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Ankita Bhattashali Michaelene M. Ostrosky Lisa Monda-Amaya 《International Journal of Inclusive Education》2013,17(12):1257-1271
ABSTRACTIn India, people with disabilities often struggle to access various opportunities and resources. As a result of perceptions within the Indian culture around disabilities, families may face social, financial, and emotional difficulties. Within the family, a child with a disability may lead to strained relationships, particularly with siblings. Often siblings have little knowledge about disabilities and may feel ostracised. The purpose of this exploratory study was to examine the knowledge and attitudes of 12 Indian children regarding their siblings with disabilities, including their perceptions about disabilities against the backdrop of societal attitudes. Participants were interviewed to understand their knowledge of their siblings’ disabilities, to examine their sibling relationships, and to assess how school and society influenced their perceptions about disabilities. Results from this study can help family members understand how disability shapes relationships between children. The findings also provide key stakeholders with information that might help them better support families. 相似文献
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Charmian Kenner 《Early Years: An International Journal of Research and Development》2005,25(3):283-298
Mainstream educators tend to assume that families should follow a school‐prescribed pathway, centred on parent‐child storyreading sessions, to help their children become literate and achieve educational success. The research discussed here focuses on case studies of bilingual families with six‐year‐old children growing up in London, and shows that they function in more diverse and complex ways, to achieve the goal of children learning to read and write in English and in Chinese, Arabic or Spanish as well. The skills of different family members (including parents, siblings and grandparents) are harnessed so that they complement each other to foster children's learning. Each family thus operates as a ‘literacy eco‐system’, which is dynamic and open to change. The paper concludes by recommending that early years educators find out more about the systems used by pupils’ families, in order to support the work that is already taking place at home. 相似文献
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Although the majority of families that experience intimate partner violence (IPV) have more than one child, most research to date has focused upon a single child within these families. A significant body of research has indicated siblings play an important role in children's adjustment and well-being. To address this gap, the three main goals of the present study were to compare the adjustment of older and younger siblings exposed to IPV, to describe and compare the quality of these sibling relationships from multiple perspectives, and to investigate how sibling adjustment and relationship quality influence children's adjustment. Forty-seven sibling pairs and their mothers were recruited from the community. Mothers self-reported on their violent experiences using the Conflict Tactics Scale, and also estimated the length of time their children were exposed to IPV. Mothers and children completed assessments of child adjustment and the quality of sibling relationships. Observers also assessed the quality of sibling interaction. Results indicated that adjustment between siblings was highly inter-related. On average, mothers reported sibling relationships as less positive but also as less hostile than did siblings themselves. Higher levels of sibling hostility, lower levels of sibling warmth and higher levels of disengagement each significantly predicted child adjustment; however, these effects were predicated upon the adjustment of the other sibling. The sibling relationships of children exposed to IPV made a difference in their individual adjustment, and their adjustment issues influenced how they feel about and interacted with their sibling. Sibling hostility played a stronger role in adjustment issues than sibling warmth. The nature of sibling influences and the direction of future research were discussed. 相似文献
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Negative jealousy-related emotion and rumination are examined as consequences of a close relational partner's jealousy expression. Specifically, relationship type (i.e., sibling relationships, cross-sex friendships, and dating partners) and three of Guerrero et al.'s (1995) forms of jealousy expression (i.e., distributive communication, integrative communication, and negative affect expression) are compared according to negative jealousy-related emotion and rumination following a hypothetical partner jealousy expression situation. Siblings and dating partners reported experiencing more intense negative emotion than cross-sex friends after partner jealousy expression. Further, participants reported ruminating more after their partners used distributive communication compared with integrative communication or negative affect expression to express jealousy. Emotional intensity did not vary according to type of jealousy expression and rumination did not vary with regard to relationship type. Practical and theoretical implications for the study of negative emotion, rumination, and partner jealousy expression are discussed. 相似文献
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Sibling programming is an important part of a prevention framework, particularly for youth in foster care. After children are removed from their families and placed into foster care in the aftermath of maltreatment, the sibling relationship is often the most viable ongoing relationship available to the child, and may be critical to a youth’s sense of connection, emotional support, and continuity. The promise of dyadic sibling programming in particular rests on the ability of interventions to enhance the quality of sibling relationships; yet little research exists that suggests that sibling interventions can improve relationship quality among foster youth. The primary aim of the current study was to examine the effects of a specific dyadic sibling-focused intervention for older and younger siblings on sibling relationship quality. One hundred sixty four dyads (328 youth) participated in the study, with each dyad consisting of an older sibling between 11 and 15 years of age at baseline and a younger sibling separated in age by less than 4 years. Hierarchical linear models were applied to self-reported, observer-reported and observational data over the 18-month study period. Findings suggest that the sibling intervention holds promise for improving sibling relationship quality among youth in foster care. Implications and future directions for research are discussed. 相似文献
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Sofia Johnson Frankenberg Rolf Holmqvist Birgitta Rubenson Camilla Rindstedt 《International Journal of Educational Development》2012
This study presents findings from analyses of naturally occurring literacy events, where children jointly focus on reading and writing letters of the alphabet, illustrating social constructions of learning created through language and embodied action. Video recorded data from two different families living in an urban low-income area in Tanzania is presented to illustrate the findings. The analysis shows how participation frameworks are negotiated in terms of symmetries and asymmetries between younger and older siblings with both older and younger siblings initiating these frameworks: older siblings using different directives to guide the younger child's focus of attention and younger children both following and resisting such strategies. 相似文献
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《Child abuse & neglect》2014,38(10):1599-1606
This study examined how victimizations by either a sibling or peer are linked to each other and to mental health in childhood and adolescence. The data were from the National Survey of Children's Exposure to Violence which includes a sample of children aged 3–9 (N = 1,536) and adolescents aged 10–17 (N = 1,523) gathered through telephone interviews. An adult caregiver (usually a parent) provided the information for children while self-reports were employed for adolescents. Fifteen percent of each age group reported victimization by both a sibling and peer. Victimization by a sibling alone was more common in childhood than adolescence. Victimization by a sibling was predictive of peer victimization. Children and adolescents victimized by both a sibling and peer reported the greatest mental distress. This work establishes that for some children and adolescents, victimization at the hands of other juveniles happens both at home and school. Programs should consider the role of siblings and target parents and siblings to encourage the development and maintenance of constructive sibling interactions. 相似文献
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Veronica Cabanas-Sanchez Laura Garcia-Cervantes Laura Esteban-Gonzalo Maria Jose Girela-Rejon Jose Castro-Pinero Oscar L.Veiga 《运动与健康科学(英文)》2020,9(2):189-196
Purpose:The aim of the present study was to analyze the associations of youths' sedentary behavior(SB) with parents' and siblings' SB and physical activity(PA),as well as the associations of youths' coparticipation with parents,siblings,and friends in PA and SB with youths' SB.Methods:The sample consisted of 1543 youths(12.02±2.51 years;788 boys) enrolled in the baseline cohort of the UP&DOWN study.SB was assessed by accelerometry and questionnaire.Participants reported the time spent by their parents and siblings watching television,playing videogames,surfing the Internet,sitting/resting,and doing PA.Further,participants reported coparticipation with parents,siblings,and friends in these activities.Linear mixed models,including school and city as random effects,were performed.Results:Parents' television time was positively associated with youths' screen-based SB.Coparticipation with friends in playing videogames(in boys) and in surfing the Internet(in girls) showed a positive association with screen-based SB and a negative association with educational-based SB.Moreover,coparticipation with siblings and friends in PA was inversely associated with accelerometer-based SB in boys and girls.Conclusion:Our results emphasize the important role of social modeling in the development of sedentary lifestyles in youths.Interventions aimed at reducing health risk behaviors in youths could be more effective if they are oriented from a social perspective that involves their families and networks of their closest friends. 相似文献
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The paper reminds readers of the importance of ‘playful talk’ in bridging home and school discourses. Through a number of excerpts of bilingual and monolingual children drawn from homes and classrooms over the past decade, it illustrates how school discourse may be taken home and transformed into ‘home talk’ through play. During this transformation, children take ownership of both the language and cultural practice of the classroom. Similarly, it shows the importance of providing the interspace for children to bring home talk into classrooms during socio‐dramatic play. The paper also illustrates the role of family members, particularly siblings and grandparents, in enabling young children to construct bridges between home and school during play activities. Finally, the paper stresses the importance of teachers in recognizing children's different linguistic and cultural resources in their classroom practices and provision. 相似文献
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