The effects of a group advocacy program for parents of learning-disabled children.
Item
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Title
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The effects of a group advocacy program for parents of learning-disabled children.
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Identifier
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AAI8821124
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identifier
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8821124
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Creator
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Skyer, Gilbert David.
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Contributor
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Adviser: Charles Guzzetta
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Date
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1988
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Language
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English
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Publisher
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City University of New York.
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Subject
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Social Work
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Abstract
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The Group Advocacy Program for parents of learning disabled children was designed to focus on two elements associated with empowering a parent to advocate for an appropriate education of a learning disabled child. The first element the parent required was information regarding how to address issues and individuals within the school system.;The second element the parent required was a working understanding of the child's particular disability, so the parent could more effectively advocate for the child in the school system. That element of understanding was identified as central to giving the parent sufficient insight to facilitate an effective educational experience for the child involved.;In order to ascertain the impact of a parent advocacy program on the advocacy attitudes and behaviors of parents of LD youngsters, a group of parents was seen weekly for a period of six months. These parents were exposed to the parent education curriculum in a setting where the group leader used the Theme-Centered Interactional Method for Ruth Cohn (1972) in order to discuss a range of related topics in each of the sessions. Cohn's Theme-Centered Interactional Method was found to offer the necessary context and process to encourage and maintain a good balance between both educational and therapeutic models.;A three-part questionnaire was developed to measure the impact of the program on parent knowledge and attitudes regarding their LD children. This questionnaire measured gains in the participant's knowledge and attitudes toward learning disabilities. The specific positive behaviors practiced as a result of these group meetings were also measured. These behaviors were further analyzed to determine the degree to which the gains were directed more toward the community, more toward the children, or if the gains were directed relatively equally.;The results indicated that positive changes were made by all parents who participated in the group sessions. These positive gains occurred in their behavior, as well as in their fund of information and attitudes. While related gains were identified, the most significant gains were made in the area of direct child advocacy.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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D.S.W.
