Lorraine Wilgosh

The Experience of Parenting an Adolescent with Autism

This study used qualitative research methodology to investigate the experiences of parents of adolescents with autism. Eight parents, representing six separate family units, were interviewed. The primary objectives were to understand the experiences in the lives of the parents interviewed and identify needs of adolescents with autism and their families. Six consistent themes emerged from the interview data: (a) behavioural concerns, (b) social and communication concerns, (c) family‐related concerns, (d) education and related services, (e) relationships with professionals, and (f) independence and future concerns. The findings were discussed in relationship to previous research findings and service provision.

Concerns of Families of Children with Learning Disabilities

The purpose of this report is to share the experiences and concerns of a group of parents of children with learning disabilities. Parents of eight different families were interviewed in depth, and seven themes emerged from the interviews. Parents discussed their involvement in their childs education, and their positive and negative experiences with school personnel as well as with seeking other sources of support. They expressed concerns about the social isolation and future well-being of their children with learning disabilities. They indicated many emotional strains from parenting children with learning disabilities, and that there are both positive and negative effects on the families. Implications for further research and practice are discussed.

Delinquency and Learning Disabilities More Evidence

The article adds to the growing body of data establishing a relationship between learning disabilities and juvenile delinquency. Intervention strategies are discussed.

Enhancing Gifts and Talents of Women and Girls

This article presents an overview of some relevant historical/societal influences on how expectations (e.g. overt and more subtle messages conveyed through the media) of women and girls influence realization of their full potential, often negatively affecting achievement and career choice (Wilgosh, 1993, 1996a, 1996b). The research framework is then extended to a further examination of contemporary media influences on women and girls, including development and application of a tri-dimensional categorization system for examining how informational messages impact on young women and girls. The proposed categorization system aims at assisting educators and counsellors in undoing influences, which might reinforce underachievement. To facilitate movement from potential to performance, consideration will also be given to developing innovative educational strategies and approaches to encourage expression of gifts and talents and maximize achievement of adolescent girls and young women.

Stress Experienced by Families of Older Adolescents or Young Adults with Severe Disability.

Qualitative and quantitative research methods were combined to identify the amount and type of stress experienced by families of older adolescents and young adults during the transition from adolescence to adulthood. In-depth interviews were conducted with 12 parents from 8 families; questionnaires were completed by 75 families. A conceptual matrix was developed to represent the stressors experienced by the families. Five major categories of stress were identified: individual characteristics, family characteristics, services, financial considerations, and attitudes. Forty-two subcategories of stress were identified. The major categories of stress receiving the highest stress ratings were “individual characteristics,” “finances,” and “services.” Thirteen subcategories of stress received a “moderate to major stress” rating; 26 subcategories received a “mild to moderate stress” rating. The subcategories receiving the highest stress ratings were individual dependency, lack of autonomy, and individual vulnerab...

The Relationship between Affect and Achievement For Gifted, Average, and Learning Disabled Students

The purpose of the study was to examine the relationship between affect and achievement for three different groups of children at two grade levels. Gifted, average and learning disabled children at grades 4 and 7 were assessed on measures of achievement, ability, perceived competence in cognitive ability, self concept and locus of control. Longitudinal assessment on all measures occurred at two further intervals over the next two years, during which time some of the children participated in a cognitive strategies training program. In general, results indicated significant group differences on achievement and affective measures which were relatively stable for all groups over the two year period of the study.

Examining Gender Images, Expectations, and Competence as Perceived Impediments to Personal, Academic and Career Development

My earlier research on the topic has dealt withmedia messages which contribute to the imagesand stereotypes influencing the development ofyoung women and girls. Previous research hasindicated that adolescent girls may becomefocused on appearance and popularity,downplaying their academic ability andcompetence particularly in mathematics and thesciences, with resultant underachievement andavoidance of science-related careers. Thispaper will focus on cross-gender similaritiesand differences, and suggested strategies forhelping boys and girls to re-define their viewsof their capabilities and goal direction, inorder to be successful as scholars and adultsin society today.

The sexual abuse of young people with disabilities: Treatment considerations

Research has indicated that sexual abuse of individuals with disabilities is frequently repeated and chronic, and often results in significant harm to the victim. Furthermore, while abusers are most often family members or acquaintances, many offenses are committed by paid service providers and occur in disability service settings. Findings indicate that victims with disabilities often experience difficulty in obtaining treatment services that are accessible and appropriately adapted to their needs. Based on the necessity of appropriate treatment, considerations and strategies are discussed for therapy adaptations to meet the special needs of sexually abused young people with developmental disabilities.

Beyond counselling women: Some contemporary issues

SummaryThe paper is an overview of a number of contemporary issues in counselling women. The primary focus is on concerns relative to theory and models, skills, attitudes and values as the underlying bases for counselling women. Question is raised as to the adequacy of a focus on counselling women.The impetus for a paper on contemporary issues in counselling women was derived from several sources. The author has been involved in counselling women and in research related to theories and models for counselling women for the past decade. Participation in the Ninth IRTAC working group on Counselling for New and Different Sex Roles served to bring the area into a comparative, cross-cultural context. In addition, several current articles, particularly Smiths (1980) metaanalysis which questioned the existence of bias against women in counselling studies, encouraged an examination of contemporary issues in counselling women.

Fostering Parent-Teacher Relationships when Children are Gifted

The specific focus of this study was on parent and teacher relationships, when a child is gifted. The study addressed two interrelated questions. (1) What is the parents perspective of the relationship between parent and teacher when a child is gifted? (2) What is the teachers perspective of the relationship between parent and teacher when a child is gifted? Five parents and four teachers were interviewed individually on several occasions, and the interview content was analyzed thematically. For parents, five themes were identified, related to instructional programming, teacher competencies, curriculum needs, parental involvement in their children s education, and problematic behavior. For teachers, there were also five themes, including identification of giftedness, funding issues, communication issues, partnerships in education, and impact on the children. The parent and teacher themes are reported in greater detail elsewhere (Penney & Wilgosh, 1998). This paper addresses the four overlapping themes derived from a comparison of the parent and teacher themes: funding issues, meeting the childrens needs, communication, and impact on the children. Implications for fostering parent and teacher partnerships are discussed.