Susan Neely-Barnes

Predicting Impact of Childhood Disability on Families: Results From the 1995 National Health Interview Survey Disability Supplement

Predictors of impact on families with a child who has developmental disabilities were examined using results from the 1995 National Health Interview Study Disability Supplement (NHIS-D). From this sample, 505 children who met criteria for a developmental disability were selected. Predictors of impact on these families were investigated across and within racial groups. A multiple regression analysis was completed on the entire sample, which was divided by race/ethnicity. A separate multiple regression analysis was completed for White, African American, and Hispanic families. Predictors of family impact differed for each racial or ethnic group. Results of this study add to the body of literature suggesting that the meaning of disability and its impact on families is culturally relative.

PARENTAL STRESS IN FAMILIES OF CHILDREN WITH A GENETIC DISORDER/DISABILITY AND THE RESILIENCY MODEL OF FAMILY STRESS, ADJUSTMENT, AND ADAPTATION

Background: Research suggests that parents of children with disabilities endure increased amounts of stress but also experience positive outcomes. Purpose: To further investigate findings from focus group interviews that explored parental stress in families of children with disabilities using a sequential mixed methods design. Method: This study sought to model parental stress using the McCubbin and McCubbin (1993) Resiliency Model of Stress, Adjustment, and Adaptation using qualitative and quantitative data collected sequentially. Twenty-five parents of children with autism spectrum disorder, cerebral palsy, Down syndrome, and sickle cell disease participated in a 2-step study that encompassed qualitative followed by quantitative data ascertainment. Results: Parents who quantitatively experienced high stress or low stress used different behavioral themes to describe their experience qualitatively. Positive appraisals, resources, and ability to engage in problem solving and coping were associated with family resiliency.

Family Decision Making: Benefits to Persons With Developmental Disabilities and Their Family Members

Family involvement in planning and choosing services has become a key intervention concept in developmental disability services. This study (N = 547) modeled patterns of family decision making and assessed benefits to persons with developmental disabilities (DDs) and their family members. A latent profile analysis identified 4 classes that were highly involved in decision making (n = 118), involved only in planning (n = 166), involved only in financial decisions (n = 75), and uninvolved (n = 188). Multiple regression analysis indicated that consumers with DD whose family members were highly involved received more services than consumers in other families. A multivariate analysis of covariance indicated that the family members in the highly involved and planning classes experienced more family member satisfaction than others. Findings have implications for practice.

Does choice influence quality of life for people with mild intellectual disabilities

Consumer choice is a key concept in developmental disability intervention, but relatively little quantitative research has focused on the relationship between choice and quality of life. This study used data from Washington states Division of Developmental Disabilities 2002 National Core Indicators study (Human Services Research Institute, 2001a, 2001b) to examine the relationship between choice and 3 quality-of-life indicators: community inclusion, rights, and opportunities for relationships. Consumers (N = 224) with mild intellectual disabilities participated in the study. Structural equation modeling was used to assess the influence of type of living arrangement and choice on quality of life. Consumers who lived in the community and made more choices had higher scores on quality-of-life indicators. The findings have implications for disability policy, practice, and future research.

Exploring parent-sibling communication in families of children with sickle cell disease.

Background: Communication within families of children with sickle cell disease is important yet has not been adequately investigated. Methods: Focus group interviews were conducted with parents of children with sickle cell disease to explore parent-sibling communication about sickle cell disease. Results: Communication was influenced by attributes and behaviors of the parent, the child with sickle cell disease, and the sibling; extended family, neighbors, friends, and church members or social networks; and available, accessible resources related to the childs health, childs school, and parent employment. Outcomes that influenced and were influenced by factors within and outside the parent-sibling dyad and nuclear family included parent satisfaction, parent roles, family intactness, and status attainment. Conclusions: These findings support previous research with African-American families and expand our views of the importance of educating parents, family members, and others about sickle cell disease. The findings suggest a need to explore sibling perception of this communication, parent and sibling perception of the impact of frequent hospitalizations and clinic visits on the sibling and family, and variations within families of children with sickle cell disease.

Parenting with a disability and child mental health: a propensity score analysis.

Little research has examined the impact of having a parent with a disability on child mental health. This study used data from 7,116 families of children who participated in the 2006 National Health Interview Survey and propensity score matching (PSM) to investigate this question. Prior to PSM, differences in Child Mental Health Brief scores were significant with a moderate effect size. After PSM, differences in Child Mental Health Brief scores were still significant, but the effect size was small. Results indicate that much of the mental health risk for children of parents with disabilities is connected to related issues.

Chapter Seven Theoretical and Methodological Issues in Sibling Research

Abstract Interest in the impact and influence of having a brother or sister with a disability has increased over the past 40 years as evidenced by the recent larger number of publications on siblings of persons with disabilities. However, as an area of research, qualitative and quantitative inquiry into siblings and sibling relationships is in its infancy. In this chapter, we review some of the major issues that have been raised in the literature on siblings, addressing theoretical approaches, research designs, measures, and statistical methods used in sibling research. Finally, we examine the many frontiers into which sibling research can and should expand.

Preparing Social Work Students for Interprofessional Team Practice in Health-Care Settings

Purpose: This study presents the results of a workforce development initiative focused on preparing master’s-level social work students to work in interprofessional settings and integrated care. The study examines both trainees’ changes in interprofessional skills and attitudes as well as if there were differences in trainee experiences across race and gender. Method: Ninety-nine trainees participated in a training program and completed pre- and posttest measures on attitudes toward interdisciplinary teams and team skills. The team used multivariate analysis of variance (MANOVA) to examine the change in means and interaction effects. Results: Findings suggest that the training helps trainees acquire interdisciplinary team skills. However, results on attitudes toward interdisciplinary teams varied based on race and gender of the trainees. Discussion: Results suggest that there continue to be disparities in the training experiences of social work trainees around race and gender. Future research needs to continue to focus on this issue.

Comparative Experiences of First- and Continuing-Generation Social Work Students

ABSTRACT First-generation college students have received little attention in the social work literature. National data on first-generation students in social work are not collected. However, it is possible that first-generation students are overrepresented in social work programs. This study seeks to fill a critical gap in our literature by investigating differences between first- and continuing-generation social work students, comparing them on hardships, motivations to attend college, knowledge of student services, self-efficacy, stress, grade point average, and plans to attend graduate school. First-generation students in this study had more interdependent reasons for going to college, experienced more stress, and were less likely to plan to pursue an MSW. No differences were found in grade point average.

Assessment of Integration of Disability Content into Social Work Education

ABSTRACT Three hundred members of the Council on Social Work Education (CSWE) responded to a survey regarding the inclusion of disability content in social work courses and supports needed to increase disability content. Although respondents generally agreed that disability content is important in social work education, its inclusion is inconsistent, with most frequent inclusion in courses on diversity and least frequent inclusion in courses on research. Respondents identified barriers to increasing disability content, including lack of resources for teaching, lack of relevant faculty expertise, and an overcrowded curriculum. Strategies and resources for infusing disability content into social work education are discussed.