Working with Families of Children with Special Needs

Dale, Naomi

doi:10.4324/9780203296028

Cited by 157 publications

(147 citation statements)

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“…Terms such as: 'failure to thrive' and 'malnourished' are best avoided. Actively involving parents as partners in decision making 33 and valuing their expertise as feeders and carers can assist parents to feel less de-skilled in clinical encounters.…”

Section: Dealing With the Unexpected: Preparing Children And Familiesmentioning

confidence: 99%

Psychosocial aspects of feeding children with neurodisability

Craig

2013

Eur J Clin Nutr

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The psychosocial support needs of parents considering a gastrostomy feeding tube for their disabled child are often overlooked, yet there is a growing body of evidence that attests to the decisional conflicts parents, often mothers, experience. This may be in addition to the stress associated with feeding a disabled child. The support needs of families and caregivers should be assessed, including the values parents attach to oral and tube feeding. Structured support should be embedded within the care pathway and both professionals, and service users, with appropriate training should be identified to ensure parental information needs, and any emotional, practical and financial issues are addressed.

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Section: Dealing With the Unexpected: Preparing Children And Familiesmentioning

confidence: 99%

Psychosocial aspects of feeding children with neurodisability

Craig

2013

Eur J Clin Nutr

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“…Rather, they exercised agency, e.g., initiative and a sense of control, by playing an active part in their child's learning and through co-constructing educational provision that is right for their child as a result of a dynamic dialogue and trusting interactions with the professionals involved. Dale (1996) observed that often parents do not enjoy an equal relationship with the professionals in that they often lack the power to influence decision making and the expertise to advocate for their children's educational provision. In a partnership between parents and professionals, equality does not necessarily mean that parents bring equal amounts of specialist knowledge but can bring equivalent perspectives about their child's functioning.…”

Section: Perceived Equality and Shared Responsibilitymentioning

confidence: 99%

“…In this model, although empowerment is its main premise, the expectation lies mainly with the professionals to identify the unique strengths and needs of the family, and incorporate them in their assessment and intervention procedures. Dale (1996) advocated for the negotiation model where parents and professionals engage in negotiation and joint decision making, developing a shared perspective on their strengths, concerns and needs. This professional interaction involves negotiation, bargaining and an active involvement of parents in decision making, with the professionals having an important function in terms of offering advice to parents and helping them evaluate their options.…”

Section: Introductionmentioning

confidence: 99%

“…Over the last two decades, various models have been proposed to delineate the multiplicity of the relationship between parents and professionals (eg, Appleton and Minchom, 1991;Cunningham and Davis, 1985;Dale, 1996). Cunningham and Davis offered different views to explain the interaction between educational practitioners and parents and the roles they assume.…”

Section: Introductionmentioning

confidence: 99%

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Practices of parental participation: a case study

Hartas

2008

Educational Psychology in Practice

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The nature of parental participation in children's education changes rapidly. Growing research points to the large positive effect that parental involvement has on the outcomes of schooling and children's well-being. Based on the results from a case study, this paper examined practices of parental participation in terms of parents working together with a range of professionals, exchanging knowledge and information regarding their child's special educational needs, challenging practices and negotiating Special Educational Needs (SEN) provision. The parents in this study exercised agency, i.e., showing resilience and taking initiative, within a context of shared responsibility and accountability and advocated for their child's right to educational provision. This paper argues for a strengths-based approach towards enabling active parental participation and advocacy.

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“…It can, therefore, be said that certain siblings adapt to the presence of the disability and some do not (Seligman and Darling 2007). Some of the factors that seem to affect the degree of adaptation are: the type of disability, the behaviour of the CD, the quality of the marital relationship, the quality of the parental relationship, the quality of the parental relationship with the child with disabilities, and the degree of the emotional maturity of the parental personality (Dale 1996).…”

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confidence: 99%

Siblings in Greek families: raising a child with disabilities

Tsamparli

Tsibidaki

Ρούσσος

2011

Scandinavian Journal of Disability Research

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The study focuses on siblings of children with disabilities (CD) in order to investigate: (a) basic components of the sibling personality (self-concept, selfesteem, feelings of loneliness, main needs, nature of anxiety, and attitudes), (b) the representation of family functioning and parental figures, and of social environment, and (c) sibling relationship. The sample consisted of 20 families raising a CD and 20 families raising children without disabilities (CWD). The total number of participants was 151 individuals (80 parents and 71 children). The measures used were the following: (a) self-report measures: (1) Self-concept Scale for Children Lipsitt There were statistically significant differences in the way they experienced sibling rivalry, maternal figures, and social environment. The study suggests that siblings of CD react in three ways towards their brother/sister: (a) they are protective, (b) distanced, and (c) present infantile behaviour.

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Working with Families of Children with Special Needs

Cited by 157 publications

References 0 publications

Psychosocial aspects of feeding children with neurodisability

Psychosocial aspects of feeding children with neurodisability

Practices of parental participation: a case study

Siblings in Greek families: raising a child with disabilities

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