6533b856fe1ef96bd12b314e
RESEARCH PRODUCT
Barriers to Parental Empowerment in the Context of Multidisciplinary Collaboration on Behalf of Preschool Children with Disabilities
David Lansing Cameronsubject
Parentsmedia_common.quotation_subjectControl (management)educationContext (language use)0501 psychology and cognitive scienceslcsh:Social sciences (General)PreschoolEmpowermenthealth care economics and organizationsmedia_commonMedical educationDisability05 social sciencesRehabilitationPerspective (graphical)050301 educationMultidisciplinary CollaborationCollaborationFocus grouphumanitiesCollaboration; Disability; Parents; Empowerment; PreschoolEmpowermentlcsh:H1-99Psychology0503 education050104 developmental & child psychologydescription
The purpose of this study was to explore the role of parents in multidisciplinary collaboration on behalf of their preschool-aged children with disabilities from the theoretical perspective of empowerment. The study employed a multiple-case study design, including twenty-six individual and two focus group interviews with parents and professionals supporting six children and their families. Three interconnected themes emerged from the analysis. First, parents struggled with navigating a system that was perceived as rigid and cumbersome. Second, parents often found themselves in the position of having to ‘police’ the professionals involved in supporting them. Third, parents expressed a desire to ‘just be parents’ and relinquish a degree of control to professionals. Findings highlight central dilemmas associated with the goal and process of empowerment in the provision of social, educational, and health-related support.
| year | journal | country | edition | language |
|---|---|---|---|---|
| 2018-07-01 | Scandinavian Journal of Disability Research |