Each question must be at least one paragraph or more.

 Each question must be at least one paragraph or more. Each question must be answered separately.

  • Discuss the challenges faced by families in poverty who also have a family member with a disability.  Explain the concept of cumulative risks as outlined in Chapter 6 of Hanson & Lynch, Understanding Families.  How can you, as a service provider or program leader, help a family locate resources? What resources are currently available?

 

  • Discuss the complications that addiction and violence can add to the home of a family with a member who has a disability as discussed in Chapter 7 of Hanson & Lynch, Understanding Families.  Do you think having a family member with a disability increases the risk factors for addiction and violence and why?  Find and discuss at least one local resource (local to you) that can assist families encountering addiction and/or violence.

 

  • Discuss the importance of family – professional alliances as outlined in Chapter 9 of Hanson & Lynch, Understanding Families.  Discuss each myth of family-centered practice and incorporate what you should do as a professional to ensure you are providing family-centered practice to the families you may work with in the future.  Lastly, be sure to discuss your own personal comfort in providing family-centered services and the obstacles that you may encounter in the future.

 

  • Discuss the stages/phases of family – professional partnerships as outlined in Chapter 9 of Hanson & Lynch, Understanding Families.  Then discuss what you can do as a professional to improve communication with families.  Read the case studies presented on page 224-225 of Hanson & Lynch and discuss what the practitioner did well to foster communication and collaboration.  What else would you do, in regards to this case study to promote further communication and collaboration?

 

  • Read the following article: Williams, P.D., Piamjariyakul, U., Graff, J.C., & Stanton, A. (2010). Developmental disabilities: Effects on well siblings. Issues in Comprehensive Pediatric nursing, 33, 39-55. Discuss the findings from the article and the themes discussed by the researchers.  As a professional who will provide family-centered services, how can you include siblings in the supportive therapeutic process?  Also, consider what responsibilities the siblings may encounter as they move into adulthood.
  • Discuss the benefits of being involved in child educational programming.  Also discuss the obstacles that families may face in the attempt to be involved.  Read the following sources to guide your background knowledge.
    • Odom, Horner, Snell, and Blacher, Handbook of Developmental Disabilities, Chapter 28.
    • Spann, S.J., Kohler, F.W., & Soenksen, D. (2003). Examining parents’ involvement in and perceptions of special education services: An interview with families in a parent support group.  Focus on Autism and Other Developmental Disabilities, 18, 228-237.

 

  • Describe the differences in services that you can provide for parents with a child diagnosed with a developmental disability.  What kinds of recommendations can you suggest for the parents?  Compare and contrast the different views/issues of mothers and fathers as well as the differences in regards to the age of the child with a disability.  Consider the possible implications having a child with a disability may have on parent relations an/or marriage.  Lastly, discuss the possibility of parents and their identification with having a child with a disability and the impact this may have on their well-being (Does this define them? Have they lost their own identity?)  Please read the following articles for background knowledge:
    • Hastings, R.P., Kovshoff, H., Brown, T., Wards, N.J., Espinosa, F.D., & Remington, B. (2005). Coping strategies in mothers and fathers of preschool and school-age children with autism. Autism, 9, 377-391.
    • White, N., & Hastings, R.P. (2004). Social and professional support for parents of adolescents with severe intellectual disabilities.  Journal of Applied Research in Intellectual Disabilities, 17, 181-190.
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