Abstract
During the past few decades, the landscape of the family structure has changed dramatically. The United States has seen a decrease in the “traditional” family, complete with two biological parents and consisting of one parent in the workforce and the other in a caregiver role. It is now being replaced with an ever-increasing diverse family structure. The population of children living with two parents has decreased to 69% in 2002, down from 72% in 1990 and 77% in 1980 (U.S. Census Bureau, 2003). Single-parent families and stepparent families have become more common, despite the fact that children in single-parent or divorced families are at greater risk for lower academic achievement and more likely to drop out of school or bear children at an early age, as well as displaying psychological factors including depression, anxiety, stress, and aggression (Fields, Smith, Bass, & Lugaila, 2001; McLanahan & Sandefur, 1994).
This is a preview of subscription content, log in via an institution to check access.
Preview
Unable to display preview. Download preview PDF.
References
Adams, K. S., & Christenson, S. L. (2000). Trust and the family-school relationship: Examination of parent-teacher differences in elementary and secondary grades. Journal of School Psychology, 38, 477–497.
Antonovsky, A. (1987). Unraveling the mystery of health. San Francisco: Jossey-Bass.
Antonovsky, A., & Sourani, T. (1988). Family sense of coherence and family adaptation. Journal of Marriage and Family Therapy, 50, 79–92.
Baumrind, D. (1968). Authoritarian vs. authoritative parental control. Adolescence, 3, 255–272.
Bayer, C. L., & Cegala, D. J. (1992). Trait verbal aggressiveness and argumentativeness: Relations with parenting style. Western Journal of Communication, 56, 301–310.
Bronfenbrenner, U. (1977). Toward an experimental ecology of human development. American Psychologist, 32, 513–531.
Bronfenbrenner, U. (1979). The ecology of human development. Cambridge, MA: Harvard University Press.
Carlson, C. (1996). Best practices in working with single-parent and step-family systems. In A. Thomas and J. Grimes (Eds.), Best practices in school psychology III (pp. 1097–1110). Washington, DC: National Association of School Psychologists.
Christenson, S. L., Rounds, T., & Gorney, D. (1992). Family factors and student achievement: An avenue to increase students’ success. School Psychology Quarterly, 7, 178–206.
Christenson, S. L., & Sheridan, S. M. (2001). Schools and families: Creating essential connections for learning. New York: Guilford.
Clark, R. M. (1988). Parents as providers of linguistic and social capital. Educational Horizons, 66, 93–95.
Clark, K. E., & Ladd, G. W. (2000). Connectedness and autonomy support in parent-child relationships: Links to children’s socioemotional orientation and peer relationships. Developmental Psychology, 36, 485–498.
Cohn, D. A. (1990). Child-mother attachment of six-year-olds and social competence at school. Child Development, 61, 152–162.
Costigan, C. L., Floyd, F. J., Harter, K. S., & McClintock, J. C. (1997). Family process and adaptation to children with mental retardation: Disruption and resilience in family problem-solving interactions. Journal of Family Psychology, 11, 515–529.
Darling, N., & Steinberg, L. (1993). Parenting style as context: An integrative model. Psychological Bulletin, 113, 487–496.
Dunst, C. J., & Trivette, C. M. (1987). Enabling and empowering families: Conceptual and intervention issues. School Psychology Review, 16, 443–456.
Dunst, C. J., & Trivette, C. M. (1994). What is effective helping? In C. J. Dunst, C. M. Trivette, & A. G. Deal (Eds.), Supporting and strengthening families: Methods, strategies and practices (pp. 162–170). Cambridge, MA: Brookline Books.
Dunst, C. J., Trivette, C. M., Davis, M., & Cornwell, J. (1988). Enabling and empowering families of children with health impairments. Children’s Health Care, 17, 71–81.
Dunst, C. J., Trivette, C. M., & Deal, A. G. (1988). Enabling and empowering families: Principles and guidelines for practice. Cambridge, MA: Brookline.
Dunst, C. J., Trivette, C. M., & Deal, A. G. (1994). Supporting and strengthening families: Methods, strategies and practices. Cambridge, MA: Brookline.
Epstein, N. B., Bishop, D., Ryan, C., Miller, I., & Keitner G. (1993). In F. Walsh (Ed.), Normal family processes (pp. 138–160). New York: Guilford.
Fields, J. (2003). Children’s living arrangements and characteristics: March 2002. Current Population Reports, P20-547. Washington, DC: U.S. Census Bureau.
Fields, J., Smith, K., Bass, L., & Lugaila, T. (2001). A child’s day: Home, school, and play (Selected indicators of child well-being). Current Population Reports, P70-68. Washington, DC: U.S. Census Bureau.
Frick, P. J. (1993). Childhood conduct problems in a family context. School Psychology Review, 5, 376–385.
Galloway, J., & Sheridan, S. M. (1994). Implementing scientific practices through case studies: Examples using home-school interventions and consultation. Journal of School Psychology, 32, 385–413.
Garbarino, J. (1982). Children and families in the social environment. New York: Aldine.
Grusec, J., & Goodnow, J. J. (1994). The impact of parental discipline methods on the child’s internalization of values: A reconceptualization of current points of view. Developmental Psychology, 30, 4–19.
Gutkin, T. B., & Curtis, M. J. (1999). School-based consultation theory and practice: The art of science and indirect service delivery. In C. R. Reynolds & T. B. Gutkin (Eds.), The handbook of school psychology (pp. 598–637). New York: Wiley.
Hawley, D. R., & De Haan, L. (1996). Toward a definition of family resilience: Integrating life-span and family perspectives. Family Process, 35, 283–298.
Hill, N. E. (2001). Parenting and academic socialzation as they relate to school readiness: The roles of ethnicity and family income. Journal of Educational Psychology, 93, 686–697.
Keith, P. B., & Christenson, S. L. (1997). Parenting styles. In G. G. Bear, K. M. Minke, & A. Thomas (Eds.), Children’s needs II: Development, problems and alternatives (pp. 559–566). Bethesda, MD: National Association of School Psychologists.
Kellaghan, T., Sloane, K., Alvarez, B., & Bloom, B. S. (1993). The home environment and school learning: Promoting parental involvement in the education of children. San Francisco: Jossey-Bass.
Kerns, K. A., Klepac, L., & Cole, A. (1996). Peer relationships and preadolescents’ perception of security in the child-mother relationship. Developmental Psychology, 32, 457–466.
Krinsley, K. E., & Bry, B. H. (1991). Sequential analyses of adolescent, mother, and father behaviors in distressed and nondistressed families. Child and Family Behavior Therapy, 13, 45–62.
Leaper, C., Hauser, S. T., Kremen, A., Powers, L. I., Jacobson, A. M., Noam, G. G. et al. (1989). Adolescent-parent interactions in relation to adolescents’ gender and ego development pathway: A longitudinal study. Journal of Early Adolescence, 9, 335–361.
Maccoby, E. E., & Martin, J. A. (1983). Socialization in the context of the family: Parent-child interaction. In E. M. Hetherington (Ed.), Handbook of child psychology: Vol. 4, Socialization, personality, and social development (pp. 469–546). New York: Wiley.
Masten, A., & Coatsworth, J. (1998). The development of competence in favorable and unfavorable environments. American Psychologist, 53, 205–220.
MacDonald, K. (1992). Warmth as a developmental construct: An evolutionary analysis. Child Development, 63, 753–773.
McCubbin, H. I., & McCubbin, M. A. (1988). Typologies of resilient families: Emerging roles of social class and ethnicity. Family Relations, 37, 247–254.
McCubbin, H. I., & McCubbin, M. A., & Thompson, A. I. (1993). Resiliency in families: The role of family schema and appraisal in family adaptation to crises. In T. H. Brubaker (Ed.), Family relations: Challenges for the future (pp. 153–177). Newbury Park, CA: Sage.
McCubbin, H. I., Thompson, A. I., Thompson, E. A., Elver, K. M., & McCubbin, M. A. (1994). Ethnicity, schema, and coherence: Appraisal processes for families in crisis. In H. I. McCubbin, E. A. Thompson, & J. E. Fromer (Eds.), Sense of coherence and resilency: Stress, coping and health (pp. 41–67). Madison, WI: University of Wisconsin Press.
McLanahan, S., & Sandefur, G. (1994). Growing up with a single parent: What hurts, what helps. Cambridge, MA: Harvard University Press.
Olson, D. (1993). Circumplex model of marital and family systems: Assessing family functioning. In F. Walsh (Ed.), Normal family processes (pp. 104–137). New York: Guilford.
Olson, D., Sprenkle, D., & Russell, C. (1979). Circumplex model of marital and family systems: I. Cohesion and adaptability dimensions, family types, and clinical applications. Family Process, 18, 3–28.
Patterson, J. M. (2002a). Integrating family resilience and family stress theory. Journal of Marriage and Family, 64, 349–360.
Patterson, J. M. (2002b). Understanding family resilience. Journal of Clinical Psychology, 58, 233–246.
Patterson, J., & Garwick, A. (1994). Levels of family meaning in family stress theory. Family Process, 33, 287–304.
Pianta, R. C., & Walsh, D. J. (1996). High-risk children in schools: Constructing sustaining relationships. New York: Routledge.
Sanders, M. R., Dadds, M. R., Johnston, B. M., & Cash, R. (1992). Childhood depression and conduct disorder: I. Behavioral, affective, and cognitive aspects of family problem-solving interactions. Journal of Abnormal Psychology, 101, 495–504.
Seccombe, K. (2002). “Beating the odds” versus “changing the odds”: Poverty, resilience, and family policy. Journal of Marriage and Family Therapy, 64, 384–394.
Sheridan, S. M., & Gutkin, T. B. (2000). The ecology of school psychology: Examining and changing our paradigm for the 21st century. School Psychology Review, 29, 485–502.
Sheridan, S. M., Erchul, W. P., Brown, M. S., Dowd, S. E., Warnes, E. D., Marti, D. C., Schemm, A. V., & Eagle, J. W. (2004). Perceptions of helpfulness in conjoint behavioral consultation: Congruity and agreement between teachers and parents. School Psychology Quarterly, 19, 121–140.
Sheridan, S. M., & Kratochwill, T. R. (1992). Behavioral parent-teacher consultation: Conceptual research considerations. Journal of School Psychology, 30, 117–139.
Sheridan, S. M., Kratochwill, T. R., & Bergan, J. R. (1996). Conjoint behavioral consultation: A procedural manual. New York: Plenum.
Sheridan, S. M., Welch, M., & Orme, S. F. (1996). Is consultation effective? A review of outcome research. Remedial and Special Education, 17, 341–354.
Short, R. J., & Shapiro, S. K. (1993). Conduct disorders: A framework for understanding and intervention in schools and communities. School Psychology Review, 22, 362–375.
Stevenson, D. L., & Baker, D. P. (1987). The family-school relation and the child’s school performance. Child Development, 58, 1348–1357.
Sroufe, L. A. (1989). Pathways to adaptation and maladaption: Psychopathology as developmental deviation. In C. Cicchetti (Ed.), Rochester symposium on developmental psychopathology, Vol. 1, Emergence of a discipline (pp. 13–40). Hillsdale, NJ: Erlbaum.
Turnbull, A. P., & Turnbull, H. R. (1997). Families, professionals, and exceptionality: A special partnership. Upper Saddle River, NJ: Prentice-Hall.
U.S. Census Bureau. (2000). U.S. Census of Population and Housing. Washington, DC: Author.
U.S. Census Bureau. (2003). March current population survey. Washington, DC: Author.
Walberg, H. J. (1984). Families as partners in educational productivity. Phi Delta Kappan, 65, 397–400.
Walsh, F. (1993). Conceptualization of normal family processes. In F. Walsh (Ed.), Normal family processes (2nd ed., pp. 3–69). New York: Guilford.
Walsh, F. (1996). The concept of family resilience: Crisis and challenge. Family Process, 35, 261–281.
Welch, M., & Sheridan, S. M. (1995). Educational partnerships: Serving students at risk. San Antonio, TX: Harcourt Brace.
Wymen, P. A., Cowen, E. L., Work, W. C., & Parker, G. R. (1991). Developmental and family milieu correlates of resilience in urban children who have experienced major life stress. American Journal of Community Psychology, 19, 405–426.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2005 Springer Science+Business Media, Inc.
About this chapter
Cite this chapter
Sheridan, S.M., Eagle, J.W., Dowd, S.E. (2005). Families as Contexts for Children’s Adaptation. In: Goldstein, S., Brooks, R.B. (eds) Handbook of Resilience in Children. Springer, Boston, MA. https://doi.org/10.1007/0-306-48572-9_11
Download citation
DOI: https://doi.org/10.1007/0-306-48572-9_11
Publisher Name: Springer, Boston, MA
Print ISBN: 978-0-306-48571-8
Online ISBN: 978-0-306-48572-5
eBook Packages: Behavioral ScienceBehavioral Science and Psychology (R0)