Exploring Resilience in African American Single Mothers of Children with Disabilities and Its Impact on Their Engagement in the IEP Process

Autor/in	Temple-Journiette, Cheryl Elaine
Titel	Exploring Resilience in African American Single Mothers of Children with Disabilities and Its Impact on Their Engagement in the IEP Process
Quelle	(2011), (322 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, The George Washington University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1244-2807-9
Schlagwörter	Hochschulschrift; Dissertation; Resilience (Psychology); Mothers; Self Efficacy; Focus Groups; Disabilities; African American Family; Participative Decision Making; Child Advocacy; School Personnel; Phenomenology; One Parent Family; Individualized Education Programs; Suburban Schools; Interviews; Observation; Adjustment (to Environment); Social Support Groups; Family Environment; Interpersonal Relationship; Parent School Relationship + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Mother; Mutter; Self-efficacy; Selbstwirksamkeit; Handicap; Behinderung; Kinder- und Jugendanwaltschaft; Schulpersonal; Phenomenological psychology; Phänomenologie; Psychologie; Single parent family; Ein-Eltern-Familie; Individualized education program; Individualisierendes Lernen; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Interviewing; Interviewtechnik; Beobachtung; Social support; Soziale Unterstützung; Familienmilieu; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung
Abstract	The construct of resilience has been defined in the research in various ways and in specific and broad terms. In this qualitative study, the resilience process was specifically explored in African American single mothers of children with disabilities as they developed their capacity to rebound from adversity, adapted to having a child with a disability as they dealt with new and different demands, and met the challenges of advocating for their children in educational settings. A purposeful sample of 14 mothers with children in a suburban public school in the southeastern region of the United States was selected to participate in this study. All the mothers were African American, ages 21 and above, with a child with one or more disabilities. The participants were comprised of two sample groups; eight of the mothers participated in individual interviews, six participated in a focus group, and one mother from each sample group was observed participating in an observation in a school setting. This data was analyzed using general phenomenological concepts and hermeneutical phenomenology. The findings in this study revealed that resilience was the cornerstone for the participants successful adaptation to their child's disability. Relationships with their spouses or significant others were also important. The participant's reliance and use of informal and formal support systems served as protective factors against adversarial situations within the family and in the school setting. Their expression of resilience in the school setting created opportunities for self-efficacy, child advocacy, trusting relationships and collaborative decision making with school personnel during their child's educational meetings. The emergence of their strengths that accompanied their resiliency was reflected in similar studies. However, the responses of the participants in this study to their life challenges were unique to this population. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Update	2017/4/10