Development and Content Validity of the Participation and Sensory Environment Questionnaire

Qualitative methodology was used to develop items for a questionnaire designed to examine the perspectives of parents regarding the impact of the sensory environment on participation for children aged 3 to 5 who have autism spectrum disorders. A total of 34 parents/caregivers of children with autism spectrum disorders and 8 experts in autism spectrum disorders and/or measurement completed qualitative interviews for concept, content review, and cognitive interviewing. The result was a pool of 35 items for home/community domains for 3 scales. The outcome of this study was the development and content validation of the Participation and Sensory Environment Questionnaire.     

Teacher identified giftedness qualities in a Ghanaian school setting: A brief report

This study explored the nature and indicators of giftedness in school children from the perspective of Ghanaian school teachers (n?=?30, females?=?40%; age range?=?24 to 60years). The teachers responded to semi-structured interviews. Results from thematic analysis of the data revealed that teachers perceive giftedness to be domain-specific and mostly identified by teachers during instruction of the learners. The teachers were of the view that parents/guardians of the learners are less helpful in the identification of giftedness in their children, as compared to teachers. The findings have some implications for giftedness research in Ghana and beyond.     

School-Based Mental Health Services: A Research Review

This paper provides a synthetic review of research on school-based mental health services. Schools play an increasingly important role in providing mental health services to children, yet most school-based programs being provided have no evidence to support their impact. A computerized search of references published between 1985 and 1999 was used to identify studies of school-based mental health services for children. Study inclusion was determined by (i) use of randomized, quasi-experimental, or multiple baseline research design; (ii) inclusion of a control group; (iii) use of standardized outcome measures; and (iv) baseline and postintervention outcome assessment. The application of these criteria yielded a final sample of 47 studies on which this review is based. Results suggest that there are a strong group of school-based mental health programs that have evidence of impact across a range of emotional and behavioral problems. However, there were no programs that specifically targeted particular clinical syndromes. Important features of the implementation process that increase the probability of service sustainability and maintenance were identified. These include (i) consistent program implementation; (ii) inclusion of parents, teachers, or peers; (iii) use of multiple modalities; (iv) integration of program content into general classroom curriculum; and (v) developmentally appropriate program components. Implications of these findings and directions for future research are discussed.     

Framing heterosexism in lesbian families: a preliminary examination of resilient coping1

The goals of this study are to examine the kinds of difficulties children face vis‐à‐vis heterosexism, how families help their children cope with these difficulties, and how coping leads to children's resilience. The experiences of six daughters of lesbian parents, ranging in age from 7 to 16, were empirically investigated through semi‐structured interviews with parents and children. Analysis included open and focused coding. Results suggest heterosexism is evident, but does not seem to negatively impact children's development. Themes include: how parents prepare their children to deal with heterosexism and how parents and children cope with incidents. Results elucidate the findings of previous studies, call for more qualitative research, and suggest future research directions. Copyright © 2004 John Wiley & Sons, Ltd.     

Differences and similarities between children,mothers, and teachers as informants on disruptive child behavior

Prevalence rates of disruptive child behaviors, based on structured psychiatric interviews, are presented for samples of clinic-referred prepubertal boys at two sites to investigate differences and similarities among reports of the behaviors from children, parents, and teachers. Children reported significantly less hyperactive/inattentive and oppositional behaviors than either parents or teachers. In contrast, children did not differ from parents or teachers in their report on the prevalence of more serious conduct problems. These results were well replicated across two sites, despite the fact that there were significant differences between the sites in the level of hyperactive/inattentive child behaviors and conduct problems. The ranking of parents' and teachers' reported prevalence of specific child behavior problems in each of the three domains of disruptive behavior was strikingly similar. With one exception, the concordance between the prevalence ranking based on the children's reports was lower than that based on adults' reports, Children's reports on their own behavior did not predict various child handicaps 1 year later as well as did adults' reports. The results are discussed in relation to the usefulness of certain child behaviors in symptom lists for diagnostic purposes; the reliability of children's reports on their own behavior; and the possible reasons why prevalence rankings, as perceived by adults, are so similar.     

Embedding spirituality in young children: an inter-generational challenge

This study reports on the inter-generational transmission of faith values to young children (three to six years) from the perspectives of parents, grandparents, and religion teachers. The study was conducted at two religious education centres in Dar es Salaam, Tanzania. Through a qualitative rapid ethnographic approach (interviews, focus groups, and observations), we explored the practices and challenges in realizing the practice of faith as part of children’s everyday life. Eleven themes elicited which were further reflected in three overarching trends – ‘Building the foundation – on the right path’; ‘Meeting the challenges-embedding faith’; ‘Creating a conducive environment – brining us together’. Key findings revealed that although parents were keenly interested in spiritual development of their young children, they felt challenged by time deficits, multiple priorities, and secularization. Grandparents and religious education teachers were critical of the lack of parental commitment to spiritual development, seeing themselves often becoming surrogate drivers for this imperative. In conclusion, parents requested the institutions to schedule weekly practical classes in prayer and rituals. They also indicated that grandparents’ involvement in religious education activities are enabling and supportive to the parents in nurturing children’s spirituality. As a result there is a clear indication of the role for inter-generational involvements in embedding spirituality in young children.     

Quantitative Profile of Family Acceptance of Children Special Need’s Moslem Parents (Case Study at Rumah Terapi Aura)

Abstract

This is a preliminary research in a series of studies constructing a module based on family inclusion model. Having a qualitative method based on a case study approach, the data was taken from observation, questionnaire-based survey, and Focus Group Discussion (FGD). The research was conducted in Rumah Terapi Aura (RTA), a therapy center for the children with special needs, involving 30 moslem parents. The results are a Quantitative Profile and Family Acceptance Aspects. It is concluded that parents and families awareness of acceptance children with special needs are from a lack of knowledge and spiritual understanding of God's destiny.     

Social competence group intervention (SOCO) for children with autism spectrum disorder: A pilot study

This study aimed to describe concept of social competence as a theoretical background for social skills group intervention for children with autism spectrum disorder (ASD). A model of social competence comprised of three components: social skills, social performance, and social adjustment. We also examined the feasibility and preliminary efficacy of the manualized Social Competence group intervention for children with autism spectrum disorder (SOCO) using a variety of outcome measures. The nine-month intervention included children groups, parental support groups and co-operation with teachers. A pilot study involved 23 children aged 7 to 12 years (n = 16 intervention, n = 7 control) and intervention outcomes were measured with questionnaires for parents and teachers, neuropsychological tests, and observations. The parents of the intervention group reported improvements in social skills and social adjustment, whereas the teachers reported increases in social performance. Findings also indicated that affect recognition skills, social overtures, and reactions to peers were improved in the intervention group. Although the evidence of the pilot study should be considered as preliminary, it gives some indication of the feasibility of the SOCO group intervention and supports the usability of the theoretical background and approach for multiple outcome measures.     

Creating Supportive Environments for Children Who have had Exposure to Traumatic Events

The prevalence of trauma among young children and its impact on educational outcomes is gaining attention. It is probable that the needs of children who have experienced or been exposed to trauma have long gone unmet due to identification challenges and a lack of knowledge concerning best practices. For this study, qualitative interviews were conducted to gather perspectives of 14 community-based service providers who worked with children and families regarding trauma-related concerns. Each shared his or her perspectives on knowledge and skills early childhood education teachers need to support children who have experienced traumatic events and partner with their families. Research questions were: What should early childhood teachers know about (1) trauma experiences among young children; (2) the emotional and behavioral patterns of children who have experienced traumatic events; and (3) supporting the social and emotional well-being of children in the classroom setting, including partnering with families, who have experienced or been exposed to traumatic events? Participants indicated that teachers might not readily connect children’s behaviors and emotions to trauma. However, teachers can use approaches and strategies (e.g., being attuned and supporting positive social and emotional and communicative responses) that promote social and emotional well-being for children who experience trauma. Participants also noted that teachers can resist re-traumatization by making adaptations to social, physical, and temporal aspects of the classroom environment. Findings indicate that trauma-informed care might be viable in early childhood classroom settings. Implications for research are discussed.     

Working with parents to counteract bullying: A randomized controlled trial of an intervention to improve parent-school cooperation

This study examined the effectiveness of an intervention aimed at improving parent-school cooperation in counteracting bullying. Using a randomized controlled trial, data of teachers, parents of non-victimized children, and children themselves were collected at 13 intervention and 14 control schools (grades 3–6, N at post-assessment: teachers = 83, parents = 153, children = 2,510) at two time points (time lag about 6 months). Results showed positive effects of the intervention for some aspects of the primary outcomes: parents’ and teachers’ attitudes and efforts, whereas no effects were found of teachers’ or parents’ competences in counteracting bullying. No intervention effects were found for secondary outcomes: children's self-reported bullying, victimization, well-being, and self-esteem. The findings indicate that, due to the intervention, teachers and parents were more aligned and able to cooperate, even within the short time of the intervention: one school year. This is the first essential step to systematically addressing parents’ role in tackling bullying; future research is needed to examine the long-term effects of parent and school interventions in enhancing the effectiveness of anti-bullying programs.     

Parenting adult children – invisible ties that bind?

This paper presents the authors' ideas about parenting adult children, describes some of the results of a larger qualitative research study and explores possible implications for practice. The study is based on in‐depth analyses of narratives from interviews of a non‐clinical population of parents of adult children. It represents part of an ongoing study to develop an understanding of an under‐researched area of family life.     

Parents’ experience of child contact within entrenched conflict families following separation and divorce: a qualitative study

Child contact arrangements with parents following separation and divorce are strongly endorsed for children in both public policy and law where safe, but can be difficult to sustain. Entrenched high-conflict post-separation relationships between parents can cause substantial emotional risks to children as well as impacting severely on parents’ mental health. This paper describes a qualitative study, aimed at examining parents’ experiences of contact arrangements post-separation, undertaken within a mixed methods random allocation study of therapeutic outcomes for parents in entrenched conflict over their children. Two established semi-structured interviews with 22 parents were jointly subjected to thematic analyses. A thematic analysis across interviews revealed three main themes: ‘Dealing with contact evokes extreme states of mind’ for parents; when speaking of contact, the child is ‘everywhere and nowhere’ in the parents’ minds; ‘the hardest thing about contact is dealing with my ex-partner’. These findings indicate the immense strain children and parents are under and shed much light on the desperate states of mind for parents, particularly the anxieties driving relentless child contact disputes. This paper may contribute to the understanding of parents’ experiences of contact arrangements post-separation, potentially providing important information which can inform best practice for professionals working with this population.     

Mixed‐methods Evaluation of the Good Behaviour Game in English Primary Schools

Inclusivity of all children in education and within educational settings is an important value and goal. Yet, where settings and practices are not oriented for inclusivity and engagement, some children can struggle with academic tasks and are often marginalised and exhibit disruptive behaviours. The study reported here addresses the social nature of school as a community for learning through a mixed‐methods concurrent triangulation evaluation of the implementation of the Good Behaviour Game (GBG) in six primary (elementary) schools with 10 classes and 222 children in Oxfordshire, England. The Teacher Observation of Classroom Adaptations ‐ Revised (TOCA‐R) was administered in individual interviews with class teachers. Additionally, individual semi‐structured interviews were conducted with teachers, coaches and head teachers (n = 22). In a pre–post design, improvements in child adaptation were observed on all TOCA‐R subscales. In an integrative analysis that brought together quantitative and qualitative findings, pupil improvement was identified in three major areas: inclusion and social participation, behaviour, and concentration. Interview results also highlighted the substantial practical challenges associated with implementing and using the GBG in schools in the UK. Overall, the results of this study support the idea that social relationships within the school community, between pupils and between pupils and teachers, provide an important context for learning and social development. Copyright © 2016 John Wiley & Sons, Ltd.     

Measuring Competence and Dysfunction in Preschool Children: Source Agreement and Component Structure

Agreement between parents and teachers on ratings of three domains of behaviors exhibited by preschool children and the structural relations between these domains were measured. Parents and teachers rated the behaviors of a socioeconomically diverse sample of 610 children; ratings were obtained from parents at three time points and from teachers at two time points. The results indicated little agreement between sources on the ratings of individual child behaviors; however, ratings within a source were stable over time. Principal components analyses of source ratings combined and separately indicated virtually identical and independent three-component solutions comprised of a coping competence, externalizing behavior, and internalizing behavior component. These data suggest that competence and dysfunction develop in response to different contextual demands and underscore the importance of measuring each domain of behavior in clinical and research settings.     

Changes in behavioral problems and prosocial functioning in child treatment

Decreasing emotional and behavioral problems and increasing prosocial functioning are two ares of interest in child treatment. The present study examined the extent to which changes in deviant behavior were associated with changes in prosocial functioning. Three separate samples of children (N = 393, ages 6–13) referred to inpatient or outpatient services were evaluated by parents and teachers on three separate assessment occasions spanning 1–2 years. The major findings indicated that behavioral problems and prosocial functioning and changes in behavioral problems and prosocial functioning over time showed low to moderate negative correlations for parent and teacher evaluations. These relations were consistent across separate time periods, samples of children, and parent and teacher ratings. The magnitude of the correlations between behavioral problems and prosocial functioning indicated that these domains are related but represent relatively independent spheres of child functioning. The importance of assessing both domains of functioning in evaluating children and treatment outcome is discussed.     

Effectiveness of School-Based Mental Health Services for Children: A 10-Year Research Review

A review of the literature from 1985 to 1995 on school-based mental health services for children was conducted using a computerized data-base search. Of the 5,046 references initially identified, 228 were program evaluations. Three inclusion criteria were applied to those studies: use of random assignment to the intervention; inclusion of a control group; and use of standardized outcome measures. Only 16 studies met these criteria. Three types of interventions were found to have empirical support for their effectiveness, although some of the evidence was mixed: cognitive-behavioral therapy, social skills training, and teacher consultation. The studies are discussed with reference to the sample, targeted problem, implementation, and types of outcomes assessed, using a comprehensive model of outcome domains, called the SFCES model. Future studies of school-based mental health services should (a) investigate the effectiveness of these interventions with a wider range of children's psychiatric disorders; (b) broaden the range of outcomes to include variables related to service placements and family perspectives; (c) examine the combined effectiveness of these empirically-validated interventions; and (d) evaluate the impact of these services when linked to home-based interventions.     

Educational psychology and the effectiveness of inclusive education/mainstreaming

Background. Inclusive education/mainstreaming is a key policy objective for the education of children and young people with special educational needs (SEN) and disabilities. Aims. This paper reviews the literature on the effectiveness of inclusive education/mainstreaming. The focus is on evidence for effects in terms of child outcomes with examination also of evidence on processes that support effectiveness. Samples. The review covers a range of SEN and children from pre‐school to the end of compulsory education. Method. Following an historical review of evidence on inclusive education/mainstreaming, the core of the paper is a detailed examination of all the papers published in eight journals from the field of special education published 2001‐2005 (N=1373): Journal of Special Education, Exceptional Children, Learning Disabilities Research and Practice, Journal of Learning Disabilities, Remedial and Special Education, British Journal of Special Education, European Journal of Special Needs Education, and the International Journal of Inclusive Education. The derived categories were: comparative studies of outcomes: other outcome studies; non‐comparative qualitative studies including non‐experimental case studies; teacher practice and development; teacher attitudes; and the use of teaching assistants. Results. Only 14 papers (1.0%) were identified as comparative outcome studies of children with some form of SEN. Measures used varied but included social as well as educational outcomes. Other papers included qualitative studies of inclusive practice, some of which used a non‐comparative case study design while others were based on respondent's judgements, or explored process factors including teacher attitudes and the use of teaching assistants. Conclusions. Inclusive education/mainstreaming has been promoted on two bases: the rights of children to be included in mainstream education and the proposition that inclusive education is more effective. This review focuses on the latter issue. The evidence from this review does not provide a clear endorsement for the positive effects of inclusion. There is a lack of evidence from appropriate studies and, where evidence does exist, the balance was only marginally positive. It is argued that the policy has been driven by a concern for children's rights. The important task now is to research more thoroughly the mediators and moderators that support the optimal education for children with SEN and disabilities and, as a consequence, develop an evidence‐based approach to these children's education.     

“I can’t cope seeing my kids … hearing these kinds of prayers.” Parents’ rationale for choosing state-funded Muslim schools in the Republic of Ireland: an ethnographic study

ABSTRACT

The population of Muslims living in the Republic of Ireland has increased significantly in recent years. Despite Muslims being one of the fastest growing minorities in the country, there is a paucity of research on the educational choices of Muslim parents. This study draws on ethnographic fieldwork conducted between 2013 and 2014. Based on semi-structured interviews, this article focuses on the views of Muslim parents and teachers from two Muslim state-funded primary schools in Ireland. The interviews revealed that, for most parents, the schools’ Islamic ethos was an underlying motivation for enrolling their children at Muslim schools. The findings also demonstrate the negative reasons of their choices, such as the lack of accommodation and the feelings of isolation they and their children experienced in non-Muslim schools, which further heightens the perception that Muslim schools in Ireland act as safe environments that protect the cultural and religious identities of Muslim children. The article concludes with some considerations for future research.     

‘Learning from research’: Therapist perspectives on the benefits and challenges of participating in a longitudinal,systematic case‐study

Objectives: In psychotherapy research we have often neglected to examine the impact of research procedures on therapy process and outcome. Such information is extremely important in helping us evaluate the validity of our findings, increase relevance of research for practice, and choose appropriate methods for future projects. The aim of this paper is to share the experience of six person‐centered therapists, who participated in a longitudinal, systematic study, and present their reflections about the impact of research on therapy process, therapeutic engagement and professional development. Methods: The findings have emerged from semi‐structured interviews that took place after the first, sixth (middle) and last therapy session. In total 18 interviews were conducted. These data were part of a much larger research protocol that included a number of outcome and process measures. Results & Conclusions: The analysis of therapist narratives revealed important benefits for those participating in systematic case study research. The use of Brief Structured Recall methods and qualitative interviewing was an important factor in promoting therapist reflexivity and professional development. The importance of a strong research alliance and the active involvement of the client in the research process is discussed.