods was used. Data were examined from an outcomes model perspective where the benefits and changes intended from Emotion Coaching were the starting point. Perspectives from pupils, staff, and families were gained via interviews and structured questionnaires alongside quantitative measures of pupil academic progress and staff and pupil behavior. Results : Results indicate that Emotion Coaching improved the pupil’s ability to regulate their feelings and had a positive effect upon teacher-pupil relationships. Family-school relationships were supported by the school’s use of and modeling of Emotion Coaching with families and the ethos of attunement and non-judgemental interactions implicit in Emotion Coaching. Emotion Coaching promoted an increase in shared emotional language and trust. Shared emotional language and trust were key in the development of both teacher-pupil and family-school relationships. There was an improvement in well-being in that: rates of pupil restraint decreased, pupils made better than expected academic progress, staff absenteeism reduced, and families reported improved family life. Conclusion : We conclude that Emotion Coaching contributes to the promotion of sustainable, holistic improvement in wellbeing for pupils, school staff, and families.
{"title":"The Introduction of Emotion Coaching as a Whole School Approach in a Primary Specialist Social Emotional and Mental Health Setting: Positive Outcomes for All","authors":"Licette Gus, J. Rose, L. Gilbert, R. Kilby","doi":"10.2174/1874922401709010095","DOIUrl":"https://doi.org/10.2174/1874922401709010095","url":null,"abstract":"Background : This paper describes the impact upon well-being of pupils, staff, and families following the introduction of Emotion Coaching as a whole school approach. Objective : This paper’s objective is an attempt to redress the lack of published evidence about the use of Emotion Coaching in schools and to highlight how a school has been able to adopt a humanistic relational approach in a climate in which behaviorist principles are dominant in schools. Method : A case study approach using mixed methods was used. Data were examined from an outcomes model perspective where the benefits and changes intended from Emotion Coaching were the starting point. Perspectives from pupils, staff, and families were gained via interviews and structured questionnaires alongside quantitative measures of pupil academic progress and staff and pupil behavior. Results : Results indicate that Emotion Coaching improved the pupil’s ability to regulate their feelings and had a positive effect upon teacher-pupil relationships. Family-school relationships were supported by the school’s use of and modeling of Emotion Coaching with families and the ethos of attunement and non-judgemental interactions implicit in Emotion Coaching. Emotion Coaching promoted an increase in shared emotional language and trust. Shared emotional language and trust were key in the development of both teacher-pupil and family-school relationships. There was an improvement in well-being in that: rates of pupil restraint decreased, pupils made better than expected academic progress, staff absenteeism reduced, and families reported improved family life. Conclusion : We conclude that Emotion Coaching contributes to the promotion of sustainable, holistic improvement in wellbeing for pupils, school staff, and families.","PeriodicalId":75160,"journal":{"name":"The open family studies journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85258488","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: 10.2174/1874922401709010146
R. Taft, C. Schlein
Background : Students with Reactive Attachment Disorder (RAD) might benefit academically, socially, behaviorally, and emotionally from the establishment of effective, collaborative partnerships between home and school. Enhanced family interactions with schools might prove to promote positive outcomes in both home and school settings. Objective : In this article, we examine the level and quality of home and school participation between parents of children with RAD and school professionals within the context of the principles of effective partnerships: communication, professional competence, respect, commitment, equality, advocacy, and trust. Method : This study employed a qualitative methodology utilizing the narrative inquiry research tradition. In particular, we employed a semi–structured interview method, which allowed us to ask clarifying questions, further probe specific responses, and provide participants with an opportunity to elaborate on their stories of experience if they so desired. Results : Using Turnbull et al.'s (2015) seven principles of effective partnership, data from this study indicated that for these parents, families were not allowed to participate as equal partners, if at all, in the educational process. Conclusion : Results suggested that interactions with education professionals were often non-productive or adversarial and family input was often ignored. Effective partnerships were minimal to non-existent.
背景:在家庭和学校之间建立有效的合作伙伴关系，可能会使患有反应性依恋障碍(RAD)的学生在学业、社会、行为和情感上受益。加强家庭与学校的互动可能会在家庭和学校环境中促进积极的结果。目的:在这篇文章中，我们在有效的伙伴关系原则的背景下，在沟通、专业能力、尊重、承诺、平等、倡导和信任的背景下，研究RAD儿童的父母和学校专业人员之间家庭和学校参与的水平和质量。方法:本研究采用叙事探究研究传统的定性研究方法。特别是，我们采用了半结构化的访谈方法，这使我们能够提出澄清性的问题，进一步探究具体的回答，并为参与者提供一个机会，如果他们愿意的话，详细阐述他们的经历。结果:利用Turnbull et al.(2015)的有效伙伴关系的七个原则，本研究的数据表明，对于这些父母来说，家庭不被允许作为平等的伙伴参与教育过程，如果有的话。结论:结果表明，与教育专业人员的互动往往是非生产性的或对抗性的，家庭的投入往往被忽视。有效的伙伴关系很少，甚至根本不存在。
{"title":"How Are We Doing?: Family-School Relationships and Children With Reactive Attachment Disorder","authors":"R. Taft, C. Schlein","doi":"10.2174/1874922401709010146","DOIUrl":"https://doi.org/10.2174/1874922401709010146","url":null,"abstract":"Background : Students with Reactive Attachment Disorder (RAD) might benefit academically, socially, behaviorally, and emotionally from the establishment of effective, collaborative partnerships between home and school. Enhanced family interactions with schools might prove to promote positive outcomes in both home and school settings. Objective : In this article, we examine the level and quality of home and school participation between parents of children with RAD and school professionals within the context of the principles of effective partnerships: communication, professional competence, respect, commitment, equality, advocacy, and trust. Method : This study employed a qualitative methodology utilizing the narrative inquiry research tradition. In particular, we employed a semi–structured interview method, which allowed us to ask clarifying questions, further probe specific responses, and provide participants with an opportunity to elaborate on their stories of experience if they so desired. Results : Using Turnbull et al.'s (2015) seven principles of effective partnership, data from this study indicated that for these parents, families were not allowed to participate as equal partners, if at all, in the educational process. Conclusion : Results suggested that interactions with education professionals were often non-productive or adversarial and family input was often ignored. Effective partnerships were minimal to non-existent.","PeriodicalId":75160,"journal":{"name":"The open family studies journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78982399","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: 10.2174/1874922401709010132
Anne-marie Coleman, A. Coleman
Background : Early childhood attachment disruption manifests in disruptive, oppositional behavior and reduced ability for trusting intimate relationships. Chronic emotional disorder negatively affects the entire family system, making treatment difficult. Objective : The goal of the study was to assess a family therapeutic treatment program for children with Reactive Attachment Disorder (RAD) conducted through an intensive, one-week camp. Methods : Therapeutic camps included training for caregivers, support for siblings, behavioral interventions for children with RAD, and family therapy exercises. Camps were conducted across North America. Standardized behavioral health rating scales were used to evaluate outcomes. Results : Therapeutic Attachment Camp effectively reduced disruptive behaviors within a one week period and improved family mental health scores. Pretest to post-test scores on the Randolph Attachment Disorder Questionnaire showed significant change in a clinically positive direction. Behaviors specifically associated with attachment and conscience development improved, such as showing remorse or guilt, self-control, telling the truth and accepting parental direction. Child anxiety was observed to be less based on self-rating on the State-Trait Anxiety Inventory. Parent anxiety was significantly reduced based on the State-Trait Anxiety Inventory. Statistical effects were moderate to large. Conclusion : Results suggested that a treatment program addressing the needs of the entire family and combining attachment exercises with psychoeducation and structured parenting practice can be effective within a short time frame. Findings have implications for community and family mental health, and for developing culturally relevant treatments that integrate disciplines.
{"title":"Effectiveness of Therapeutic Attachment Camps for Improving Behavior in Children with Reactive Attachment Disorder","authors":"Anne-marie Coleman, A. Coleman","doi":"10.2174/1874922401709010132","DOIUrl":"https://doi.org/10.2174/1874922401709010132","url":null,"abstract":"Background : Early childhood attachment disruption manifests in disruptive, oppositional behavior and reduced ability for trusting intimate relationships. Chronic emotional disorder negatively affects the entire family system, making treatment difficult. Objective : The goal of the study was to assess a family therapeutic treatment program for children with Reactive Attachment Disorder (RAD) conducted through an intensive, one-week camp. Methods : Therapeutic camps included training for caregivers, support for siblings, behavioral interventions for children with RAD, and family therapy exercises. Camps were conducted across North America. Standardized behavioral health rating scales were used to evaluate outcomes. Results : Therapeutic Attachment Camp effectively reduced disruptive behaviors within a one week period and improved family mental health scores. Pretest to post-test scores on the Randolph Attachment Disorder Questionnaire showed significant change in a clinically positive direction. Behaviors specifically associated with attachment and conscience development improved, such as showing remorse or guilt, self-control, telling the truth and accepting parental direction. Child anxiety was observed to be less based on self-rating on the State-Trait Anxiety Inventory. Parent anxiety was significantly reduced based on the State-Trait Anxiety Inventory. Statistical effects were moderate to large. Conclusion : Results suggested that a treatment program addressing the needs of the entire family and combining attachment exercises with psychoeducation and structured parenting practice can be effective within a short time frame. Findings have implications for community and family mental health, and for developing culturally relevant treatments that integrate disciplines.","PeriodicalId":75160,"journal":{"name":"The open family studies journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82733371","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: 10.2174/1874922401709010090
C. Schlein, R. Taft
Background : Students with Emotional Behavioral Disorder (EBD) and those with attachment issues, such as Reactive Attachment Disorder (RAD), present school professionals with some of the most challenging behaviors experienced in schools. Family participation can be critical for promoting positive outcomes for children with behavioral concerns. Positive school and family partnering interactions can positively impact students behaviorally, academically, and socially. Objective : This article aims to provide an introductory framing for this special issue regarding school and family partnering interactions among students with EBD, including those with attachment issues, such as RAD. Method : Qualitative research was employed to consider this topic across included special issue articles. Conclusion : A variety of studies showcase ways of effectively attending to the experiences of students with EBD and RAD and their families. There is further much that might be gained by making use of an interdisciplinary lens for approaching this issue, such as from the perspective of education, psychotherapy, educational psychology, and family studies. This multi-perspectival approach might contribute to the life quality and success of youth with EBD and RAD and their families.
{"title":"Possibilities for Home and School Partnering Interactions Among Children with Emotional and Behavioral Disorders and Attachment Issues","authors":"C. Schlein, R. Taft","doi":"10.2174/1874922401709010090","DOIUrl":"https://doi.org/10.2174/1874922401709010090","url":null,"abstract":"Background : Students with Emotional Behavioral Disorder (EBD) and those with attachment issues, such as Reactive Attachment Disorder (RAD), present school professionals with some of the most challenging behaviors experienced in schools. Family participation can be critical for promoting positive outcomes for children with behavioral concerns. Positive school and family partnering interactions can positively impact students behaviorally, academically, and socially. Objective : This article aims to provide an introductory framing for this special issue regarding school and family partnering interactions among students with EBD, including those with attachment issues, such as RAD. Method : Qualitative research was employed to consider this topic across included special issue articles. Conclusion : A variety of studies showcase ways of effectively attending to the experiences of students with EBD and RAD and their families. There is further much that might be gained by making use of an interdisciplinary lens for approaching this issue, such as from the perspective of education, psychotherapy, educational psychology, and family studies. This multi-perspectival approach might contribute to the life quality and success of youth with EBD and RAD and their families.","PeriodicalId":75160,"journal":{"name":"The open family studies journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79008705","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: 10.2174/1874922401709010122
Rohanna Buchanan, M. Clark
Background Parents of children with Emotional and Behavioral Disorders (EBD) often face barriers to effective communication with schools. They often feel blamed or stigmatized for their children’s behavior and, while advocating, can feel adversarial with the school. Objective The current study aims to describe current communication for parents and teachers of students with EBD, identify parent–school communication barriers, and identify characteristics of effective parent–school communication. Method We conducted 15 semi-structured, qualitative interviews with parents and teachers of students with EBD. Interview questions focused on descriptions of the tone of their current communication, perceived barriers to communication, and ideas for effective approaches to communication. All interviews were audio-recorded, transcribed verbatim, and coded. Results Results show that parents’ feelings about their current parent–school communication varied by the type of school students were attending: day-treatment, neighborhood, military charter, or private treatment school. Both parents and teachers brought up complex issues with parent–school communication related to school culture and the impact of parents’ prior negative experiences communicating with schools. Parents and teachers identified barriers to communication and suggestions for effective communication related to technology, institutional issues, time, parents’ and teachers’ lack of interest in communicating, and school proximity to home. Conclusion Parents and teachers identified parent–school communication as a critical factor to promote children’s school success. Three broad recommendations emerged from the interviews targeting malleable factors to increase effective parent–school communication. We also discuss limitations and implications for practice.
{"title":"Understanding Parent–school Communication for Students with Emotional and Behavioral Disorders","authors":"Rohanna Buchanan, M. Clark","doi":"10.2174/1874922401709010122","DOIUrl":"https://doi.org/10.2174/1874922401709010122","url":null,"abstract":"Background Parents of children with Emotional and Behavioral Disorders (EBD) often face barriers to effective communication with schools. They often feel blamed or stigmatized for their children’s behavior and, while advocating, can feel adversarial with the school. Objective The current study aims to describe current communication for parents and teachers of students with EBD, identify parent–school communication barriers, and identify characteristics of effective parent–school communication. Method We conducted 15 semi-structured, qualitative interviews with parents and teachers of students with EBD. Interview questions focused on descriptions of the tone of their current communication, perceived barriers to communication, and ideas for effective approaches to communication. All interviews were audio-recorded, transcribed verbatim, and coded. Results Results show that parents’ feelings about their current parent–school communication varied by the type of school students were attending: day-treatment, neighborhood, military charter, or private treatment school. Both parents and teachers brought up complex issues with parent–school communication related to school culture and the impact of parents’ prior negative experiences communicating with schools. Parents and teachers identified barriers to communication and suggestions for effective communication related to technology, institutional issues, time, parents’ and teachers’ lack of interest in communicating, and school proximity to home. Conclusion Parents and teachers identified parent–school communication as a critical factor to promote children’s school success. Three broad recommendations emerged from the interviews targeting malleable factors to increase effective parent–school communication. We also discuss limitations and implications for practice.","PeriodicalId":75160,"journal":{"name":"The open family studies journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87787884","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: 10.2174/1874922401709010088
C. Schlein, R. Taft
This special issue includes a set of 7 general articles on this topic from different academic fields, which coalesce with a focus on family and school interactions and a qualitative research perspective and/or consideration of ways in which the qualitative methodology might further support the literature in this area. The studies and manuscripts in this themed issue include research articles and conceptual argument articles that express the work of behavior and family specialists and academics in the areas of education and psychology.
{"title":"Qualitative Explorations of Family-School Relationships Regarding Children with Emotional and Behavioral Disorders (EBD) and Reactive Attachment Disorder (RAD)","authors":"C. Schlein, R. Taft","doi":"10.2174/1874922401709010088","DOIUrl":"https://doi.org/10.2174/1874922401709010088","url":null,"abstract":"This special issue includes a set of 7 general articles on this topic from different academic fields, which coalesce with a focus on family and school interactions and a qualitative research perspective and/or consideration of ways in which the qualitative methodology might further support the literature in this area. The studies and manuscripts in this themed issue include research articles and conceptual argument articles that express the work of behavior and family specialists and academics in the areas of education and psychology.","PeriodicalId":75160,"journal":{"name":"The open family studies journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73487891","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 : 2017-08-12DOI: 10.2174/1874922401709010076
M. Ralli, Schiza Melpomeni, Tsiatsiou Alexandra
Background :Institutionalization is increasingly acknowledged as a poor policy for the children. Every country has important responsibilities concerning the protection and promotion of children’s rights who are already in alternative care. Even a relatively short institutional placement may have long term negative consequences on children’s well-being and adult life. Aim : The aim of the present study was to investigate the language and psychosocial skills of Greek institutionalized children in comparison to family raised children. Method : 60 preschool children (30 institutionalized children and 30 children brought up in families) participated in the study. The children ranged in age from 4 to 5 years of age. Children’s language and psychosocial skills were assessed. Results : The results demonstrated that the institutionalized children had significantly lower scores in the expressive, receptive vocabulary, narrative skills and psychosocial adjustment in comparison to the children raised in families. These results are discussed in relation to their implications for policy makers in order to move towards the development of new policies, where children are taken care of in more supportive surroundings than an institution.
{"title":"Language and Psychosocial Skills of Institutionalized Children in Greece","authors":"M. Ralli, Schiza Melpomeni, Tsiatsiou Alexandra","doi":"10.2174/1874922401709010076","DOIUrl":"https://doi.org/10.2174/1874922401709010076","url":null,"abstract":"Background :Institutionalization is increasingly acknowledged as a poor policy for the children. Every country has important responsibilities concerning the protection and promotion of children’s rights who are already in alternative care. Even a relatively short institutional placement may have long term negative consequences on children’s well-being and adult life. Aim : The aim of the present study was to investigate the language and psychosocial skills of Greek institutionalized children in comparison to family raised children. Method : 60 preschool children (30 institutionalized children and 30 children brought up in families) participated in the study. The children ranged in age from 4 to 5 years of age. Children’s language and psychosocial skills were assessed. Results : The results demonstrated that the institutionalized children had significantly lower scores in the expressive, receptive vocabulary, narrative skills and psychosocial adjustment in comparison to the children raised in families. These results are discussed in relation to their implications for policy makers in order to move towards the development of new policies, where children are taken care of in more supportive surroundings than an institution.","PeriodicalId":75160,"journal":{"name":"The open family studies journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90469182","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 : 2017-08-11DOI: 10.2174/1874922401709010060
Jacqueline Sullivan, Erin Hipple, Lauri Hyers
Objective :We explore the relationship between gender stereotypes and North American Halloween costumes. Method (Study 1): Extending Nelson's analysis of gender-markers in mass-produced children’s Halloween costumes, Study 1 explored gender-typing in children’s costumes (n = 428), also adding a sample of adult’s costumes (n = 428) from major retailers, coding for character archetypes (heroes, villains, and fools), active-masculinity/passive-femininity, and for degree of disguise. Results (Study 1): Compared to boys’/men’s costumes, girls’/women’s costumes represented more ornamental feminine-passivity. Method (Study 2): Ornamental feminine-passivity was explored in an additional sample of baby girls’ (n = 161), child girls’ (n = 189), teen girls’ (n = 167), and women’s (n = 301) costumes, coded for character archetypes and markers of infantilization and sexualization. Results (Study 2): In addition to age differences in character archetypes, women’s costumes were most likely to be sexualized (especially heroes), girls’ and teenage young women’s costumes were most likely to combine both infantilization and sexualization, and baby girls’ costumes were least likely to incorporate either gender-markers. Conclusion : Costumes reinforce gender stereotypes differentiating boys/men and girls/women and the ways in which girls/women are stereotyped varies across the lifespan. Patterns are discussed with regard to how gender stereotypes embedded in holiday traditions reinforce messages of disempowerment for women and girls.
{"title":"Female Disempowerment Disguised as a Halloween Costume","authors":"Jacqueline Sullivan, Erin Hipple, Lauri Hyers","doi":"10.2174/1874922401709010060","DOIUrl":"https://doi.org/10.2174/1874922401709010060","url":null,"abstract":"Objective :We explore the relationship between gender stereotypes and North American Halloween costumes. Method (Study 1): Extending Nelson's analysis of gender-markers in mass-produced children’s Halloween costumes, Study 1 explored gender-typing in children’s costumes (n = 428), also adding a sample of adult’s costumes (n = 428) from major retailers, coding for character archetypes (heroes, villains, and fools), active-masculinity/passive-femininity, and for degree of disguise. Results (Study 1): Compared to boys’/men’s costumes, girls’/women’s costumes represented more ornamental feminine-passivity. Method (Study 2): Ornamental feminine-passivity was explored in an additional sample of baby girls’ (n = 161), child girls’ (n = 189), teen girls’ (n = 167), and women’s (n = 301) costumes, coded for character archetypes and markers of infantilization and sexualization. Results (Study 2): In addition to age differences in character archetypes, women’s costumes were most likely to be sexualized (especially heroes), girls’ and teenage young women’s costumes were most likely to combine both infantilization and sexualization, and baby girls’ costumes were least likely to incorporate either gender-markers. Conclusion : Costumes reinforce gender stereotypes differentiating boys/men and girls/women and the ways in which girls/women are stereotyped varies across the lifespan. Patterns are discussed with regard to how gender stereotypes embedded in holiday traditions reinforce messages of disempowerment for women and girls.","PeriodicalId":75160,"journal":{"name":"The open family studies journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85456633","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 : 2017-08-09DOI: 10.2174/1874922401709010049
Åsa Carlsund, Pauline E. Johansson, Ulf Hammare, E. Hanson
Method : The aim of this study was to explore the systematic follow up of supportive activities in non-profit organizations targeted at children as next of kin. Managers and group leaders were interviewed, and findings were content analysed. Results : The findings indicated that a child focus, education, safety and trust were important. These factors were observed as the primary tasks and the key reason for being involved in supportive activities. Managers expressed concern about not retaining funding, if the organization was unable to demonstrate the effects of their activities. Namely, to enhance the health and wellbeing of children. In order to continuously develop their work most organisations explained that they used some form of system for follow up. However, there was a wide variation in how non-profit organizations worked with follow ups. Conclusion : Overall, it was evident that there was a major need for education and support in this area.
{"title":"Support for Children as Next of Kin and Systematic Follow up - Group Leaders’ and Managers’ Perspectives within Non-profit Organizations in Sweden","authors":"Åsa Carlsund, Pauline E. Johansson, Ulf Hammare, E. Hanson","doi":"10.2174/1874922401709010049","DOIUrl":"https://doi.org/10.2174/1874922401709010049","url":null,"abstract":"Method : The aim of this study was to explore the systematic follow up of supportive activities in non-profit organizations targeted at children as next of kin. Managers and group leaders were interviewed, and findings were content analysed. Results : The findings indicated that a child focus, education, safety and trust were important. These factors were observed as the primary tasks and the key reason for being involved in supportive activities. Managers expressed concern about not retaining funding, if the organization was unable to demonstrate the effects of their activities. Namely, to enhance the health and wellbeing of children. In order to continuously develop their work most organisations explained that they used some form of system for follow up. However, there was a wide variation in how non-profit organizations worked with follow ups. Conclusion : Overall, it was evident that there was a major need for education and support in this area.","PeriodicalId":75160,"journal":{"name":"The open family studies journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72715593","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 : 2017-07-31DOI: 10.2174/1874922401709010037
Elizabeth A. Munz
Objective : The aim of this study on the transition to grandparenthood is to capture grandparents’ perspectives on their relationship and communication with their adult children when their adult children was expecting their first child or became new parents within the past year. More specifically, the study aimed to uncover 1) Intergenerational issues identified by grandparents during the transition to grandparenthood and 2) Factors influencing grandparents’ communication and relationships with their adult children during this time of family transition. Method : Participants were 19 grandparents in the U.S., 15 grandmothers and 4 grandfathers who were about to welcome the first child of one of their children (N = 8), who had welcomed the first child of one of their children in the past year (N = 10), or who had both a child who was expecting and a child who had welcomed their first child within the past year (N = 1). Qualitative data analysis was conducted on transcripts from the grandparent interviews utilizing the constant comparative technique and thematic analysis to identify categories and emergent themes. Results : Grandparent participants shared their perspectives on the intergenerational transmission of parenting practices, reflected on changes in parental roles over time, and identified communication facilitator and barriers during this time of transition. These categories and emergent themes are explicated in the results section along with supporting excerpts from grandparent interviews. Conclusion : The transition to grandparenthood impacts communication and relationships between grandparents and their adult children by shaping the content, frequency, and medium of communication. Understanding grandparents’ perspectives on this time of transition adds to existing research on families focused mainly on the adult child’s perspective.
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