In this study we explored transformations--significant and positive changes--in the lives of parents of children with disabilities. In the first phase of the study, we interviewed 15 parents of children with disabilities about their experiences as parents. Results were qualitatively analyzed to develop themes. In the second phase, we surveyed 80 parents using an instrument that measured agreement with the themes from the first phase. Results indicated that most parents reported many positive changes in their lives as a result of parenting a child with a disability. These included three major areas: (a) personal growth, (b) improved relations with others, and (c) changes in philosophical or spiritual values.
Theoretical models should provide a framework to facilitate parents’ developing effective life management strategies. This paper provides a brief overview of the research on parent effective life management and cross‐cultural issues for families with a child who has disabilities. The authors note that the ability of image‐making, meaning‐making, and choice‐making to facilitate outcome is clearly substantiated by research in the stress and coping literature. Using the parent transformational process model, the authors examined responses from 18 multicultural families to demonstrate how this model may go beyond description of relevant cross‐cultural family variables in making sense of research findings and conceptualizing meaningful, and appropriate intervention strategies for families of children with disabilities. The authors conclude that rather than a linear process, it is quite likely that the critical questions that parents deal with at the diagnosis of their child reappear at other child and family markers, requiring a reworking of images and meanings and provision of a new range of choices. Professionals should be aware that parental adjustments to disability are not always linear, and thus use this awareness to not judge parents and to serve as catalysts for continued positive life management and transformation throughout the family life cycle.
Boundary ambiguity occurs when members of a family are confused or uncertain regarding roles, responsibilities and subsystem configurations within the family. Research suggests that perception of boundary ambiguity is associated with family stress despite internal and external resource availability. It has been suggested that research on family boundary ambiguity be broadened beyond the family unit to the interface between family and community. This study utilised boundary ambiguity, and paradoxical dilemma as sensitising concepts to guide a secondary analysis of narrative data from interviews conducted with 28 parents of children with a range of disabilities pertaining to the interface between home and school. Findings confirmed evidence of boundary ambiguity and boundary intrusion in parents' perception of whether the child and family were considered valued members of the school community, and in ambiguous parental role assignments, such as information gatherer, child advocate and teacher. In addition, ambiguous situations often triggered paradoxical dilemmas that affected home-school relationships.
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