Kourkoutas, E., Langher, V., Ricci, E. & Vitalaki, E. (2014). Working with Parents to Support Their Disabled Children’s Social and School Inclusion: An Exploratory Counseling Study (original) (raw)
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Journal of Infant, Child, and Adolescent Psychotherapy, 2015
This paper succinctly synthesizes the long-lasting counseling process of a family with a child suffering from a chronic illness. The provided intervention model draws on a series of principles from various theoretical approaches, namely systemic, psychodynamic, and resilient. Family functioning and support is considered a catalytic parameter in assisting children with disabilities to fully develop their potential. This project is based on a family and child-centered integrative counseling model adopting the non-medical conception of disability. Through the presentation of a case study of a couple who faced a critical situation in the life of their child, this paper briefly describes the way the family dynamics were readdressed through this intervention counseling model. In addition, this work attempts to give a picture of the complex and confusing emotional states parents may go through when dealing with physical and psychological health-threatening situations and present guidelines for integrated counseling models.
The Child With a Disability: Parental Acceptance, Management and Coping
The Scientific World JOURNAL, 2007
Research indicates that family reaction to the birth of a disabled child changes according to the type of disability and the child's diagnostic category. The differences are probably an indirect consequence of anticipated or actual reactions by those surrounding the disabled child and the family, in addition to parental reactions. Many researchers have recently mentioned the positive coping and functioning of many families with developmentally disabled children. In the past there was a tendency to emphasize issues of illness and pressures, spousal strain and maladjustment within the family, while presently they are replaced with questions concerning positive adjustment, satisfaction, acceptance, and spousal harmony. Rather than perceiving the family as a helpless victim, it is perceived as a unit that adapts by a process of structuring. Professionals must acknowledge the importance of the family, this change towards a positive attitude towards disability and that the controls de...
This article presents a qualitative research intended to explore the characteristics of the relationship between educators of educational/rehabilitation services, children with disability and their family members. Specifically, we considered: (a) the educators' implicit theories, or representations, of families with a child with disability and their effect on the educators' professional practices, (b) the family representations of the educational/rehabilitation services and (c) the processes of resilience activated to cope with the disability. Twenty-two educators participated in three focus groups, and three families with a child with disability (age range: 9-15) were interviewed and video-recorded in their homes. Results show a partial overlap between educators' and families' representations. Implications for the development of a participatory and co-evolutionary approach that strengthen the resilience of families and their children with disability are discussed.
Parents of children with disabilities: Resilience, coping, and future expectations
Journal of developmental and physical disabilities, 2002
On the basis of characteristics of family resilience, the study examined the perspectives of parents of children with an intellectual, physical, or learning disability. Thirty-two parents were interviewed as to past, present, and the modes of coping. The questions examined various aspects of family ecology domains: parents' responses to the child's diagnosis; patterns of adjustment; family support and services used by parents; and parents' feelings and future expectations. Although, it was found that most parents had to make changes in their social life and expressed high levels of frustration and dissatisfaction, many try to maintain their routine life. The majority expressed the need for a strong belief in the child and in the child's future, an optimistic outlook, and a realistic view and acceptance of the disability. The study highlighted the importance of social resources and support, and the need for effective programs of intervention.
Sustaining the Family: Meeting the Needs of Families of Children with Disabilities
British Journal of Special Education, 2003
The impact of disability on families Do professionals have real insights into how the birth of, and life with, a child with a disability impacts on family life? At times, they may assume that they know what families need, but do not understand the range of emotions experienced. Manuel (1996), a parent, states:
Families with a child with a disability: The expectations toward services and psychology.
Rivista di Psicologia Clinica n° 2, 84-107, 2014
Twenty families with a school-age child with a disability, mainly coming from central Italy, were interviewed about what they thought about services they used. The interviews were analyzed by Emotional Text Analysis. Results highlight that families feel as strongly dependent on services, both public and private, experienced as centered on a healthcare technicality that is not able to accompany them towards a future where therapy and rehabilitation are not sufficient anymore. At the same time, the medical profession is recognized as the most present because it predominates in all services, both the healthcare and the educational ones. It is the only profession which gets in contact with families when at last they remain alone with the unresolved and hopeless problem regarding the future of their children with disabilities. As revealed by data, the school system is the single service that is not related to healthcare and aims at socialization. However, inclusion of persons with disabilities into a wider social context, compared to the family one, stops when finishing school. Also the school system is experienced as self-referential and unable to accompany people with disabilities toward a livable future. Psychological profession seems to be assimilated to the medical one, based on diagnostic and therapeutic self-referential techniques, and it does not help families in avoiding isolation and lack of future. The medical culture prevails because it is experienced as necessary and effective; however, this prevalence also highlights the significant failure of integration, as demonstrated by the lack of future and destiny of isolation experienced by persons with disabilities and their families
Families with a disabled member: impact and family education.
Families with a disabled member: impact and family education., 2017
Abstract: This article debates whether the quality of life of the families is depleted or improved due to the presence of a member with a disability. A theoretical review is carried out of the impact on the family caused by the birth of a child with a disability, the detrimental effects of the disability and the positive effects of the empowerment offered by the family intervention programs. When the family includes a member with a disability, time and effort must be dedicated to them as they normally have greater requirements for care. The repercussion of this is putting the needs of the parents and siblings to one side, creating a specific profile for these families. They show issues such as imbalance in the family system, unawareness of aspects of health and education, negative feelings, need for adaptation, etc., for which they require support programs. With the family intervention, they are able to improve their awareness of problems, acquire efficient education strategies, initiate new friendships, improve conflict resolution, etc. In consequence, rather than focusing on the disadvantages, these families can achieve a series of highly developed skills such as communication, self esteem, sense of humour, resilience. It is the own potential of these families that must be strengthened, not only to improve the quality of family life, but also for the benefits to extend to the community.
Journal Plus Education, 2021
The role of the family is to support the child with disabilities, so that he develops as a person. The harmonious structure of the family and the involvement of the family in the care and education of the child with disabilities, as well as the social environment, have a positive influence on the quality of life and social integration. The proper involvement of the whole family (nuclear family and extended family) in the care of the child with disabilities, promotes the quality of life and social integration of disabled children. The involvement of all family members in the process of educating children with disabilities brings a valuable resource for the quality of life and social integration. An increased quality of life of children with disabilities and a good social integration are observed especially if the family is harmonious, if the involvement of the family is also high and if, at the same time, the family environment is urban.We generally observe that the results in the ten cases vary, from the perspective of the variables: family structure, degree of care for the disabled child (family involvement in the care and education of the disabled child), social background (rural / urban). Depending on these variables, we expected to identify their influence on the quality of life of the disabled child and on the social integration.
Open Educat J, 2008
Representations of disability shaping the opinions, attitudes, and behaviour of 90 participants (teachers, parents, and special needs educators) are investigated in order to better evaluate the spread of the biopsychosocial model proposed by the ICF. The quasi-experimental purpose was investigated through both qualitative analyses and by quantitative analyses. The results demonstrate a richness of perspectives on disability much broader than the medical, social, and biopsychosocial ones. The limited diffusion of the biopsychosocial model among parents shows the lack of an 'open view' towards personal empowerment, social growth, and improvement of the quality of life. This suggests a priority: The need to further involve parents in the educational actions, in order to promote an effective management of personal and environmental resources to better face the disability of their own children. In such a way it would be possible to develop and promote a new 'culture of diversities'.