Keeping Children with Disabilities at Home: Research Results of the Parent Perspective.

Autor/inn/en	Petr, Christopher G.; Barney, David D.
Institution	Kansas Univ., Lawrence. Beach Center on Families and Disability.
Titel	Keeping Children with Disabilities at Home: Research Results of the Parent Perspective.
Quelle	(1991), (44 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Child Advocacy; Child Rearing; Children; Crisis Intervention; Developmental Disabilities; Emotional Disturbances; Family Environment; Interviews; Needs Assessment; Parent Attitudes; Placement; Residential Programs; Respite Care; Social Services; Special Health Problems; Young Children; Youth + Suchen Sie Ihr Suchwort? Kinder- und Jugendanwaltschaft; Kindererziehung; Child; Kind; Kinder; Krisenintervention; Entwicklungsstörung; Gefühlsstörung; Familienmilieu; Interviewing; Interviewtechnik; Bedarfsermittlung; Elternverhalten; Betriebspraktikum; Praktikum; Sozialer Wohnungsbau; Social service; Soziale Dienstleistung; Soziale Dienste; Zivilisationskrankheit; Frühe Kindheit; Jugend; Jugendlicher; Jugendalter
Abstract	In focus group interviews, 39 parents of children (ages birth to 21 years) with developmental disabilities, emotional disorders, and technology-supported needs shared their perspectives regarding special needs, crisis situations, and parent/professional relationships. The purpose of the study was to determine what is necessary to keep children with disabilities in their homes. The study found that 50 percent of the families reported a recent, serious crisis situation that had threatened out-of-home placement. The most frequently stated service need in all groups was for respite care, followed by special education, counseling, and information. Values such as normalization and community integration were desired. Emotional support from other parents was a key to coping. Parents believed that crises were most often caused by the child's behavior and needs, and second most often caused by the system. Each disability group had a somewhat different perspective on the general qualities most important to their relationship with professionals. Parents recognized the importance of a coordinated, holistic system of care. Parents (especially of children with emotional disorders) often felt blamed and criticized by professionals, and expressed dismay at having to be such strong self-advocates to professionals. Implications for policy and practice are spelled out. (14 references) (JDD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01