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• 1. [Article] Setting the pace: Model inclusive Child Care Centers Serving Families of Children with Emotional or Behavioral Challenges

  Approximately 10% of American children experience an emotional or behavioral disorder that causes some level of impairment in their development, learning, or functioning in daily life, and the numbers ...

  Citation × Citation Citation Abstract Copy Title: Setting the pace: Model inclusive Child Care Centers Serving Families of Children with Emotional or Behavioral Challenges Author: Brennan, Eileen M., Bradley, Jennifer R., Ama, Shane, Cawood, Natalie Diane Year: 2003 Approximately 10% of American children experience an emotional or behavioral disorder that causes some level of impairment in their development, learning, or functioning in daily life, and the numbers of those affected appear to be growing (U.S. Public Health Service, 2000). With the entry of many family caregivers into the workforce, increasing numbers of children with these challenges are enrolling in child care settings that offer services to infants, toddlers, young children, or school aged youth (Shonkoff & Phillips, 2000). Child care settings can provide a unique opportunity to address the needs of children with emotional or behavioral challenges and their families, by fostering the children's social and emotional development and by providing links with mental health and family support services (Cohen & Kaufman, 2000; Knitzer, 2000; President's New Freedom Commission on Mental Health, 2003). However, interviews with parents of children having mental health needs convinced our research team that finding and maintaining child care arrangements is extremely difficult for these families (Rosenzweig, Brennan, & Ogilvie, 2002). This monograph reports on an investigation of child care programs that have successfully served families of children with emotional or behavioral challenges in a fully inclusive way. Our research team defined inclusion as the delivery of comprehensive services to children with emotional and behavioral challenges in settings that have children without these disorders, and the participation of all children in the same activities, with variations in the activities for those children whose needs dictate the adaptation (Kontos, Moore, & Georgetti, 1998). Title: Setting the pace: Model inclusive Child Care Centers Serving Families of Children with Emotional or Behavioral Challenges Author: Brennan, Eileen M., Bradley, Jennifer R., Ama, Shane, Cawood, Natalie Diane Year: 2003 Approximately 10% of American children experience an emotional or behavioral disorder that causes some level of impairment in their development, learning, or functioning in daily life, and the numbers of those affected appear to be growing (U.S. Public Health Service, 2000). With the entry of many family caregivers into the workforce, increasing numbers of children with these challenges are enrolling in child care settings that offer services to infants, toddlers, young children, or school aged youth (Shonkoff & Phillips, 2000). Child care settings can provide a unique opportunity to address the needs of children with emotional or behavioral challenges and their families, by fostering the children's social and emotional development and by providing links with mental health and family support services (Cohen & Kaufman, 2000; Knitzer, 2000; President's New Freedom Commission on Mental Health, 2003). However, interviews with parents of children having mental health needs convinced our research team that finding and maintaining child care arrangements is extremely difficult for these families (Rosenzweig, Brennan, & Ogilvie, 2002). This monograph reports on an investigation of child care programs that have successfully served families of children with emotional or behavioral challenges in a fully inclusive way. Our research team defined inclusion as the delivery of comprehensive services to children with emotional and behavioral challenges in settings that have children without these disorders, and the participation of all children in the same activities, with variations in the activities for those children whose needs dictate the adaptation (Kontos, Moore, & Georgetti, 1998). Close

• 2. [Article] Children/Youth with Disabilities: Their Parents are your Employees Training Manual and Workbook

  The training manual and workbook, including the survey, were originally designed as supplemental materials to a workshop delivered to human resource professionals by the Work-Life Integration Project. ...

  Citation × Citation Citation Abstract Copy Title: Children/Youth with Disabilities: Their Parents are your Employees Training Manual and Workbook Author: Rosenzweig, Julie M., Malsch, Anna M., Brennan, Eileen M., Mills, Kathryn L., Stewart, Lisa Maureen Year: 2010 The training manual and workbook, including the survey, were originally designed as supplemental materials to a workshop delivered to human resource professionals by the Work-Life Integration Project. Once the materials were compiled and reviewed, we decided to make the document available as a printed resource for a more general audience. While the materials were initially developed for use with human resource professionals, they are readily adaptable for use with other groups of employees, such as supervisors, managers, or teams of co-workers. The manual is also suitable to be used by members of family support organizations and other individuals interested in knowing more about the topics included. Supplemental materials to the manual are available and include a slide presentation, case studies, and a more comprehensive pre-post assessment. Title: Children/Youth with Disabilities: Their Parents are your Employees Training Manual and Workbook Author: Rosenzweig, Julie M., Malsch, Anna M., Brennan, Eileen M., Mills, Kathryn L., Stewart, Lisa Maureen Year: 2010 The training manual and workbook, including the survey, were originally designed as supplemental materials to a workshop delivered to human resource professionals by the Work-Life Integration Project. Once the materials were compiled and reviewed, we decided to make the document available as a printed resource for a more general audience. While the materials were initially developed for use with human resource professionals, they are readily adaptable for use with other groups of employees, such as supervisors, managers, or teams of co-workers. The manual is also suitable to be used by members of family support organizations and other individuals interested in knowing more about the topics included. Supplemental materials to the manual are available and include a slide presentation, case studies, and a more comprehensive pre-post assessment. Close

• 3. [Article] Pathways across the Work-Life Boundary: How Parents with Children with Mental Health Challenges avoid Stigmatization and Reach Flexibility

  Slides from a presentation delivered at the 13th annual conference of the Society for Social Work and Research, Research that Promotes Sustainability and (Re) Builds Strengths, New Orleans, LA.

  Citation × Citation Citation Abstract Copy Title: Pathways across the Work-Life Boundary: How Parents with Children with Mental Health Challenges avoid Stigmatization and Reach Flexibility Author: Stewart, Lisa Maureen, Malsch, Anna M., Rosenzweig, Julie M., Brennan, Eileen M. Year: 2009 Slides from a presentation delivered at the 13th annual conference of the Society for Social Work and Research, Research that Promotes Sustainability and (Re) Builds Strengths, New Orleans, LA. Title: Pathways across the Work-Life Boundary: How Parents with Children with Mental Health Challenges avoid Stigmatization and Reach Flexibility Author: Stewart, Lisa Maureen, Malsch, Anna M., Rosenzweig, Julie M., Brennan, Eileen M. Year: 2009 Slides from a presentation delivered at the 13th annual conference of the Society for Social Work and Research, Research that Promotes Sustainability and (Re) Builds Strengths, New Orleans, LA. Close