Challenged by families with challenges: An investigation of family supports in early intervention

This dissertation presents the findings of a grounded theory study examining family supports in early intervention. The purpose of the study is to understand how practitioners perceive families with challenges and how their perceptions influence the practices and supports they provide to families with challenges. We observed practitioner and family interactions during home visits and interviewed both parties at three Part C agencies in the Midwest. We found that practitioner perceptions and assumptions about families with challenges influenced the practices they implemented during home visits, which, in turn, impacted the outcomes families received. We present our findings in a dynamic framework depicting the interactional process of the family and practitioner relationship. The dissertation details the components of our framework based upon evidence in the data. Our discussion focuses on four key themes from the findings: (a) definition of families with challenges, (b) the meaning of empowerment, (c) boundaries and relationships with families, and (d) unmet needs of families with challenges. Implications for further research, policy, and practice are presented.

Grantor dc:publisher

University of Kansas

Year dc:date.issued

2007

Author dc:creator

• Friend, Anna Christine

• Education
• Early intervention
• Empowerment
• Families with challenges
• Multiple challenges
• Part C
• Partnership
• Poverty
• Practitioner

Statement dc:rights

• This item is protected by copyright and unless otherwise specified the copyright of this thesis/dissertation is held by the author.

Handle dc:identifier.uri

http://hdl.handle.net/1808/32004

OAI identifier oai:identifier

oai:kuscholarworks.ku.edu:1808/32004