RESEARCH ARTICLE
How Are We Doing?: Family-School Relationships and Children With Reactive Attachment Disorder
Raol J. Taft*, Candace Schlein
Article Information
Identifiers and Pagination:
Year: 2017Volume: 9
Issue: Suppl-1, M7
First Page: 146
Last Page: 159
Publisher Id: TOFAMSJ-9-146
DOI: 10.2174/1874922401709010146
Article History:
Received Date: 30/06/2017Revision Received Date: 14/08/2017
Acceptance Date: 12/09/2017
Electronic publication date: 10/10/2017
Collection year: 2017
open-access license: This is an open access article distributed under the terms of the Creative Commons Attribution 4.0 International Public License (CC-BY 4.0), a copy of which is available at: https://creativecommons.org/licenses/by/4.0/legalcode. This license permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
Abstract
Background:
Students with Reactive Attachment Disorder (RAD) might benefit academically, socially, behaviorally, and emotionally from the establishment of effective, collaborative partnerships between home and school. Enhanced family interactions with schools might prove to promote positive outcomes in both home and school settings.
Objective:
In this article, we examine the level and quality of home and school participation between parents of children with RAD and school professionals within the context of the principles of effective partnerships: communication, professional competence, respect, commitment, equality, advocacy, and trust.
Method:
This study employed a qualitative methodology utilizing the narrative inquiry research tradition. In particular, we employed a semi–structured interview method, which allowed us to ask clarifying questions, further probe specific responses, and provide participants with an opportunity to elaborate on their stories of experience if they so desired.
Results:
Using Turnbull et al.'s (2015) seven principles of effective partnership, data from this study indicated that for these parents, families were not allowed to participate as equal partners, if at all, in the educational process.
Conclusion:
Results suggested that interactions with education professionals were often non-productive or adversarial and family input was often ignored. Effective partnerships were minimal to non-existent.
