A Model for School Professionals Working with Grandparent-Headed Families

Bibliographic Data

ID10550436
AuthorsYoujung Lee (0000-0002-9032-1304, Binghamton University, corresponding author)
Year2017
Volume62
Issue2
Pages122-129
Publication date2017-02-06
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueSocial Work (JOURNAL)
Journal identifiersISSN: 0037-8046 • E-ISSN: 1545-6846
PublisherOxford University Press (OUP) (PUBLISHER)
DOI10.1093/sw/swx007
PMID28164226
OpenAlexW2585275164
LanguageEN
Citations received2
References cited34

Grandparent-headed families have multifaceted needs and complicated family contexts. These nontraditional families frequently have strained relationships with their grandchildren's school systems, but there are scarce models providing effective strategies for working with them. The author used multidisciplinary theoretical literature and research outcomes to propose a model for working with grandparent-headed families in schools. First, unique needs, risk factors, and school barriers these grandparent-headed families experience are put forward. In addition, school professionals' needs for practice guidelines for their work with grandparent-headed families are described. A model for working with grandparent-headed families is proposed, built on four theories: symbolic interactionism, attachment theory, role theory, and the strengths-based approach. Implications for teaching, practice, and programming for grandparent-headed families in schools are presented

Developmental psychology · Grandparent · Multidisciplinary approach · Pedagogy · Social science · Sociology · Symbolic interactionism · Work (physics · Engineering · Family and Disability Support Research · Family Support in Illness · Intergenerational Family Dynamics and Caregiving · Psychology · Social Psychology

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