Parental Differential Treatment in Families with a Child with a Developmental Disability

Autor/inn/en	Truchon, Marie-Michele; Howe, Nina
Titel	Parental Differential Treatment in Families with a Child with a Developmental Disability
Quelle	In: Exceptionality Education International, 29 (2019) 1, S.54-71 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1918-5227
Schlagwörter	Parent Child Relationship; Child Rearing; Parenting Styles; Developmental Disabilities; Children; Family Environment; French; Attitudes; Foreign Countries; Autism; Pervasive Developmental Disorders; Siblings; Mothers; Fathers; Affective Behavior; Canada + Suchen Sie Ihr Suchwort? Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Kindererziehung; Entwicklungsstörung; Child; Kind; Kinder; Familienmilieu; Französisch; Attitude; Einstellung; Verhalten; Ausland; Autismus; Sibling; Geschwister; Mother; Mutter; Affective disturbance; Active behaviour; Affektive Störung; Kanada
Abstract	Using distributive justice theory as a framework, the purpose of the present mixed methods study was to determine whether parental differential treatment was present and if so, to what degree, in families of children with a developmental disability. Moreover, if present, we examined to what extent parental differential treatment impacted family dynamics. One bilingual (i.e., French-English) family and eight French-speaking families, which were all middle-class families, participated. Mothers, fathers, and siblings who are typically developing were individually questioned during semi-structured interviews and completed the Sibling Inventory of Differential Experiences--Revised questionnaire. Children also completed the Perceived Fairness of Parental Differential Treatment measure. All quantitative data generated by the questionnaires were analyzed descriptively using the SPSS program, whereas interviews were coded using qualitative methods. Specifically, in vivo and axial-thematic coding of the interview data revealed that, according to both parents and children, the degree of parental differential treatment varied across families of children with developmental disabilities; yet, differential treatment was often justified and perceived as necessary by parents and children. These findings provided an overview of struggles and blissful moments that families of children with developmental disabilities may encounter on a daily basis. Implications for practitioners and policy are discussed. (As Provided).
Anmerkungen	Exceptionality Education International. University of Alberta, Department of Educational Psychology, 6-102 Education North, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-0800; Fax: 780-492-1318; e-mail: eecj@ualberta.ca; Web site: http://ir.lib.uwo.ca/eei/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01