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• 1. [Article] "Come pick up your child!" Integrating Work and Family Life for Parents of School-Aged Children with Mental Health Challenges

  Our research team sought to discover the factors that lead to the unemployment of parents of children with mental health disorders. Our preliminary analyses and findings are reported in this presentation. ...

  Citation × Citation Citation Abstract Copy Title: "Come pick up your child!" Integrating Work and Family Life for Parents of School-Aged Children with Mental Health Challenges Author: Brennan, Eileen M., Brannan, Ana Maria, Kendall, Judy, Bradley, Jennifer R., Huffstutter, Katherine J. Year: 2006 Our research team sought to discover the factors that lead to the unemployment of parents of children with mental health disorders. Our preliminary analyses and findings are reported in this presentation. We controlled for factors that affect participation in the paid workforce for parents in general: (a) child age, (b) level of caregiver education, and (c) the number of children in the household. We also introduced factors that pertain specifically to families that have children with emotional or behavioral disorders: the level of the child's internalizing and externalizing symptoms, and the number of child absences from school. Our research was guided by specific hypotheses: 1. The more severe the child's symptoms, the more days of school the child will miss. 2. The greater the number of child absences, the greater the disruption in the caregiver's employment. 3. Some caregivers will have to stop working outside the home because of frequent disruptions. Title: "Come pick up your child!" Integrating Work and Family Life for Parents of School-Aged Children with Mental Health Challenges Author: Brennan, Eileen M., Brannan, Ana Maria, Kendall, Judy, Bradley, Jennifer R., Huffstutter, Katherine J. Year: 2006 Our research team sought to discover the factors that lead to the unemployment of parents of children with mental health disorders. Our preliminary analyses and findings are reported in this presentation. We controlled for factors that affect participation in the paid workforce for parents in general: (a) child age, (b) level of caregiver education, and (c) the number of children in the household. We also introduced factors that pertain specifically to families that have children with emotional or behavioral disorders: the level of the child's internalizing and externalizing symptoms, and the number of child absences from school. Our research was guided by specific hypotheses: 1. The more severe the child's symptoms, the more days of school the child will miss. 2. The greater the number of child absences, the greater the disruption in the caregiver's employment. 3. Some caregivers will have to stop working outside the home because of frequent disruptions. Close

• 2. [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