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• 1. [Article] Models of Inclusion in Child Care: Child Care that Works for Children with Emotional and/or Behavioral Challenges: Family Member Perceptions

  Although 5-10% of employed parents care for a child with emotional or behavioral challenges (EBCs) (Emlen, 1997), family support resources are notably lacking. A recent focus group study of 41 working ...

  Citation × Citation Citation Abstract Copy Title: Models of Inclusion in Child Care: Child Care that Works for Children with Emotional and/or Behavioral Challenges: Family Member Perceptions Author: Ama, Shane, Brennan, Eileen M., Berman, Sara, Bradley, Jennifer R. Year: 2004 Although 5-10% of employed parents care for a child with emotional or behavioral challenges (EBCs) (Emlen, 1997), family support resources are notably lacking. A recent focus group study of 41 working parents (Rosenzweig, Brennan, & Ogilvie, 2002) found child care to be particularly difficult to find and maintain for families that included children with EBCs. Participants reported a number of barriers to child care arrangements that could successfully meet their family's needs. First, since few qualified providers had the expertise to meet the needs of children with EBCs, arrangements were difficult to find. A combination of the lack of quality care in general, and few qualified providers for children with emotional or behavioral problems, created a nearly impossible situation for working families looking for child care. The aim of the Models of Inclusion in Child Care study (MICC) was to identify and investigate programs and strategies that improve access for families of children with emotional or behavioral disorders to child care that is inclusive, family-centered, culturally competent, and of high quality. Title: Models of Inclusion in Child Care: Child Care that Works for Children with Emotional and/or Behavioral Challenges: Family Member Perceptions Author: Ama, Shane, Brennan, Eileen M., Berman, Sara, Bradley, Jennifer R. Year: 2004 Although 5-10% of employed parents care for a child with emotional or behavioral challenges (EBCs) (Emlen, 1997), family support resources are notably lacking. A recent focus group study of 41 working parents (Rosenzweig, Brennan, & Ogilvie, 2002) found child care to be particularly difficult to find and maintain for families that included children with EBCs. Participants reported a number of barriers to child care arrangements that could successfully meet their family's needs. First, since few qualified providers had the expertise to meet the needs of children with EBCs, arrangements were difficult to find. A combination of the lack of quality care in general, and few qualified providers for children with emotional or behavioral problems, created a nearly impossible situation for working families looking for child care. The aim of the Models of Inclusion in Child Care study (MICC) was to identify and investigate programs and strategies that improve access for families of children with emotional or behavioral disorders to child care that is inclusive, family-centered, culturally competent, and of high quality. Close

• 2. [Article] A Professional's Guide to Supporting Families of Children with Mental Health Disorders

  PDF version of a presentation given at Building on Family Strengths: Research and Services in Support of Children and their Families, Portland, OR, June 2009.

  Citation × Citation Citation Abstract Copy Title: A Professional's Guide to Supporting Families of Children with Mental Health Disorders Author: Brennan, Eileen M., Rosenzweig, Julie M., Malsch, Anna M., Stewart, Lisa Maureen, Mills, Kayti Year: 2009 PDF version of a presentation given at Building on Family Strengths: Research and Services in Support of Children and their Families, Portland, OR, June 2009. Title: A Professional's Guide to Supporting Families of Children with Mental Health Disorders Author: Brennan, Eileen M., Rosenzweig, Julie M., Malsch, Anna M., Stewart, Lisa Maureen, Mills, Kayti Year: 2009 PDF version of a presentation given at Building on Family Strengths: Research and Services in Support of Children and their Families, Portland, OR, June 2009. Close

• 3. [Article] Supporting Families of Children with Serious Emotional or Behavioral Disorders in a 24/7 World

  PDF version of a presentation given at the Training Institutes on Developing Local Systems of Care for Children and Adolescents with Emotional Disturbances and their Families, San Francisco, CA, June 2...

  Citation × Citation Citation Abstract Copy Title: Supporting Families of Children with Serious Emotional or Behavioral Disorders in a 24/7 World Author: Rosenzweig, Julie M., Brennan, Eileen M., Burris, April, Shea, Christine Mary Year: 2004 PDF version of a presentation given at the Training Institutes on Developing Local Systems of Care for Children and Adolescents with Emotional Disturbances and their Families, San Francisco, CA, June 2004. Title: Supporting Families of Children with Serious Emotional or Behavioral Disorders in a 24/7 World Author: Rosenzweig, Julie M., Brennan, Eileen M., Burris, April, Shea, Christine Mary Year: 2004 PDF version of a presentation given at the Training Institutes on Developing Local Systems of Care for Children and Adolescents with Emotional Disturbances and their Families, San Francisco, CA, June 2004. Close

• 4. [Article] Participation in the Paid Labor Force by Caregivers of Children with Emotional and Behavioral Disorders

  We explored the relationship between school-age children's emotional and behavioral symptoms and workforce participation of their family caregivers using structural equation modeling. Secondary analysis ...

  Citation × Citation Citation Abstract Copy Title: Participation in the Paid Labor Force by Caregivers of Children with Emotional and Behavioral Disorders Author: Brennan, Eileen M., Brannan, Ana Maria Year: 2005 We explored the relationship between school-age children's emotional and behavioral symptoms and workforce participation of their family caregivers using structural equation modeling. Secondary analysis of data from the national evaluation of the Comprehensive Community Mental Health Services for Children and Their Families Program was performed with a subsample of 2,585 caregivers. Findings from structural equation modeling indicated that higher levels of internalizing and externalizing symptoms were significant predictors of more frequent school absences, less adequate childcare, and greater caregiver strain related to missing work. In turn, more adequate childcare and greater caregiver strain from missed work were associated with lower likelihood of workforce participation. Further research on labor force participation and increased family support is necessary to improve work—life integration for caregivers of children with emotional and behavioral disorders. Future investigations should examine caregiver employment as a standard family outcome. Title: Participation in the Paid Labor Force by Caregivers of Children with Emotional and Behavioral Disorders Author: Brennan, Eileen M., Brannan, Ana Maria Year: 2005 We explored the relationship between school-age children's emotional and behavioral symptoms and workforce participation of their family caregivers using structural equation modeling. Secondary analysis of data from the national evaluation of the Comprehensive Community Mental Health Services for Children and Their Families Program was performed with a subsample of 2,585 caregivers. Findings from structural equation modeling indicated that higher levels of internalizing and externalizing symptoms were significant predictors of more frequent school absences, less adequate childcare, and greater caregiver strain related to missing work. In turn, more adequate childcare and greater caregiver strain from missed work were associated with lower likelihood of workforce participation. Further research on labor force participation and increased family support is necessary to improve work—life integration for caregivers of children with emotional and behavioral disorders. Future investigations should examine caregiver employment as a standard family outcome. Close

• 5. [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

• 6. [Article] Where Professional Meets Personal: A Curriculum to Improve Conversations Between Human Resource Professionals and Employed Parents

  PDF version of a presentation given at Building on Family Strengths: Research and Services in Support of Children and their Families. Portland, OR, June 2009.

  Citation × Citation Citation Abstract Copy Title: Where Professional Meets Personal: A Curriculum to Improve Conversations Between Human Resource Professionals and Employed Parents Author: Rosenzweig, Julie M., Malsch, Anna M., Brennan, Eileen M., Stewart, Lisa Maureen, Mills, Kathryn L. Year: 2009 PDF version of a presentation given at Building on Family Strengths: Research and Services in Support of Children and their Families. Portland, OR, June 2009. Title: Where Professional Meets Personal: A Curriculum to Improve Conversations Between Human Resource Professionals and Employed Parents Author: Rosenzweig, Julie M., Malsch, Anna M., Brennan, Eileen M., Stewart, Lisa Maureen, Mills, Kathryn L. Year: 2009 PDF version of a presentation given at Building on Family Strengths: Research and Services in Support of Children and their Families. Portland, OR, June 2009. Close

• 7. [Article] Parents as Navigators: How Caregivers of Children with Mental Health Difficulties find Supports in the Workplace

  For some parents, the gap between the demands of work and family and the resources they have available to meet these responsibilities is too great, particularly for employed parents of children with emotional ...

  Citation × Citation Citation Abstract Copy Title: Parents as Navigators: How Caregivers of Children with Mental Health Difficulties find Supports in the Workplace Author: Huffstutter, Katherine J., Bradley, Jennifer R., Brennan, Eileen M., Penn, Marlene, Rosenzweig, Julie M. Year: 2007 For some parents, the gap between the demands of work and family and the resources they have available to meet these responsibilities is too great, particularly for employed parents of children with emotional or behavioral disorders (Brennan & Brannan, 2005). While responding to the increasing demands of the workplace for dedicated performance and significant facetime, parents must also arrange for their children's treatment, see that their educational needs are met, and provide enrichment opportunities in the community (Huang et al., 2005). Despite challenges, these parents have used creative approaches to "cobble together" flexible arrangements that work for both their families and employers (Rosenzweig, Brennan, & Ogilvie 2002). We report 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. Title: Parents as Navigators: How Caregivers of Children with Mental Health Difficulties find Supports in the Workplace Author: Huffstutter, Katherine J., Bradley, Jennifer R., Brennan, Eileen M., Penn, Marlene, Rosenzweig, Julie M. Year: 2007 For some parents, the gap between the demands of work and family and the resources they have available to meet these responsibilities is too great, particularly for employed parents of children with emotional or behavioral disorders (Brennan & Brannan, 2005). While responding to the increasing demands of the workplace for dedicated performance and significant facetime, parents must also arrange for their children's treatment, see that their educational needs are met, and provide enrichment opportunities in the community (Huang et al., 2005). Despite challenges, these parents have used creative approaches to "cobble together" flexible arrangements that work for both their families and employers (Rosenzweig, Brennan, & Ogilvie 2002). We report 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. Close

• 8. [Article] Families Challenged by Children's Mental Health: Employment and Community Integration

  Slides of a presentation given to the conference 'Work, Stress, and Health 2006: Making a Difference in the Workplace' held in Miami, FL, in 2006.

  Citation × Citation Citation Abstract Copy Title: Families Challenged by Children's Mental Health: Employment and Community Integration Author: Brennan, Eileen M., Huffstutter, Katherine J., Rosenzweig, Julie M., Bradley, Jennifer R. Year: 2006 Slides of a presentation given to the conference 'Work, Stress, and Health 2006: Making a Difference in the Workplace' held in Miami, FL, in 2006. Title: Families Challenged by Children's Mental Health: Employment and Community Integration Author: Brennan, Eileen M., Huffstutter, Katherine J., Rosenzweig, Julie M., Bradley, Jennifer R. Year: 2006 Slides of a presentation given to the conference 'Work, Stress, and Health 2006: Making a Difference in the Workplace' held in Miami, FL, in 2006. Close

• 9. [Article] Work-Life Integration for Families Having Children with Mental Health Disorders

  PDF version of a presentation given at the 37th World Congress of the International Institute of Sociology, Stockholm, Sweden, July 2005.

  Citation × Citation Citation Abstract Copy Title: Work-Life Integration for Families Having Children with Mental Health Disorders Author: Brennan, Eileen M., Rosenzweig, Julie M., Friesen, Barbara J. Year: 2005 PDF version of a presentation given at the 37th World Congress of the International Institute of Sociology, Stockholm, Sweden, July 2005. Title: Work-Life Integration for Families Having Children with Mental Health Disorders Author: Brennan, Eileen M., Rosenzweig, Julie M., Friesen, Barbara J. Year: 2005 PDF version of a presentation given at the 37th World Congress of the International Institute of Sociology, Stockholm, Sweden, July 2005. Close

• 10. [Article] Supporting Families including Children with Disabilities: A Curriculum Module on Community Integration

  PDF version of a presentation given at the Annual Program Meeting of the Council on Social Work Education, Philadelphia, PA, Oct. 2008.

  Citation × Citation Citation Abstract Copy Title: Supporting Families including Children with Disabilities: A Curriculum Module on Community Integration Author: Brennan, Eileen M., Rosenzweig, Julie M., Stewart, Lisa Maureen Year: 2008 PDF version of a presentation given at the Annual Program Meeting of the Council on Social Work Education, Philadelphia, PA, Oct. 2008. Title: Supporting Families including Children with Disabilities: A Curriculum Module on Community Integration Author: Brennan, Eileen M., Rosenzweig, Julie M., Stewart, Lisa Maureen Year: 2008 PDF version of a presentation given at the Annual Program Meeting of the Council on Social Work Education, Philadelphia, PA, Oct. 2008. Close