Thematic Dimensions of Grandparent Caregiving: A Focus Group Approach

The present study involved 75 grandparent caregivers (M age = 59) who participated in focus groups targeting their needs and concerns relevant to raising their grandchildren. Based upon a qualitative analysis of group session notes reliably cross referenced across 3 observers, the following themes emerged: 1) Isolation, disenfranchisement, and marginalization with regard to others, 2) Difficulty in dealing with and frustration with the adult child whose child one is raising, 3) The need to be able to cope with one’s own emotions and life situation, 4) Difficulties in coping with the emotional, interpersonal, or behavioral problems of the grandchild, 5) Getting competent, trustworthy, and affordable child (day) care/respite care, 6) Frustration with service providers, 7) Ignorance of what social, medical, psychological, and legal services are available or difficulty in affording or accessing such services, 8) Challenges in managing other life stresses that are superimposed upon or consequences of the demands of raising a grandchild, 9) A lack of legal standing as the grandchild’s caregiver, and 10) A lack of parenting skills and knowledge about child development. Discussed here is the fact that these thematic concerns expressed by grandparent caregivers have a number of implications for grandfamilies’ mental and physical health, access to services, the lessening of isolation and stigmatization among such persons, and the design and implementation of interventions for them

Group Leaders’ Perceptions of Interventions with Grandparent Caregivers: Content and Process

Nineteen (Mage = 45, SD = 12.8) professionally trained group leaders were surveyed regarding their experiences in leading a 10-week program with one of three RCT conditions (cognitive behavior training, parenting skills training, information only support). While a high percentage indicated that the intervention led by them was beneficial, leaders nevertheless felt that some participants benefited more so than others. Perceived program benefits were seen as being linked to regular attendance and the completion of weekly homework. The major benefits to participants were gaining personal insight, receiving and providing support to others, successfully applying learned skills and knowledge to everyday life, and feeling empowered and hopeful about the future. Peer leaders were viewed positively as was the provision of food and childcare. Group leaders faced numerous practical challenging in conducting group interventions: ensuring regular attendance, keeping participants focused and on track, and dealing with participants who dominated discussion. These unprecedented findings not only allow us insight into the dynamics of leading group interventions with grandmother caregivers, but they may also have implications as influences on the measured efficacy of such programs

Experiences with grandparents and attitudes toward custodial grandparenting

The goals of the current study were to examine attitudes about custodial grandparents and to examine whether personal experiences with grandparents influenced those attitudes. Data were provided by 730 younger adults (mean age about 20 years) who completed surveys regarding their experiences with their own grandparents, attitudes toward custodial grandparenting, and openness to becoming a custodial grandparent in the future. Mean differences in attitudes as a function of experience did emerge. In addition, a mixed structural model showed that young adults who felt their grandparents helped to raise them perceived custodial grandparenting as less distressing, and it was these perceptions of distress that related to being more open to accepting the role of custodial grandparent themselves. Results are discussed in terms of changing norms and their relevance to policies affecting families