EDUC 354 Test #1

lack of sufficient control

"Do you know where your children are" -child will be impulsive -willing to risk getting negative attention as long as its attention

rejection

(can be mild or severe) -under expectations for the child (tie their shoes) -over expectations of the child (think they are lazy) -escape (parent just takes off) -neglect, abuse, murder

family

(multiple definitions) not only persons related by blood, marriage, or adoption, but also sets of interdependent but independent persons who share some common goals, resources, and a commitment to eachother over time

Sublimation

-I cried enough, felt guilty enough: realization to transform behavior into something positive for their child (join program, support group)

family involvement

-low level involvement-parents take part in activities that don't challenge the expertise of the teacher - newsletters, parent-teacher conferences, meetings -high level of involvement-parents are perceived as a source of help - school visits, observations, volunteering

Projection

-putting blame onto someone else: in this case normally directed at spouse (husband blames wife or wife blames husband), teacher (particularly if you teach early childhood ed.), medical doctor (something they did or did not do)

motivations and models for family involvement

-research supports interdependence of parent, child, and schools in providing optimal development -mandated parent involvement -community concern and efforts encourage involvement as a means of improving schools and strengthening families

Denial

-senses of self protection, parents going through this will not compare their child to another child, be careful not to reinforce -during this parents exhibit shopping behavior

mandated parent involvement

-several legislative efforts have included parent participation as part of the required structure -Title I (Even start)- family-centered education programs funds local efforts to improve education opportunities for low income children -parents that fail to meet the requirements can no longer keep their children in the program

importance of teachers understanding of contemporary trends that affect families

-understand the conditions and circumstances in which they live -recognize forces that influence the thinking of us all -empathy and compassion -make them feel welcomed

Guilt

-why me? anger, frustrated two types (wolf Wolfensberg) 1. reality free guilt 2. reality based guilt

ambivalence

-you have vacillation in feelings, happy one minute mad the next -sends mixed messages to the child -leads to other issues --leads to other over indulgence-- leads to behavior problems

formation of a family

1. family background of the couple 2. adjustment to marriage 3. family rules and patterns of relationship

teachers working effectively with parents

1. form a partnership with the parents 2. treat parents as individuals 3. focus on the present and future 4. clarify information 5. be hopefully realistic 6. help families let go 7. increase family involvement in the classroom 8. know available community resources 9. support parental self-confidence

emotional responses from parents of children with special needs

1. guild 2. denial 3. anger 4. acceptance

parenting styles

1. high degree of psychological control (mind games) 2.over controlling parent 3. lack of sufficient control 4. hostile/ little affection 5. warm and accepting family

emotional responses of parents

1. irrevocability 2. restriction, isolation, and fatigue 3. conflicts with parenting myths and images 4. guilt 5. satisfaction 6. uncertainty 7. real concern and care

characteristics of contemporary life that influence nature of modern families

1. marital instability and rising numbers of single parents 2. changes in gender role behavior 3. mobility, urbanization, and economic conditions 4. decreasing family size 5. increased rate of social change 6. development of a child-centered society 7. stress in modern living

seven roles parents play

1. parent as nurturer 2. parent in adult relationships 3. parent as individual 4. parent as worker 5. parent as consumer 6. parent as community member 7. parent as educator

Circle model

Child in center, parent and teacher work together in a circle around the child- more fluid, child centered

Novelty Shock, Value Crisis, Reality Crisis

Crisis Stages

Triangle model

Parent at one corner, teacher at one corner, and child at one corner, connected along the outside to make a triangle shape

securely attached infant

always checks back in with mom when exploring environment, want to be held/touched

parental reactions to birth of a child

anticipation or apprehension, joy or depression, challenged or threatened

Purpose

Take care of parents in old age

systems approach

look at individual in the family and how each individual effects the family as a whole

shopping behavior

looking for alternative diagnosis

socio-economic status

lower is more accepting because higher family have an image of the perfect family, lower families try and make it work

cognition

moms talk to children more often in understandable terms -moms are notoriously good at saying/ doing provide help and encouragement ut not all the time -- moms way of amking child responsible -moms are good at explaining things and creating things

Reality Crisis

nuts and bolts, son or daughter needs wheel chair and insurance doesn't pay for it... who will? -will insurance cover multiple surgeries or medications?

Novelty shock

occurs at time of diagnosis, new to me

autonomy

independent, have self control, sense of independence

socialization

1. autonomy 2. aggression 3. fears 4. parenting styles

Rosen's Stages of Acceptance

1. Awareness 2. Recognition 3. Search for Cause 4. Search for a Cure 5. Acceptance

variables affecting parental reactions to children with disabilities

1. social accessibility of the disability 2. degree or severity of the disability 3. behavior 4. socio-economic status

infant attachment

1. social smile: mom goes up to baby and baby smiles 2. babbling 3. eye contact (bonding with mom) 4. physical contact

Denial, projection, sublimation

Defense Mechanism

Structure

Method or order of operation

Rules

Societal based to protect the family unit

information and support

Wolf Wolfensberg says parents need this for novelty shock

practical down to earth help

Wolf Wolfensberg says parents need this for reality crisis

prolonged counciling

Wolf Wolfensberg says parents need this for value crisis

fears

are learned through observation and imitation -most common one is public speaking -how you react to something conveys the child to how they will react

insecurely attached infant

baby bolts act of room, cries when mom picks them up

aggression

bad behaviors learned from parents, media, siblings/peers/school friends, community primary mode: temper tantrums

adaptions of the family to its new member

changes in social status, economic status, family rules, patterns of relationship

hostile/little affection

child will be aggressive

over controlling parenting

child will be passive and inhibited -won't try new things

high degree of psychological control

child will display regressive and dependent tendency -may struggle with creativity

warm and accepting family

child will have high self esteem

Value Crisis

child will not meet value needs (in education)

communication, acceptance, socialization

child with disability's needs

language and cognition

effects of families on development

infant attachment and socialization

family as a socializing agent

reactions of parents with children with disabilities

guilt, ambivalence, rejection

restriction, isolation, and fatigue

implications for teacher a. activities that need parent involvement should be meaningful and streamlined b. provide opportunities for parents to meet with other parents for mutual support and socialization

Real concern and care

implications for teacher a. always understand that parents genuinely care even if it doesn't appear that way

guilt

implications for teacher a. avoid anything that increases sense of inadequacy b. affirm the child and parent with small appreciative comments

parent as community member

implications for teacher a. be aware of community events when scheduling activities b. don't assume parents are just too busy to become involved

parent as consumer

implications for teacher a. be sympathetic to the financial pressure on parents b. encourage efforts to gain financial relief through community or gov't support c. Understand parents' demands for high quality child care since it is a major expense

uncertainty

implications for teacher a. don't automatically assign children's difficulties to parenting

conflicts with parenting myths and images

implications for teacher a. educate parents b. empathize that children can be exasperating and frustrating even with the most caring adult

parent as individual

implications for teacher a. form relationships that allow teachers to learn from parents b. provide support to help develop parenting skills

irrevocability

implications for teacher a. given empathy for parents position

satisfaction

implications for teacher a. preserve and respect attachment b. present comments in a way that avoid personal evaluations

parent as educator

implications for teacher a. provide information, help, and emotional support b. engage in active discussions of DAP for children

parent in adult relationship

implications for teacher a. relate to parents as adults, not just in the role of parent b. convey acceptance, approval, and encouragement of parents efforts to enhance their personal lives

parent as worker

implications for teacher a. schedule events for parents at times that best fit their schedule b. have open visitation so parents can come in whenever they are free c. encourage parents to learn stress management techniques

parent as nurturer

implications for teacher a. understand this role and demands it puts on parents b. supplement nurturing role without violating parent-child bond c. promote classroom practices to enhance attachment d. include parents in classroom activities

communication, explanation of etiology, maintain normal family life, providing for the child's future

parents with a child with disabilities needs

characteristics of a family

purpose, structure, rules, order or method for operation, preserve or perpetuate themselves

1. parents are over whelmed 2. parents feel guilty, they need to devote time to other child 3. unfit parents

siblings attention needs 3 parts

communication, attention

siblings of child with disability needs

behavior

the more different this is the more they stand out

false

true or false: infidelity and lack of communication are leading reasons for divorce

social accessibility of the disability

visible, some deem as not socially acceptable

language

what mom does to improve child's language by reducing complexity of language 1. shorter sentences 2. simplified vocabulary 3. pause longer and more definitively in sentences 4. emphasizing key words and phrases with volume and stress changes

negative sublimation

when parents sublimate too much, don't have time for own child

Blushing

which of the following is not a sign of affection. a. smiling b. babbling c. eye contact d. blushing e. physical contact

reality based guilt

with out a doubt you are at fault for disability (alcohol, drugs, spousal abuse, shaking baby syndrome)

reality free guilt

you as parents did everything right (took vitamins, went to class) reflect back on fetal months and try to locate insignificant event to justify guilt --especially moms