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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] Taking it on: Disclosure, Stigmatization, and Self-Esteem

  PDF version of a presentation given at the Building on Family Strengths: State of the Science Conference, Research and Training Center on Family Support and Children's Mental Health, Portland, OR, in May ...

  Citation × Citation Citation Abstract Copy Title: Taking it on: Disclosure, Stigmatization, and Self-Esteem Author: Brennan, Eileen M., Rosenzweig, Julie M., Malsch, Anna M., Stewart, Lisa Maureen, Conley, John Year: 2007 PDF version of a presentation given at the Building on Family Strengths: State of the Science Conference, Research and Training Center on Family Support and Children's Mental Health, Portland, OR, in May 2007. Title: Taking it on: Disclosure, Stigmatization, and Self-Esteem Author: Brennan, Eileen M., Rosenzweig, Julie M., Malsch, Anna M., Stewart, Lisa Maureen, Conley, John Year: 2007 PDF version of a presentation given at the Building on Family Strengths: State of the Science Conference, Research and Training Center on Family Support and Children's Mental Health, Portland, OR, in May 2007. Close

• 3. [Article] "It's Personal:" Does Disclosure of Family Circumstances Influence Organizational Response to Employee's Requests for Flexibility?

  PDF version of a presentation given at the Community, Work and Family III International Conference, Utrecht, Netherlands, April 2009.

  Citation × Citation Citation Abstract Copy Title: "It's Personal:" Does Disclosure of Family Circumstances Influence Organizational Response to Employee's Requests for Flexibility? Author: Rosenzweig, Julie M., Brennan, Eileen M., Malsch, Anna M., Huffstutter, Katherine J. Year: 2009 PDF version of a presentation given at the Community, Work and Family III International Conference, Utrecht, Netherlands, April 2009. Title: "It's Personal:" Does Disclosure of Family Circumstances Influence Organizational Response to Employee's Requests for Flexibility? Author: Rosenzweig, Julie M., Brennan, Eileen M., Malsch, Anna M., Huffstutter, Katherine J. Year: 2009 PDF version of a presentation given at the Community, Work and Family III International Conference, Utrecht, Netherlands, April 2009. Close

• 4. [Article] Access to Child Care for Children with Emotional or Behavioral Challenges: An Essential Element of Family Support

  Parents don't always feel they can disclose the special needs of their children to other families or even caregivers unless it is obvious they have had the training and skills to handle the situation. ...

  Citation × Citation Citation Abstract Copy Title: Access to Child Care for Children with Emotional or Behavioral Challenges: An Essential Element of Family Support Author: Brennan, Eileen M., Rosenzweig, Julie M., Malsch, Anna M., Huffstutter, Katherine J., Stewart, Lisa Maureen, Conley, John Year: 2007 Parents don't always feel they can disclose the special needs of their children to other families or even caregivers unless it is obvious they have had the training and skills to handle the situation. They also may not disclose their children's special needs to their employer, unless difficulties arranging and keeping child care make disclosure necessary. Major policy issue but unknown to public because many families do not disclose. Reality is that 1 in 5 families have a child with special needs. Research implications---parents develop strategies to keep their jobs and keep child care. Parents often have to choose between keeping their jobs or accessing services because health care and mental health services are often available only during working hours. Research findings are that children are not accepted for child care due to their special needs; and if a provider does enroll them, parents are called often at work to handle child care problems, disrupting their work. Considering expulsion from child care: 1/4 parents asked to remove their child for behavioral issues vs. 1/10 for physical issues. Some families try to handle child care by tag-team parenting, and attempt to rearrange their work schedules so that they can care for the child at home. Nearly 20% of US children have emotional or behavioral problems which provide unique challenges to access services, keep up with regular school, or make transportation arrangements. Work-family integration problems are particularly acute for parents having children with emotional or behavioral challenges; 48% of parents of children with emotional or behavioral problems had to quit work at some time to care for their children at home. Children with behavioral needs are 20% more likely to be expelled from child care, than children without those challenges. The ideal situation for families that have children with special needs may be inclusive child care arrangements. Inclusion consultants and mental health consultants should be supporting the workers who need to gain strategies and knowledge so that care providers and parents have honesty in communication as partners, and then the care givers can assist and support the children and families. Title: Access to Child Care for Children with Emotional or Behavioral Challenges: An Essential Element of Family Support Author: Brennan, Eileen M., Rosenzweig, Julie M., Malsch, Anna M., Huffstutter, Katherine J., Stewart, Lisa Maureen, Conley, John Year: 2007 Parents don't always feel they can disclose the special needs of their children to other families or even caregivers unless it is obvious they have had the training and skills to handle the situation. They also may not disclose their children's special needs to their employer, unless difficulties arranging and keeping child care make disclosure necessary. Major policy issue but unknown to public because many families do not disclose. Reality is that 1 in 5 families have a child with special needs. Research implications---parents develop strategies to keep their jobs and keep child care. Parents often have to choose between keeping their jobs or accessing services because health care and mental health services are often available only during working hours. Research findings are that children are not accepted for child care due to their special needs; and if a provider does enroll them, parents are called often at work to handle child care problems, disrupting their work. Considering expulsion from child care: 1/4 parents asked to remove their child for behavioral issues vs. 1/10 for physical issues. Some families try to handle child care by tag-team parenting, and attempt to rearrange their work schedules so that they can care for the child at home. Nearly 20% of US children have emotional or behavioral problems which provide unique challenges to access services, keep up with regular school, or make transportation arrangements. Work-family integration problems are particularly acute for parents having children with emotional or behavioral challenges; 48% of parents of children with emotional or behavioral problems had to quit work at some time to care for their children at home. Children with behavioral needs are 20% more likely to be expelled from child care, than children without those challenges. The ideal situation for families that have children with special needs may be inclusive child care arrangements. Inclusion consultants and mental health consultants should be supporting the workers who need to gain strategies and knowledge so that care providers and parents have honesty in communication as partners, and then the care givers can assist and support the children and families. Close

• 5. [Article] Taking it on: Disclosure, Stigmatization, and Self-Esteem

  Employed parents of children with emotional or behavioral disorders face many potential challenges when striving to find balance between their work and family responsibilities. While responding to the ...

  Citation × Citation Citation Abstract Copy Title: Taking it on: Disclosure, Stigmatization, and Self-Esteem Author: Brennan, Eileen M., Malsch, Anna M., Stewart, Lisa Maureen, Rosenzweig, Julie M., Conley, John Year: 2009 Employed parents of children with emotional or behavioral disorders face many potential challenges when striving to find balance between their work and family responsibilities. While responding to the demands of the workplace, they must also attend to the unique caregiving needs of their children such as facilitating on-going treatment, responding to frequent emergencies, and arranging adequate child care (Rosenzweig, Brennan, Huffstutter, & Bradley, in press). These parents often develop strategies to gain the flexibility at work they need in order to care for their child while still maintaining a high level of job performance (Rosenzweig, Brennan, & Ogilvie 2002). Whether parents are successful in achieving this balance often depends on the culture of their workplace, the decisions they make regarding whether and how much to disclose about their child's situation, and the stigmatization they may encounter as a result of this disclosure. In this presentation, we reported the results of six focus groups of employed parents of children with mental health difficulties. This research was conducted as part of a federally funded five-year research project investigating work-life integration for this group of families. Our analysis focused on the parental experiences in the workplace and on the interrelationships between workplace culture, decision-making regarding disclosure, stigmatization, and workplace support. Title: Taking it on: Disclosure, Stigmatization, and Self-Esteem Author: Brennan, Eileen M., Malsch, Anna M., Stewart, Lisa Maureen, Rosenzweig, Julie M., Conley, John Year: 2009 Employed parents of children with emotional or behavioral disorders face many potential challenges when striving to find balance between their work and family responsibilities. While responding to the demands of the workplace, they must also attend to the unique caregiving needs of their children such as facilitating on-going treatment, responding to frequent emergencies, and arranging adequate child care (Rosenzweig, Brennan, Huffstutter, & Bradley, in press). These parents often develop strategies to gain the flexibility at work they need in order to care for their child while still maintaining a high level of job performance (Rosenzweig, Brennan, & Ogilvie 2002). Whether parents are successful in achieving this balance often depends on the culture of their workplace, the decisions they make regarding whether and how much to disclose about their child's situation, and the stigmatization they may encounter as a result of this disclosure. In this presentation, we reported the results of six focus groups of employed parents of children with mental health difficulties. This research was conducted as part of a federally funded five-year research project investigating work-life integration for this group of families. Our analysis focused on the parental experiences in the workplace and on the interrelationships between workplace culture, decision-making regarding disclosure, stigmatization, and workplace support. Close

• 6. [Article] Building Layers of Support at KPMG LLP: Training Human Resource Professionals for Collaborative Conversations

  When an employed parent is raising a child with mental health difficulties, there are times when reaching out for support at the workplace is essential. At crisis points when family members must leave ...

  Citation × Citation Citation Abstract Copy Title: Building Layers of Support at KPMG LLP: Training Human Resource Professionals for Collaborative Conversations Author: Brennan, Eileen M., Wankoff, Barbara C., Rosenzweig, Julie M. Year: 2011 When an employed parent is raising a child with mental health difficulties, there are times when reaching out for support at the workplace is essential. At crisis points when family members must leave work to arrange for immediate mental health assistance and at times when special child care arrangements break down or when children or young people have difficulty at school or in the community, workplace support can be a life saver. KPMG LLP and Portland State University partnered to develop and test a new training program to prepare human resource (HR) professionals to confidently provide workplace supports for the 9% of employees caring for children with disabilities (Perrin et aI., 2 007). KPMG joined this partnership as part of its commitment to promoting workplace inclusion. Title: Building Layers of Support at KPMG LLP: Training Human Resource Professionals for Collaborative Conversations Author: Brennan, Eileen M., Wankoff, Barbara C., Rosenzweig, Julie M. Year: 2011 When an employed parent is raising a child with mental health difficulties, there are times when reaching out for support at the workplace is essential. At crisis points when family members must leave work to arrange for immediate mental health assistance and at times when special child care arrangements break down or when children or young people have difficulty at school or in the community, workplace support can be a life saver. KPMG LLP and Portland State University partnered to develop and test a new training program to prepare human resource (HR) professionals to confidently provide workplace supports for the 9% of employees caring for children with disabilities (Perrin et aI., 2 007). KPMG joined this partnership as part of its commitment to promoting workplace inclusion. Close

• 7. [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

• 8. [Article] Work-life Integration and the Path to Social Sustainability

  PDF version of a presentation given at Understanding Sustainability: Perspectives from the Humanities - The Second International Conference, Portland, OR, May 2010.

  Citation × Citation Citation Abstract Copy Title: Work-life Integration and the Path to Social Sustainability Author: Brennan, Eileen M. Year: 2010 PDF version of a presentation given at Understanding Sustainability: Perspectives from the Humanities - The Second International Conference, Portland, OR, May 2010. Title: Work-life Integration and the Path to Social Sustainability Author: Brennan, Eileen M. Year: 2010 PDF version of a presentation given at Understanding Sustainability: Perspectives from the Humanities - The Second International Conference, Portland, OR, May 2010. Close

• 9. [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