Andrea B. Smith

Grandparents raising grandchildren: A psychoeducational group approach

Abstract This article presents results from a study exploring the use of a psychoeducational group format specifically developed for grandparents who are raising their grandchildren. The 8-week group sessions covered topics such as parenting skills, personal well-being, relationships, managing finances, and exploring legal issues. Group facilitators noted grandparents consistently met objectives of the content areas, with increased mastery as sessions progressed. Custodial grandparents rated the group experience as positive, indicating a high degree of interest and enjoyment from the psychoeducational format, with no differences reported across session topics.

Grandparent-Headed Families in the United States: Programming to Meet Unique Needs.

Abstract Grandparents are returning to the role of parents in ever-increasing numbers. Custodial grandparents often find themselves isolated from sources of support as they face unique emotional, physical, and financial challenges on a daily basis. Nearly half are grandparents without partners and the majority are caring for two or more young children. Children in the care of grandparents are more likely to experience cognitive, emotional, and physical challenges. Their early traumatic experiences may lead to difficulties in communication and forming attachments. The Parent Topics Questionnaire is a standardized assessment measure designed to provide parent education group facilitators with specific information about needs, desires, and expectations of participants. Administration of this instrument to four parent groups revealed a high readiness for information among the custodial grandparent population. Based on information obtained from this measure, a holistic program was developed which simultaneously provided services to care-giving grandparents, their young grandchildren, and educational professionals. Grandparent and grandchildrens groups met weekly and emphasized topics and activities aimed at meeting common needs within these populations. Educational professionals participated in a series of inservice meetings aimed at increasing awareness of needs and strengths of grandparent-headed families, modifying curriculum to more effectively meet grandchildrens needs, and enhancing knowledge of existing resources. Pre- and post-test analysis demonstrate significant positive effects for all involved populations. Grandparents were found to increase in parenting knowledge, perceived levels of social support, willingness to utilize existing resources, and enjoyment of time with their grandchildren. Levels of isolation and perceived depression were decreased. Participating grandchildren demonstrated increased abilities to interact effectively with peers and adults and perceived their interactions with grandparents more positively. Educational professionals reported feeling more informed about custodial grandparent family issues, more confident about interacting with grandparents, and more knowledgeable about existing resources.

No! I Won't! Understanding and Responding to Student Defiance

,c tudent defiance, or resisting the authority of the teacher, is commonplace. In fact, some researchers have reported that the vast majority of discipline referrals are due to defiance (Gregory, 2005; Kohl, 1994). Due to the prevalence of childhood defiance and its potential for bringing instruction to a grinding halt, it is essential for educators to be prepared to understand it and respond to students who exhibit it. The authors will examine defiant behavior and the strategies that can minimize and manage it effectively.

Skipped Generation Parents: Building Collaborative Partnerships to Support Custodial Grandparents

Social service caseworkers observed a significant number of custodial grandparents who appeared isolated from typical community support networks. These grandparents, for one reason or another, were actively involved in parenting their children’s children. Many issues of re-parenting were of significant concern. Some grandparents presented poor parenting skills and others were frustrated with their circumstances. Resources typically available to support foster care families were not available to these families. These observations were numerous enough to bring the matter to the attention of others, including supervisors and other caseworkers.