Functioning of the Family System With an Autistic Child: A Comparative Study Between Poland and California, USA

Objectives of the research: The aims of this research are to conduct a comparison study between the level of communication and flexibility in families with autistic children in two different geographical locations and cultural contexts – California (USA) and Poland (Europe) – to address whether the level of these two dimensions of family functioning are related to the ego-resiliency of the parents, and additionally to discuss the practical implications that can be drawn from the results. Research methods: Communication and flexibility profiles in family functioning were collected in Poland and California from September 2016 to February 2018. Data on the similarities and differences between parents of children with autism spectrum disorder in Poland (n=111) and California (n=105) was collected using Olson’s FACES-IV. The Ego-Resiliency Scale was also administered in methodologically standardized conditions and was empirically analyzed along with controlled demographic variables. A short description of the context of the issue: Family functioning and ego-resiliency in families with children with autism are analyzed in this research. The richness of interactions and connections within the family system suggests that when explaining the relationships within the family system, the interpretation that is based on linear causality is abandoned and replaced by circular causality, which is the model of analysis utilized in this research project. The main goals of this research were to compare and contrast family functioning in two geographical locations and cultural contexts and to show statistically significant differences between these two groups, in order to better understand cultural variations and differences that may affect family functioning and ego-resiliency and to provide the different groups with adequate, necessary support services. Research findings: The results revealed statistically significant differences in various dimensions of Family Communication and Flexibility between families of autistic children in California and Poland. With respect to both variables, higher scores were found in the California group. The flexibility results in both groups were defined as flexible. However, in regards to family communication, the result of the California group corresponded to higher standardized scores, whereas those of the group from Poland revealed moderate standardized scores. Conclusions and recommendations: Statistically significant positive correlations were found in the variables of Flexibility and Family Communication between Poland and California. The results of this research are critical, not only from the perspective of scientific development (as similar studies have not been conducted), but also for therapeutic and preventive reasons. They suggest concentrating on preventive activities and aspects that are important for the well-being of the parent as a person, as well as the entire family system, especially the dimensions of communication in families with children with autism spectrum disorder and the ego-resiliency of the parents. However, further research is needed to specifically identify the differences between the groups based on various demographic variables. Additionally, it is important to develop a practical model to support families with autistic children and to address family satisfaction in intervention strategies, as well as to consider the importance of support groups that may improve satisfaction and ego-resiliency within the family system

An investigation of the relationship between resilience, ‘race’ and trauma amongst university students

Magister Psychologiae - MPsychSouth Africans are exposed to many traumatic events and exposure to such events is associated with negative emotional and behavioural outcomes. However, there are those who are still able to remain psychologically well amidst their difficulties. Resilience is the motivation to be strong in the face of unwarranted demands and this study proposes that it could serve as a buffer against the harmful effects of traumatic events. It is assumed that traumatic events present with demanding circumstances and further that resilience plays a role in the relationship between trauma, the challenges these events present and one’s ability to function in these circumstances. Furthermore, ‘race’ may have a particular influence on this relationship as the level and severity of trauma among different ‘racial’ groups may vary. The link between resilience and trauma has been investigated, but little focus has been given to how ‘race’ may influence this relationship among students in the South African context. The aim of the current study was therefore to investigate the interaction between these three variables and add to existing knowledge related to resilience. Constructs related to resilience include sense of coherence, potency, hardiness, learned resourcefulness and fortitude. The two ‘racial’ groups included in the sample include ‘African’ and ‘Coloured’ students (categories created by the past apartheid government). Resilience was measured by the Resilience Scale for Adults (RSA), trauma was measured by the Harvard Trauma Scale (HTS) and violence exposure was measured by the Childhood Exposure to Community Violence Scale (CECV). Participants included 249 students at the University of the Western Cape. Results indicate that ‘Coloured’ students report similar levels of violence exposure and trauma symptoms as ‘African’ students do. ‘Coloured’ students report higher scores on overall resilience and resilience sub-scales (except the structured style sub-scale) than ‘African’ students as measured on the RSA. With regard to the trauma versus no trauma groups, the results indicate that ‘African’ students who form part of the no trauma group score higher on resilience than those who form part of the trauma group and within the trauma group ‘Coloured’ students score higher on resilience than ‘African’ students. In analyses amongst the high and the low trauma groups, the results indicate that those who form part of the low trauma group score higher on resilience than those who are among the high trauma group; ‘African’ students who form part of the low trauma group score higher on resilience than those who form part of the high trauma group; and ‘Coloured’ students who form part of the low trauma group score higher on resilience than those who form part of the high trauma group. The results yielded in the current study are both similar to and differ from findings presented in previous studies and highlight the complexity of the construct of resilience. Limitations of the study are outlined and recommendations for future research are also provided

Relational vulnerability: law, myths, and homemaking contributions in cohabiting relationships

This thesis examines the law applicable to unmarried couples on relationship breakdown through the lens of vulnerability theory, developing a framework of 'relational vulnerability' which argues that as a result of the state's expectation of and preference for economic self-sufficiency, the homemaker becomes vulnerable. Relational vulnerability is defined as the broad susceptibility to harm that arises as a result of an individual existing within an uneven or unequal relational framework. Firstly, I argue that relational vulnerability is primarily caused by the way that the state, through law, prioritises autonomy and rationality at the homemaker's expense. Her inability to live up to the economic ideal causes her harm on economic, emotional, and spatial levels. Secondly, I argue that legal understandings of homemaking (i.e. care and domestic work) are influenced by myths of altruism and domesticity, labelling it as gendered, sentimental, and privatised. As a result of this, the homemaker struggles to assert an interest in the family home on relationship breakdown. Thirdly, I argue that the state owes an obligation to redress relational vulnerability by promoting resilience. In the final chapter, I examine three hypothetical responses to vulnerability, evaluating the extent to which these are able to make the homemaker resilient

Challenging or creative? Impatient or curious? Disposition discourse in the early years

Two-year olds are inherently curious about the world around them and in the absence of prior knowledge are creative in the ways they respond to new experiences. Dispositions such as creativity and curiosity can influence motivations for learning and development which in our rapidly changing society are invaluable for lifelong learning and workplace success. Although the subject of learning dispositions has gained research interest more recently, the significance of curiosity and creativity as key dispositions to very early learning and development has not been explored in relation to practice for this age range, despite the rapid growth and development taking place at this time and the obvious value of embedding positive early learning habits. It is here that this research makes a unique contribution. An interpretivist approach was taken for this research in order to generate an in-depth insider perspective. Semi-structured interviews were used to gain an insight into early years practitioner knowledge and understanding of curiosity and creativity as dispositions, to explore the ways in which they support the learning and development of two-year olds and to investigate their perspectives on the role and function of early childhood education and care. Thematic analysis was used to identify discourses that influence and frame the focus of early years practice. Initial analysis indicated a lack of awareness of dispositions and revealed strong themes around preparing young children for school in terms of academic skills and positive behaviours. To investigate influences on practice further, practitioner observations of children were analysed, and this documentary analysis was extended to include the Statutory and non-statutory practitioner guidance which both frames and influences early years practice in England. This research revealed discourses with a focus on becoming which reflects the ways that children’s learning and development is currently portrayed within the early years. Behaviours associated with dispositions such as curiosity and creativity tend to be discouraged and inhibited resulting in these necessary dispositions for lifelong learning being weakened rather than strengthened. This practice reflects the values and beliefs which frame the wider outcomes orientated education system in England. Through extending the discourses available to practitioners we can support them to develop agency through reflective practice which would in turn offer possibilities for children’s learning and development to be interpreted in more diverse ways. This would enable practitioners to adjust the focus of their practice to support the valuable process of learning and to promote dispositions which will ultimately enable children to reach their potential and become lifelong learners. This research offers a unique contribution to knowledge in the exploration of disposition discourse and practice and focuses on the little examined field of dispositions in relation to very young children and the practitioners who work with them. Models of practice have been developed to identify the ways in which practice may be enhanced providing a useful framework to support practitioners to reflect on practice