Dorchester CARES
(CFN Contact) JoAnne Luppino
Executive Director
Dorchester CARES
200 Bowdoin Street
Dorchester, MA 02122
(617) 474-1143
Fax: (617) 474-1261

YWCA of Boston Aswalos House Transitional Housing Program
(CFN contact) Linda Keels, Director
246 Seaver Street, Dorchester, MA 02121
(617)541-2050
Provides young homeless mothers with shelter and opportunities for training and education.

Greater Brockton Healthy Families Programs
(CFN contact) Sibyl Kepnes, Program Director
486 Forest Ave.
Brockton, MA 02301
(508) 894-8543
Home visting program for teen mothers.

Healthy Families
MSPCC Lowell
(CFN contact) Jean Barrille, Director
175 Cabot Street
Lowell, MA 01853
(978) 937-3087
Home visting program for teen mothers.

Malden High School Teen Parenting Program
Malden High School
77 Salem Street
Malden, MA 02148
781-397-1556
Parenting program for Malden High School students who are teenage mothers

Prevent Child Abuse America
200 South Michigan Avenue, 17th Floor
Chicago, Illinois 60604-2404.
Tel: (312) 663-3520
Fax: (312) 939-8962

Resurrection Lutheran Fatherhood Program
(CFN contact) Reverend John Heinemeir
94 Warren Street
Roxbury, MA (617) 427-2066
Fathering education for men on probation, in collaboration with Roxbury District Court.

The Fatherhood Project, http://www.fatherhoodproject.org
Director: James Levine, PhD
Families and Work Institute
330 Seventh Ave., 14th Floor
New York, New York 10001
National research and education program which researches and supports fathers' roles in parenting

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Story contacts (The following is a list of people who have already been contacted by CFN and have agreed to speak with the press.)

Jean Barrille
Healthy Families Coordinator
MSPCC Lowell
175 Cabot Street
Lowell, MA 01853
Ph: (978) 937-3087

Yvonne Diaz
Participant in Nurturing Program
The Denison House
232 Center Street
Dorchester, MA 02112
(617) 287-8941

Michael and Leonard
Contact: Nancy Martland
CAMEO Director
Telephone: (617)627-5325
nmartlan@emerald.tufts.edu

Deanna Gomby Ph.D.
Children, Families, and Communities
Program Framework
David & Lucille Packard Foundation
300 Second Street, Suite 706
Los Altos, CA 94022
(650) 948-3691

Deanna Gomby Ph.D.
Deputy Director of Children, Families, & Communities
The David & Lucile Packard Foundation
Phone: (650) 948-3696
d.gomby@packfound.org

Bonnie Gorman
Massachusetts Campaign for Children
14 Beacon St., suite 706
Boston, MA 02108
(617) 742-8555; 800-CHILDREN
mail@masskids.org

Cynthia Haddad
Contact Nancy Martland
CAMEO Director
(617)627-5325
cameo@emerald.tufts.edu

Rev. John Heinemeir
Pastor and Group Leader
Resurrection Lutheran Church
94 Warren St.
Roxbury, MA 02119
(617) 427-2066

Linda Keels, Director, Aswalos House
246 Seaver Street, Dorchester, MA 02121
(617)541-2050

Sibyl Kepnes, Program Director
Greater Brockton Healthy Families Programs
486 Forest Ave.
Brockton, MA 02301
(508) 894-8543

Sharyn LaHaise
Dads Make a Difference
Medford High School, Medford MA
(781)393-2210

Kathy Lane
Teen Parenting Program Coordinator
Malden High School
77 Salem Street
Malden, MA 02148
781-397-1557

JoAnne Luppino
Executive Director
Dorchester CARES
200 Bowdoin Street
Dorchester, MA 02122
(617) 474-1143
Fax: (617) 474-1261

Diana Maklouf
Teen Parent Daycare Coordinator
Malden High School
77 Salem Street
Malden, MA 02148
781-397-1556

Dr. Lynn Margolies, Psychologist
National Center for Fathering
P.O Box 413888
Kansas, MO 64141
(800) 593-DADS
http://www.fathers.com

John Martin
Group Leader, Assistant Chief Probation Officer
Roxbury District Court
85 Warren St.
Roxbury, MA 02119
(617) 427-7000, x 433

Kim Molle
Greater Boston Association for Retarded Citizens
(617)722-2220

Shereen Tyrrell
The Children's Trust Fund
The Children's Trust Fund supports the RFP with a grant
294 Washington Street, Suite 640
Boston, MA 02108
(617)727-8957

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Experts (The following is a list of people who have already been contacted by CFN and have agreed to speak with the press.)

Victoria L. Banyard, PhD
Professor of Psychology, the University of New Hampshire
Durham, NH
(603)862-1234
Email: vlb@christa.unh.edu

Jeanne Brooks-Gunn, PhD
Virginia & Leonard Marx Professor of Child Development and Education
Teachers College, Columbia University.
525 West 120th Street, New York 10027
(212)678-3904
Email: jb224@columbia.edu
Relevant area: child and parent human development.

Margaret Carels
Alliance for Young Families
105 Chauncy Street
Boston, MA 02116
(617) 482-9122, ext. 114
Ms. Carels is a lobbyist for teen programs

David E. Drucker
Managing Director
Father's World, Inc.
P.O. Box 433
Massapequa, NY 11758-0433
Email: www.webmaster@fathersworld.com
(516) 541-1116 Relevant area: Fathers' involvement in child care.

Professor Ann Easterbrooks
Eliot-Pearson Department of Child Development
Tufts University
105 College Avenue
Medford, MA 02155
Phone: (617) 627-2217
Fax: (617) 627-3503
aeasterb@emerald.tufts.edu
Relevant area: infant development and home visiting


Leo Mickey Fenzel, Ph.D.
Associate Professor of Psychology
Loyola College in Maryland
4501 North Charles Street
Baltimore, MD 21210
lmf@loyola.edu
(410) 617-2640 Relevant area: Psychotherapist who works with adolescents, adults, and families.

Dr. Todd Gross, Psychologist
Director of Adams Street Associates, group practice that runs parenting groups and offers individual counseling for parents.
Contact through Nancy Martland, director of CFN , (617) 627-5325
Relevant area: works with and counsels fathers

Saul D. Hoffman, Ph.D.
Professor of Economics
University of Delaware
413 Purnell Hall
Newark, DE 19716
Phone: (302) 831-1907
Hoffmans@be.udel.edu
University of Delaware experts online: http://www.udel.edu/experts
Dr. Hoffman is an expert on the socio-economic effects of teen parenting.

Susan J. Kelley
Professor of Nursing
Georgia State University
Ph: (414) 651-3043
nursjk@gsu.edu
Relevant area: caregiver stress in grandparents raising grandchildren.

Dr. Anthony E.O. King
Associate Professor of Social Work
University of Alabama
Email: aking@sw.ua.edu or King5@msn.com
Relevant area: African-American fatherhood, African-American families

Professor Marty W. Krauss
Starr Center on Mental Retardation, Heller School
Brandeis University
PO Box 9110
Waltham, MA 02254
(781) 736-3800
Relevant area: siblings of adults with disabilities.

Dr. Lynn Margolies, Psychologist
National Center for Fathering
P.O Box 413888
Kansas, MO 64141
(800) 593-DADS
http://www.fathers.com
Relevant area: family relationships

Jack Miller
Family Support Manager
The Children's Trust Fund
294 Washington Street, Suite 640
Boston, MA 02108
Telephone: (617)727-8957
Relevant area: fatherhood

Jill Taylor
Simmons College
300 The Fenway
Boston, MA 02115
Jtaylor@simmons.edu
(617) 521-2557
Relevant area: Adolescent mothers

Dr. Carol Singer
(617)244-6835
Relevant area: siblings of adults with disabilities.

Professor Sam Vuchinich
Professor in Human Development and Family Sciences
Oregon State University
(541) 737-1081
Relevant area: Child abuse prevention

Dr. Roger Weissberg
University of Illinois, Chicago
(312) 996-7000
Relevant area: Child abuse prevention

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Background (The following is a compilation of research, statistics, and clinical data.)

Child Abuse

Three children a day die from physical abuse or chronic neglect in the United States. (Prevent Child Abuse America 200 South Michigan Avenue, 17th Floor, Chicago, Illinois 60604-2404. Tel: (312) 663-3520, Fax: (312) 939-8962)

While the nation's overall crime rate fell 22 percent from 1993 to 1997, reports of child abuse and neglect grew by 8 percent and confirmed cases increased 4 percent. In 1997, forty-seven out of 1,000 children were reported as abused and neglected and 15 children out of 1,000 were confirmed as abused or neglected. (Prevent Child Abuse America 200 South Michigan Avenue, 17th Floor, Chicago, Illinois 60604-2404. Tel: (312) 663-3520, Fax: (312) 939-8962)

A study examining how childhood history of discipline predicted parents' use of discipline techniques found that indeed childhood history of a discipline was related to the parent's use of that method, and the parents judged techniques they used with their own children as less severe and more typical of methods of discipline. (Rodriguez, Christina M. Sutherland, Dougal. (1999). Predictors of parents' physical disciplinary practices. Child Abuse & Neglect, 23(7). 651-657.)

A national survey conducted by Prevent Child Abuse America early in 1995 suggests that the number of confirmed child abuse fatalities increased 39% over the last 10 years. This trend is not surprising given the increase in poverty, substance abuse, and violence experienced by many communities. (Lung, C. & Daro D. (1996) Current Trends in Child Abuse Reporting and Fatalities: The Results of the 1995 Annual Fifty State Survey. Chicago: National Committee to Prevent Child Abuse.)

Other studies have found that child abuse ranks as the second leading cause of death, after accidents, for children between one and five years old. ("Child Abuse Fatalities," Virginia Child Protection Newsletter, Vol. 32 (Fall, 1990), 1-16.)

One of the most promising prevention strategies for reducing early childhood injuries is the provision of comprehensive home health visitors to all expectant and new mothers, or at the very least, to mothers in high risk neighborhoods. (Daro, D. (1988) Intervening With New Parents: An Effective Way to Prevent Child Abuse. Chicago: National Committee to Prevent Child Abuse. February.)

Programs to prevent child abuse should ideally begin with the prenatal period, and offer a continuum of educational, supportive and therapeutic services for parents and children that endure throughout the school years. (Prevent Child Abuse America 200 South Michigan Avenue, 17th Floor, Chicago, Illinois 60604-2404. Tel: (312) 663-3520, Fax: (312) 939-8962)

Children raised in violent homes are 74% more likely to commit assault (Felicia C. Correai, "Domestic violence can be cured," USA Today, Vol. 126, No. 2630, November 1997, p. 32)

A study of the relationship between mother’s harsh discipline practices and children’s acting-out behaviors at school found that mothers' hostile attribution tendencies predicted children's future behavior problems at school and that a large proportion of this relation was mediated by mothers' harsh discipline practices. (Nix, Robert L. Pinderhughes, Ellen E. Dodge, Kenneth A. Bates, John E. Pettit, Gregory S., McFadyen-Ketchum, Steven A. (1999). The relation between mothers' hostile attribution tendencies and children's externalizing behavior problems: The mediating role of mothers' harsh discipline practices. Child Development, 70(4). 896-909.)

By starting programs that seek to reduce violence, drug abuse, pregnancy, and other dangerous or unhealthy activities early (in grades one through six), many risky behaviors can be averted and school performance and attendance can be improved through high school. (Brody, Jane E. "Earlier Work With Children Steers Them From Crime." The New York Times, 15 March 1999, A16.)

• Improve newborn, child and family well-bieng and health outcomes.
• Reduce child maltreatment
• Prevent adverse outcomes due to social factors
• Increase family and social support
• Foster healthy child development

• Public Health nurses
• Social workers
• Registered Nurses
• Paraprofessionals
• Volunteers
• Others, including advocates and liaisons.

• Reduction of the risk or incidence of child maltreatment
• Improved pregnancy outcomes
• Improved parents' ability to provide for their child in terms of life skills and attitudes
• Improved maternal health
• Reduced unintentional injuries for the child
• Improved health chare utilization

To date this year there are approximately 955,325 pregnant adolescents. So far this year there were 388,100 babies born to adolescents this year. (Campaign for our Children, Inc., 120 West Fayette Street Suite 1200, Baltimore, MD, 21201, (410) 576-9015, http://www.cfoc.org/pregnancyclock)

Every 26 seconds another adolescent becomes pregnant and every 56 seconds an adolescent gives birth. (Estimated figures from the US department of health, Campaign for our Children, Inc., 120 West Fayette Street Suite 1200, Baltimore, MD, 21201, (410) 576-9015, http://www.cfoc.org)

Early childbearing (not including parenting) has an estimated $6 to $9 billion impact on federal and state budgets, with $15 billion spent on social welfare each year as a result. (Maynard, R (1997). The cost of adolescent childbearing. Kids Having Kids: Economic Costs and Social Consequences of Teen Pregnancy. Washington, DC: Urban Institute Press. Urban Institute Press, P.O. Box 7273, Dept. C, Washington, DC 20044. (877)847-7377. www.urban.org

More than one million teenage girls (ages 15-19) become pregnant each year, and approximately 500,000 of these teenagers become mothers under the age of 20 in 1995. (Children’s Defense Fund, 1997, citing National Center for Health Statistics 1995 data.)

"Girls who had experienced the divorce of their parents between the ages of seven and 16 were almost twice as likely to become teenage mothers as those whose parents remained married." (Johnston, Philip (Sep. 9, 1998). Teenage mothers face risks with children. The Daily Telegraph.)

"Research has documented that teenage mothers are more likely to drop out of high school, be more socially isolated, develop inadequate job skills, have high unemployment rates, have increased health risks, have early and/or forced marriages, have a higher probability for divorce, and have lower self-esteem." (Samuels, V.J. et al. (1994). Adolescent mothers’ adjustment to parenting. Journal of Adolescence. 17, 427-443).

When unmarried teenagers become parents, they are unlikely to graduate from high school, their career options are usually decreased, and they often require more community services. (Program Announcement Number 93631-98-01, Supplementary Information Part II. FY98 Proposed Priority Areas for Projects of National Significance, Priority Area Number 5: Girl Power! Moving from Despair to Empowerment of Girls with Developmental Disabilities. Department of Health and Human Services: Administration for Children and Families)

The U.S. Department of Health and Human Services/Office of the Assistant Secretary for Planning and Evaluation reports that there are approximately 200,000 births a year to girls age 17 and younger. According to the "National Campaign to Prevent Teen-age Pregnancy", approximately four out of ten girls in the United States becomes pregnant at least once before the age of 20." (Program Announcement Number 93631-98-01, Supplementary Information Part II. Fiscal Year 1998 Proposed Priority Areas for Projects of National Significance, Priority Area Number 5: Girl Power! Moving from Despair to Empowerment of Girls with Developmental Disabilities. Department of Health and Human Services: Administration for Children and Families)

"Research has documented that teenage mothers are more likely to drop out of high school, be more socially isolated, develop inadequate job skills, have high unemployment rates, have increased health risks, have early and/or forced marriages, have a higher probability for divorce, and have lower self-esteem." (Samuels, V.J. et al. (1994). Adolescent mothers’ adjustment to parenting. Journal of Adolescence. 17, 427-443).

"The more types of support a grandmother provided, the more optimal was her daughter’s behavior with her infant, although counter to our prediction, the more types of support the grandmother provided was related to the more negative experience of parenting. Thus, while a grandmother who is highly involved with her daughter’s life may help her be a better parent, the young woman may not necessarily enjoy the process." (Voight, J.D., Hans, S.L., & Bernstein, V.J. (1996) Support Networks of Adolescent Mothers: Effects on Parenting Experience and Behavior. Infant Mental Health Journal. Vol 17 (1), 58-73.

There is a recent push to implement day-care facilities and continued education programs for teen mothers. (Sugar, M. (Fall 1991). Adolescent Pregnancy in the USA—Problems and Prospects. Adolescent and Pediatric Gynecology. Vol. 4 (4), 171-182.)

"Girls who had experienced the divorce of their parents between the ages of seven and 16 were almost twice as likely to become teenage mothers as those whose parents remained married." (Johnston, Philip (Sep. 9, 1998). Teenage mothers face risks with children. The Daily Telegraph.)

A Columbia University study on an intergenerational program for pregnant and parenting adolescents found that with adolescents who had attended the program with their mothers were significantly less likely to drop out of school and had significantly better self esteem. (Roye, Carol F. & Balk, Sophie J. (Jan-Mar 1996). Evaluation of an intergenerational program for pregnant and parenting adolescents. Maternal-Child Nursing Journal. Vol. 24 (1), 32-40).

A study on grandmother/adolescent mother relations yields surprising results. Grandmother support helped her daughter (the teen mom) to be a better parent. BUT, grandmother-support also made the experience of parenting unpleasant for the teen mom. Thus, while a grandmother who is highly involved with her daughter’s life may help her be a better parent, the young woman may not necessarily enjoy the process. This paradoxical role of the grandmother has been suggested in other reports. Unger and Wandersman (1985) found that adolescent mothers with more relatives living nearby experienced less life satisfaction and more parenting anxiety but nevertheless demonstrated more positive parenting behavior. They suggested that even though adolescents learn better parenting from older family members, the advice may be perceived as intrusive. Well-intended and effective support from the maternal grandmother can easily be experienced as interference by the adolescent mother." (Voight, J.D., Hans, S.L., & Bernstein, V.J. (Spring 1996). Support Networks of Adolescent Mothers: Effects on Parenting Experience and Behavior. Infant Mental Health Journal. Vol. 17 (1), 58-73).

Successful approaches of programs that aid pregnant or parenting adolescents in continuing their education include: providing access to transportation and child care, monitoring school attendance, alternative schools for teenage mothers, home visiting programs and school based programs. (Welfare to Work: Approaches That Help Teenage Mothers Complete High School. (Nov. 9, 1998). The Department of Health and Human Services.

A program targeting polydrug-using adolescent mothers through classes, rehabilitation, and day-care for infants during schooling was found to be a cost-effective high school intervention. Infants demonstrated better health and good social adjustment, and the moms showed lower incidence of drug use and repeat pregnancy, and a greater number continued school and received a high school diploma or equivalent or began a job. (Field, T.M., et al. (Spring 1998). Polydrug-using adolescent mothers and their infants receiving early intervention. Adolescence. Vol. 33 (129), 117-143.)

A study that evaluated the Hull House Adolescent Family Life Project, a program for pregnant and parenting teenagers in Chicago found that the 335 teenagers in four years who used the program showed increased knowledge in the areas of sexuality, contraception, child development, and parenting. There was also a significant increase in the use of birth control. (Marsh, Jeanne & Wirick, Molly. (1991). Evaluation of Hull House Teen Pregnancy and Parenting Program. Evaluation & Program Planning. Vol. 14 (1-2), 46-61.)

More than one million teenage girls (ages 15-19) become pregnant each year, and approximately 500,000 of these teenagers become mothers under the age of 20 in 1995. (Children’s Defense Fund, 1997, citing National Center for Health Statistics 1995 data.)

In a study of 79 adolescent mothers that examined the relationships among grandmother co-residence, parenting, and early child development with teen mothers, it was found that mothers displayed more warmth towards the child when not living with the grandmother. Among adequately growing children, grandmother co-residence was associated with better motor skills, although among failure to thrive children, grandmother co-residence was associated with lower motor skills. Conclusions show that although multigenerational families may be protective for some teen parents and their young children, grandmother co-residence was not associated with maternal warmth. (Black, Maureen M. and Nitz, Katherine (Mar 1996). Grandmother co-residence, parenting, and child development among low-income, urban teen mothers. Journal of Adolescent Health. Vol. 18 (3), 218-226).

"The adolescent’s behavior was the most positively affected when she felt she had a close family which she could count on for help: when she felt that she could talk to her parents, when her parents treated her like an adult, and when there was no conflict over the way the adolescent was raising her child." (Colletta, N.D. (1981). Social support and the risk of maternal rejection by adolescent mothers. The Journal of Psychology. 109, 191-197).

64 adolescent mothers were studied to assess factors of which chose to breastfeed. 72% of the subjects had intended to breastfeed. These women were more likely to be older, married, more likely to be Hispanic, and less likely to have been in school. Subjects who were younger, non-Hispanic, single teen mothers enrolled in school were more in need of breastfeeding-promotion programs. (Lizarraga, Jennifer L.; Maehr, Jennifer C.; Wingard, Deborah L.; Felice, Marianne E. (Dec. 1992). Psychosocial and economic factors associated with infant feeding intentions of adolescent mothers. Journal of Adolescent Health. Vol. 13 (8), 676-681.)

The Ross Laboratories Mothers’ Survey (a national mail survey designed to determine patterns of milk feeding to 6 months of age) found that from 1989 to 1995, the initiation of breastfeeding increased more than 14%. There was also a 19.3% increase in the rate of breastfeeding at 6 months of age. Although there were increases in every socioeconomic group, the greatest increase was found in mothers who typically did not have a history of breastfeeding, such as those who are young, in a lower income group, or have no more than grade school education. (Ryan, A.S. (April 1997). The resurgence of breastfeeding in the United States. Pediatrics. Vol. 99 (4), E12.)

A volunteer peer-counseling program for promoting breastfeeding was evaluated between 1994 and 1996. Women in the intervention program did improve their dietary intake when compared with the control group; 82% of the women in intervention initiated breastfeeding whereas only 31% of women in the control group did. At 4 weeks, 56% of intervention and 10% of control group women were still breastfeeding. (Schafer, E.; Vogel, M.K.; Viegas, S.; & Hausafus, C. (June 1998). Volunteer peer counselors increase breastfeeding duration among rural low-income women. Birth. Vol. 25 (2), 101-106.)

Fathers

Teenage fathers were found to have significantly greater rates of fertility and depression, as well as higher levels of parental satisfaction than men who fathered children in their 20s. (Heath, D. Terri; McKenry, Patrick C.; & Leigh, Geoffrey K. (1995). The consequences of adolescent parenthood on men’s depression, parental satisfaction, and fertility in adulthood. Journal of Social Service Research. Vol. 20 (3-4), 127-148.)

In 1994, 24% of American children lived in single mother households, up from 8% in 1960. (Report of the State of Connecticut Commission on Children, http://www.state.ct.us/coc/fatherho.htm)

Teen fathers are found to complete less years of school and are less likely to finish high school than men that are not teenage fathers. (Pirog-Good, Maureen A. (Dec. 1996). The education and labor market outcomes of adolescent fathers. Youth & Society. Vol. 28 (2), 236-262.)

A study confirms related findings of an association between delinquency and young fatherhood. 506 adolescent males aged 12-13 years in Pittsburgh were followed through their early twenties. Young fathers (males who fathered before the age of 19) were found to be twice as likely to be delinquent than nonfathers of the group. In addition, delinquency did not decrease after becoming a father. (Stouthamer-Loeber, Magda & Wei, Evelyn H. (Jan. 1998). The precursors of young fatherhood and its effects on delinquency of teenage males. Journal of Adolescent Health. Vol. 22 (1), 56-65.)

Positive father involvement contributes to the cognitive, socio-emotional, and moral development of children from infancy through early adulthood. (Report of the State of Connecticut Commission on Children, http://www.state.ct.us/coc/fatherho.htm)

Communities with high levels of father absence tend to also have high rates of poverty, crime, and young men in prison. (Report of the State of Connecticut Commission on Children, http://www.state.ct.us/coc/fatherho.htm)

The U.S. is now the world’s leader in fatherless families. (National Fatherhood Initiative,http://www.leaderu.com/fatherfacts/index.html)

Teen fathers report that most striking obstacles to involvement with their children was their relationship with the mother. (Allen, W.D. & Doherty, W.J. (March, 1996). The responsibilities of fatherhood as perceived by African-American teenage fathers. Families in Society: The Journal of Contemporary Human Service, 77 142-155)

Adolescent males under the age of 20 fathered 129,579 live births to teenage mothers. (NCHS (1991) Center for Disease Control and Prevention. NCHS. 6525 Belcrest Rd, Hyatsville, MD 20782-2003. (301) 436-8500.)

Sixty-three percent of all youth suicides occur in children from fatherless homes (Fathering Magazine, www.fathermag.com/news/1780-stats.html), citing statistics from the US Department of Health and Human Services, Bureau of the Census. www.hhs.gov.)

According to a 1996 Gallup Poll on fathering, 79% of the Americans surveyed suggested that the most significant family or social problem facing America is the absence of the father from the home (www.father.com, citing 1996 Gallup Poll on Fathering)

People who have siblings with a disability have reported having the following concerns:

• Guilt about not having a disability Guilt about not having a disability, while the brother or sister does have one. Some siblings may even feel they are to blame for their brother's or sister's disability.
• Embarrassment of the sibling's behavior or appearance. The sibling who does not have a disability may avoid contact with the brother or sister, not invite friends to the home, etc.
• Fear that they might develop the disability. Children (and sometimes even adults) think that disabilities such as mental retardation are contagious.
• Anger or jealousy over the amount of attention the brother or sister with a disability receives, especially if the child's disability requires additional care.
• Isolation or feeling like no one else has the same feelings or experiences about having a sibling with a disability.
• Pressure to achieve in order to "make up for" a brother or sister's inabilities. The sibling who does not have a disability may feel that excelling in school, sports or other ways will compensate for the fact that a brother or sister with a disability is not able to do as well.
• Caregiving, especially if it conflicts with plans with friends or the responsibility becomes overly burdensome.
• Information needed about a brother or sister's disability. Siblings often are not given thorough information about why a sibling has a disability, how it affects him or her and what the family can do to help this family member.

Many of the feelings listed above affect children as they are growing up, but siblings often continue to have concerns even as adults. For example, siblings who do not have a disability may be concerned about the future of their sibling with a disability after the parents die, especially if this brother or sister still lives at home. (Valdivieso, C., Ripley, S., & Ambler L., NICHCY News Digest. "Children with Disabilities: Understanding Sibling Issues." Number 11, 1988. Washington, D.C.: Interstate Research Associates.)

Research on siblings indicates that there are positive aspects in being the sibling of a brother or sister with a disability. Researchers have found that children in families where a sibling has a disability can become more mature, responsible, self-confident, independent and patient. These siblings can also become more altruistic (charitable), more sensitive to humanitarian efforts and have a greater sense of closeness to family (Lobato, D.J. (1990). Brothers, sisters, and special needs: Information and activities for helping young siblings of children with chronic illnesses and developmental disabilities. Baltimore: Paul H. Brookes Publishing Co., Inc. and also, Powell, T.H. & Gallagher, P.A. (1993). Brothers and sisters: A special part of exceptional families. Baltimore: Paul H. Brookes Publishing Co., Inc.)

Growing up with a sibling who has a disability may instill a greater level of understanding and development in the siblings who are not disabled. They may develop greater leadership skills, especially in areas where understanding and sensitivity to human awareness issues are important. Many leaders in The Arc (formerly the Association for Retarded Citizens ) and other contributors to the field of mental retardation, as well as other notable people, grew up in families with a brother or sister with a disability. (The Arc National Headquarters . P.O. Box 1047. Arlington, Texas 76004. (817)261-6003; (817)277-0553 TDD, www.thearc.org

In a study the majority of adults with mental retardation say that their experiences have been mostly positive whereas more than half of the siblings of adults with mental illnesses said their experiences were mostly negative. (Seltzer, M.M., Greenberg, J.S., Krauss, M.W., Gordon, R.M. & Judge, K. (1997) Family Relations: Interdisciplinary Journal of Applied Family Studies, 46 395-405)

Siblings of adults with mental disabilities face the certain future death of their parents, which may place at least one sibling in the family in a position of assuming responsibility for that disabled brother or sister. (Seltzer, M.M., Greenberg, J.S., Krauss, M.W., Gordon, R.M. & Judge, K. (1997) Family Relations: Interdisciplinary Journal of Applied Family Studies, 46 395-405)

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References

Allen, W.D. & Doherty, W.J. (March, 1996). The responsibilities of fatherhood as perceived by African-American teenage fathers. Families in Society: The Journal of Contemporary Human Service, 77 142-155

The Arc (formerly the Association for Retarded Citizens. National Headquarters . P.O. Box 1047. Arlington, Texas 76004. (817)261-6003; (817)277-0553 TDD, www.thearc.org

Black, Maureen M. and Nitz, Katherine (Mar 1996). Grandmother co-residence, parenting, and child development among low-income, urban teen mothers. Journal of Adolescent Health. Vol. 18 (3), 218-226.

Barnett W. S. (1995). Long term effects of early childhood programs on cognitive and school outcomes. Future of Children. Issue 3. 25-30.

The Boston Globe, June 17, 1998, City Edition, OP-ED; pg. A27

Campaign for our Children, Inc., 120 West Fayette Street Suite 1200, Baltimore, MD, 21201, (410) 576-9015, http://www.cfoc.org/pregnancyclock

"Child Abuse Fatalities," Virginia Child Protection Newsletter, Vol. 32 (Fall, 1990), 1-16.)

Children’s Defense Fund. 25 East Street NW, Washington DC, 20001. (202) 628-8787. Cdfinfo@childrensdefense.org; www.childrensdefense.org

Colletta, N.D. (1981). Social support and the risk of maternal rejection by adolescent mothers. The Journal of Psychology. 109, 191-197.

Correai, Felicia C. (November 1997). "Domestic violence can be cured," USA Today, Vol. 126, No. 2630, p. 32

Daro, D. (1988) Intervening With New Parents: An Effective Way to Prevent Child Abuse. Chicago: National Committee to Prevent Child Abuse. February.

Department of Health and Human Services: Administration for Children and Families. Fiscal Year 1998 Proposed Areas for Projects of National Significance, Priority Area Number 5. "Girl Power! Moving from Despair to Empowerment of Girls with Developmental Disabilities." Program Announcement Number 93631-98-01.

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