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Supportive Relationships (supportive + relationships)
Selected AbstractsSupportive Relationships with Church Members Among African Americans,FAMILY RELATIONS, Issue 4 2005Robert Joseph Taylor Abstract: This study proposed and tested a model of informal church support networks among African Americans. Consistent with research in family relations, age and gender were significantly associated with the frequency of interaction with church members. In addition, the degree of subjective closeness and the frequency of interaction were both significantly associated with the frequency of receiving support from church members, suggesting that conceptualizations of family solidarity may extend to church networks. Practice implications emphasize the importance of recognizing church members as integral members of the informal networks of African Americans. [source] Experiences and support needs of siblings of children with cancerHEALTH & SOCIAL CARE IN THE COMMUNITY, Issue 5 2000BA MA PhD CPsychol Patricia Sloper Abstract The diagnosis and treatment of childhood cancer places considerable demands on family life. Siblings have been shown to be at risk for development of emotional and behavioural problems. However, most studies have relied on parents' reports, and less is known about siblings' own views of their experiences. This paper presents findings from interviews with 94 siblings of children with cancer, at 6 and 18 months after diagnosis of the illness. Results show that, six months after diagnosis, siblings reported a number of problems: loss of attention and status; loss of their own and their families' usual activities and routines; loss of certainty and security; and loss of companionship of the ill child. For many, problems had resolved 18 months after diagnosis, but problems remained or had arisen for some. These were not confined to those whose brothers or sisters had relapsed or continued to have treatment. Supportive relationships were reported to be important resources, providing an opportunity for siblings to express their own feelings and needs, and information about the illness and treatment helped them to understand why family life was disrupted. Positive effects were also apparent: gains in maturity, understanding and compassion, and closer family relationships. The findings point to the need for support for siblings to provide information to help them make sense of the situation; opportunities to express their own feelings and reassurance to avoid fear and guilt; attention to feel valued and maintain self-esteem; and help to keep up their own interests and activities. Attention of parents and professionals in contact with the families was generally paid to the ill child. There is a need for health professionals, particularly those in the family's home community, to take a holistic approach to family support, to ensure that information and support is available to siblings. [source] Schizophrenia housing and supportive relationshipsINTERNATIONAL JOURNAL OF MENTAL HEALTH NURSING, Issue 2 2007Graeme Browne ABSTRACT:, Schizophrenia can be a very disabling illness that affects between 0.5% and 1% of the population. This illness has a great personal impact on the individual sufferer, their family and friends. In addition, it makes significant demands on health services and the community in general. This paper reviews the literature on housing and supportive relationships for people with schizophrenia. The literature reports that people's experience of their schizophrenia is that it not only causes symptoms, but often impacts on their ability to maintain the basic resources in life. These resources include the ability to maintain reasonable quality housing, which seems to further impact negatively on their illness and their ability to maintain supportive social relationships. People with schizophrenia (and people in general) rely on their social relationships and family to maintain their mental health. The loss of social relationships and inability to maintain quality housing seem to be related , if people cannot maintain quality housing, they find it difficult to maintain supportive social relationships. [source] The Role of Social Support in Facilitating Postpartum Women's Return to EmploymentJOURNAL OF OBSTETRIC, GYNECOLOGIC & NEONATAL NURSING, Issue 5 2005Marcia Gruis Killien Purpose: More than half of mothers with infants under 1 year are employed. This study explored the role of social support in facilitating women's return to employment during the 1st year postpartum. Design: Analysis of existing longitudinal, repeated-measures questionnaire data gathered at 4 and 12 months postpartum. Participants: 94 postpartum women who were married or partnered, employed, and residing in a large urban area in the northwestern United States. Outcome Measures: Satisfaction with decision to return to work, role performance, work-family balance. Results: Relationships between indicators of social support and return-to-work experiences were absent to modest. Satisfaction with child care was related to satisfaction with the decision to return to work. Workplace support was related to work-family balance at 12 months postpartum. Conclusions: Satisfactory child care arrangements and supportive relationships in the workplace are the most significant facilitators of women's return to work postpartum. [source] Relations of middle school students' perceptions of family and school contexts with academic achievementPSYCHOLOGY IN THE SCHOOLS, Issue 6 2001Gregory J. Marchant The purposes of this study were to examine the relations of both family and school contexts on students' academic achievement and to explore the mediating effects of students' perceptions of their motivations and academic self-competence between the family and school contexts and achievement. Participants were 230 fifth- and sixth-grade students. Students' perceptions of parenting style (demandingness and responsiveness), parental involvement (parental values and involvement in school functions), teaching style (teacher control and responsiveness), and school atmosphere (school responsiveness and supportive social environment) significantly predicted their school achievement; however, students' motivations and self-competence mediated the relations between students' contexts and their academic achievement. Furthermore, parental values, teacher responsiveness, school responsiveness, and supportive social environment predicted students' motivations and academic competence above and beyond parenting style, parental involvement, and teacher control. The importance of students' supportive relationships and the internalization of the messages conveyed to them underscore the need for a contextual view by school psychologists when consulting with parents and education staff regarding achievement concerns. © 2001 John Wiley & Sons, Inc. [source] Parents and partners in crime: a six-year longitudinal study on changes in supportive relationships and delinquency in adolescence and young adulthoodTHE JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY AND ALLIED DISCIPLINES, Issue 7 2004W. Meeus Background:, This study sought the answer to three questions: 1. Is having an intimate partner associated with the level of delinquency? 2. Does the quality of the relationship with an intimate partner, operationalised as partner support, predict the level of delinquency? 3. Does a relationship with an intimate partner or age moderate the association between parental support and delinquency? Method:, Data from a three-wave, six-year longitudinal study of 1302 adolescents and young adults, aged 12,23 at wave 1, were used. Results:, 1. Univariate latent growth curve analysis showed that, as predicted, having an intimate partner does not lead to less criminality among young adults over the age of 20. We found no support for the hypothesis among the group of 12- to 20-year-old adolescents, since the group of mid-adolescents who consistently have a partner is more criminal than the other groups. 2. Our findings show that partner support is negatively related to criminality in both 12- to 20-year-olds and 21- to 23-year-olds. The longitudinal effect of partner support is also uni-directional: partner support T1 certainly has an impact on criminality T3, but the reverse is not true. In both groups the influence of partner support is also greater than that of parental support. 3. Having an intimate partner moderates the association between parental support and delinquency, but in an age-specific manner. Parental support has no bearing on criminality when adolescents and young adults continuously have an intimate partner. Parental support does, however, cause a reduction in the level of criminality in adolescents and young adults who have never had a partner and adolescents who only have a partner at time 3. Conclusions:, We interpret our results in terms of shifts in the relational system: if an adolescent finds a partner, that partner takes over the role of the parents in reducing criminality; if not, the parents remain important in doing so. [source] THE GULLIFORD LECTURE: Bullying or befriending?BRITISH JOURNAL OF SPECIAL EDUCATION, Issue 1 2010Children's responses to classmates with special needs Children with special educational needs are generally less accepted, more rejected and more likely to be victims of bullying than their typically developing classmates. However, they are sometimes treated more favourably than classmates, more like friends than acquaintances. In this article, based on her contribution to the Gulliford Lecture series, Norah Frederickson of University College London argues that attributional processes which appear central to the establishment of peer acceptance and supportive relationships are more likely to be triggered when a child's difficulties are severe or obvious, classmates are older and explanatory information is given to them. Schools are sometimes reluctant to discuss the special needs of a pupil with their classmates due to concerns about labelling. However, the literature on labelling suggests that such concerns have been exaggerated and that labels can sometimes serve a protective function. Norah Frederickson suggests that respectful, helping relationships between typically developing classmates and pupils with special needs are valued by young people, their parents and teachers, and can build to friendships within a context of positive opportunities for interaction. [source] | |||||||||||||