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[A]n often ignored aspect of parenting and family work is the responsibility-related caregiving (i.e. the monitoring, arranging, and planning) that is done to ensure that a child is cared for. Among fathers and mothers who have a child with an autism spectrum disorder (ASD), the intensity of meeting these needs is greater than for a typically developing child (e.g. additional coordination of schooling, interventions, healthcare, recreation, respite, and after-school services). As is the case for all parents, they must also attend to the demands of household labor (e.g. car maintenance, groceries, laundry, yard care), nurture their relationships (e.g. partner, friends, other family members) and find time to pursue interests outside of the home. The aim of this study was to examine parents' management of and satisfaction with the division of responsibility-related caregiving and household labor, parenting stress, the couple's relationship quality, and family functioning among parents of children with an ASD. Fathers (n = 66) and mothers (n = 104) of school-age children with an ASD responded to an online questionnaire. Most parents (mean 41.4 y.) were white (95%) and well-educated (98% had at least some college). All lived in the United States with the child and the child' s other parent. Parents provided information about their child (82% boys, mean 8.8 y.), including level of functioning. Fathers managed less responsibility-related caregiving than mothers, but they did not differ in their management of household labor. Parents were most satisfied with how the family work was shared when they managed less of it; however, when one parent always managed the work, satisfaction with the couple' s relationship was lowest and parenting stress was highest. Satisfaction with how the family work was shared was positively associated with overall family functioning. In general, parents, couples, and families fare better when the management of family work is shared between parents. Findings will further our understanding of the experience of fathers and mothers who have a child with an ASD, and may aid in our efforts to best support families affected by the autism spectrum disorders.
Family engagement varies in education literature and often includes collaboration, involvement, and partnership. The term “family in schools” has changed to include extended family members such as grandparents, aunts, uncles, siblings, cousins, and others who interact with the child, such as step-parents, caregivers, and neighbors. Family engagement is a practice, an interactive process, and a goal-oriented relationship involving professionals and families, allowing families to share their perspectives about their children, their learning, and their customs to improve their children's education. Advocating and Empowering Diverse Families of Students With Disabilities Through Meaningful Engagement provides the knowledge, skills, and dispositions for effective engagements of all families with children in special education. With recent changes in student population diversity among those enrolling in special education, the diversity of family compositions in the school system is also evolving. Covering topics such as laws and legal infrastructure, special education, and family engagement, this book is ideal for classroom teachers, administrators, researchers, and students in education programs.
Maureen F. Morrell and Ann Palmer are raising two very different children: Justin, a whirlwind of activity and mood swings, who is supervised in a residential farm community, and Eric, quiet and passive, who lives independently at college. The authors give an account of the striking similarities as well as the stark differences in their experiences of parenting children at opposite extremes of the autism spectrum. The two mothers speak openly about their children's diagnosis and early childhood through to adolescence, young adulthood and the day they leave home. They give a moving account of the challenges they faced and the surprising consolations they found along their sons' very different paths in life. Through their friendship and two decades of shared experiences of parenting an ASD child, each has gained a clear understanding of her own strengths and limitations, as well as those of her child. Parenting Across the Autism Spectrum offers a personal perspective and practical guidance for parents at the start of their journey with autism, especially those whose children are newly diagnosed. It also provides useful insights for professionals working with individuals across the autism spectrum and their families. The book was elected the 2007 Autism Society of America's Outstanding Literary Work of the Year.
The main focus of this program is to demonstrate positive parenting approaches to working with mothers and fathers of children who have been diagnosed with autism spectrum disorder. The evidenced-based approach demonstrated in this video focuses on increasing a sense of hope in these parents. In this video, Dr. Durand works with a single-mother of an 8-year old boy with autism spectrum disorder. He helps her see how she thinks about herself and her son impacts on her relationship with him at home. He then helps her focus on seeing the improvements she has seen in her son's behavior over time, and encourages her to take credit for these positive changes.
All parents experience stress as they attempt to meet the challenges of caring for their children. This comprehensive book examines the causes and consequences of parenting distress, drawing on a wide array of findings in current empirical research. Kirby Deater-Deckard explores normal and pathological parenting stress, the influences of parents on their children as well as children on their parents, and the effects of biological and environmental factors. Beginning with an overview of theories of stress and coping, Deater-Deckard goes on to describe how parenting stress is linked with problems in adult and child health (emotional problems, developmental disorders, illness); parental behaviors (warmth, harsh discipline); and factors outside the family (marital quality, work roles, cultural influences). The book concludes with a useful review of coping strategies and interventions that have been demonstrated to alleviate parenting stress.
As the oldest statewide program serving autistic people in the United States, North Carolina's Division TEACCH (Treatment and Education of Autistic and related Communication handicapped CHildren) has had a major impact on ser vices for these people and their families. As we move into our second decade, we are frequently questioned about all aspects of our procedures, techniques, and program. Of all the questions that are asked, however, the one that comes up most frequently and seems to set our program apart from others concerns the ways in which we work with families. To help answer this question we identified what we have found to be the major components in our parent-professional relationships, and we elaborate on these with the most current research informa tion, clinical insights, and community knowledge available through the expertise of our distinguished contributors. Our purpose was to collect the most recent information and to organize the resulting volume along the outlines of the par ent-professional relationship found most important in the TEACCH program. Thus, the four main sections of the book include these four major ways profes sionals work with parents: as their advocates, their trainers, their trainees, and their reciprocal emotional support source. To the extent this effort was success ful, we acknowledge that it is easier to organize book chapters along these dimensions than it is to provide their implementation in the field.
Publisher description
In recent years, there has been growing interest in understanding how the third generation of cognitive-behavioral approaches, particularly mindfulness-, compassion-, and acceptance-based approaches, can contribute to the design of more efficacious parenting interventions and to a better understanding of parenting behaviors and the parent-child relationship. However, the application of third-generation cognitive-behavioral therapies and concepts to parenting is still in its infancy, and further research is needed to explore the potential of these approaches to enhance existing parenting interventions or to inform the development of new parenting interventions targeting different groups of parents and their children. More research is also needed to understand how mindfulness, (self-)compassion, acceptance and other related psychological processes may influence parenting practices, the parent-child relationship, and the child’s socioemotional development. With this e-book, presenting state-of-the-art research articles on third generation cognitive-behavioral approaches, a new step is taken in 1) exploring relations between parenting-related issues and concepts from the third generation cognitive-behavioral framework, and 2) examining parenting-interventions informed by third-generation cognitive-behavioral therapies.
Given the daily challenges of raising a child with autism, it’s easy for parents to lose themselves and for their overall quality of life to plummet. Susan Senator interweaves the voices of autism parents, researchers, and professionals to offer guidance and encouragement on how to find happiness and fulfillment in the midst of the struggles of raising an autistic child. Topics include: how to handle feelings of despair and hopelessness; finding fun, even during turbulent times; caring for your marriage; and finding a balance between accepting your child as he or she is and seeking new treatments. To learn more about the author, visit her website at susansenator.com.