Grandparents Raising Grandchildren: Applying Bioecological Theory to School Relationships and Grandparent Needs

This paper examines the development, sustainability and importance of positive working relationships between grandparents raising grandchildren (“grandparents”) and school district staff through the application of Bronfenbrenner’s bioecological theory of human development. Grandparents have unique needs and often lack adequate resources, knowledge, and support when engaging in their new and often sudden role as primary caregiver of a grandchild. Access to educational resources, adequate information, and school district support is critical as a grandchild transitions into their grandparent’s home. This inquiry aims to develop a conceptual framework for understanding how forming and maintaining positive working relationships between grandparents and school district staff will systematically and adequately address the educational needs of grandparents and their grandchild’s academic success. Tenets of the bioecological model include the application of proximal processes that outline the need for frequent and regular interactions between a person and their environment over extended periods of time. The purpose of this study is to develop positive pathways of support through the application of the interconnected elements of proximal processes of the bioecological theory including process, person, context, and time, and the five bioecological interactive (micro-, meso-, exo-, macro-, chrono-) systems of human development. More specifically, educational needs of grandparents as caregivers are addressed through tenets of the bioecological theory to inform school districts and encourage the development of positive working relationships and effective education navigation protocols to better serve this unique and growing population.

Are grandparents raising grandchildren receiving the services they need?

Grandparents play an important role in the upbringing of grandchildren and face increased levels of stress. Using family stress theory, the present study examined the effectiveness of service programs for grandparents raising grandchildren. Data were collected through focus group interviews and audiotaped from a sample of four custodial grandparents living in Ohio U.S.A. To better understand grandparents that are raising their grandchildren, we asked the following questions: 1) What support is needed for grandparents raising grandchildren? 2) At what stage is the support needed: beginning, middle or late stages of caregiving? 3) What are grandparent caregivers’ perceptions of service programs? The audiotape was transcribed verbatim and analyzed for themes relevant to the research questions. The findings from these questions are examined and implications discussed.

709 Healthy Sleep as an important resource and buffer for intersectional discrimination: Results from Covid 19 study

Introduction Our previous studies have highlighted sleep disparities for this underserved population, including how Grandparents Raising Grandchildren (GRG) experience troubled and disruptive sleep. Intersectional types of discrimination facing these families during COVID 19, include: race/ethnicity of self and children, income, age, essential workforce status, and impairments (mobility, vision, and hearing). This current study intends to explore how healthy sleep is an important resource (potential buffer) for GRG experiencing intersectional discrimination during COVID 19. Methods We used community partnerships to recruit 600 GRG from all fifty states in USA and several tribes to complete an online survey on their experiences with caregiving and intersectional discrimination during COVID 19. We developed an index on intersectional discrimination based on GRG lived experiences to inform the survey and used descriptive and bivariate statistics to profile this group. Chi-square Automatic Interaction Detector (CHAID) analysis was used to build a predictive model to help determine how variables in our study best merge to explain intersectional discrimination. Results Of the GRGs’, 37% were between 54–65 years and 33% cared for children 6 to 10 years for at least 5 years. The types of discrimination that were more likely to be included in intersectional discrimination include: Black or African American [83.8% (31)], my child’s race [59.5% (22)], my lower economic status [56.8% (21)], and my status as a caregiver [56.8% (21)]. The resource needs that showed the most disparity (higher rate showed higher priority/extreme concern) between those with ID and those without included: Information on how COVID impacts race and ethnicity differently (6.0 vs. 3.61), ability to pay utilities (3.7 vs. 1.99), and information on how to achieve healthy sleep (4.19 vs. 2.64). Conclusion This study suggests that GRG facing intersectional discrimination identify the importance of attaining information on how to achieve healthy sleep as an important resource to them during COVID 19. These results can be used to help mobilize resources and disseminate information for this underserved group to improve healthy sleep and also model for their extended families and communities. Support (if any) This study was conducted by the Grandfamilies Outcome Workgroup, (GrOW), with support from Generations United and Collaborative Solutions.

The Utility of Solution-Oriented Strategies to Support Grandparents Raising Grandchildren

Objectives: The purpose of this article is to evaluate the effectiveness of a psychosocial intervention program to improve the health and social psychological outcomes for grandparents raising grandchildren using the theory of Selection, Optimization, and Compensation (Baltes, P. B., & Baltes, M. M. (1990). Psychological perspectives on successful aging: The model of selective optimization with compensation. In P. B. Baltes & M. M. Baltes (Eds.), Successful aging: Perspectives from the behavioral sciences (pp. 1-34). Cambridge University Press. doi:10.1017/CBO9780511665684.003). Methods: Fifty-two grandparents were randomly assigned either to a 6-session solution-oriented goal-setting program or to a waiting list control condition who subsequently received the intervention. Results: Grandparents in the intervention group, in comparison to the waiting list control group, reduced their level of depression, improved their parental efficacy, overall psychosocial adjustment, and increased their ability to choose effective goals. For the most part, findings were replicated in the waiting list control analyses. Discussion: While these findings are consistent with previous studies using psychosocial interventions with parents and grandparent caregivers, they also provide support for strength-based proactive behavioral approaches to improve the quality of life of grandparent caregivers.

Kinship Care: A Cross-Case Analysis of Grandparents Raising Grandchildren in the Filipinos’ Cultural Context

Filipino families commonly have members beyond the nuclear family structure who are usual sources of mutual support, protection and interdependence for the family. Among these are grandparents who are valuable sources of support including childcare. Using multiple case study approach with cross-case analysis, the circumstances of seven Filipino grandparents raising grandchildren were examined. Their extrinsic reasons for taking custody over their grandchildren include parental employment, parents having new families, lack of basic parenting skills, substance abuse, teenage pregnancy, unstable home environment and domestic violence, child abuse and negligence, parental imprisonment, and financial incapability of the parents to raise the child; while the intrinsic reason being the grandparent’s need for home companionship. Filipino grandparents’ reasons for taking grandchild custody were found to be consistent with other grandparents around the world who also took custody of their grandchildren.

The Impact of Custodial Grandparenting on Cognitive Performance in a Longitudinal Sample of Grandparents Raising Grandchildren

There are currently 2.7 million grandparents raising grandchildren in the United States. As grandparent caregiving has become more prevalent, concerns have surfaced regarding the effect of additional caregiving responsibilities placed on an aging population. The following study uses an existing dataset of individuals who graduated from Wisconsin high schools in 1957. The present study examined the impact of grandparenting on measures of cognition, both cross-sectionally and longitudinally. Findings from the cross-sectional analysis show that custodial grandparents outperformed their noncustodial grandparent counterparts on the cognitive tests of word recall, category fluency, letter fluency, and cognitive similarities. Findings from the longitudinal analysis show that though custodial grandparents had initially performed worse on the digit ordering task, their scores declined at a much slower rate than non-custodial grandparents. By using a cross-sectional and longitudinal research design, this study provides a unique opportunity to examine the impact of grandparenting on cognitive performance.

An Exploration of Learning Results and Curricula Gaps Within an Online Grandfamilies Certificate Program

Professionals who work with grandparents raising grandchildren have cross-cutting training needs that span content in gerontology, social services, child welfare and program development. To address these needs, a unique, asynchronous, online continuing education program was launched by the UMaine Center on Aging. To-date the program has 177 individual program completers with learners from across the U.S. and Hong Kong that are affiliated with a diverse set of organizations and perform a wide range of professional and lay functions. Participant data indicate that the program has appealed to a wide variety of learners including participants who serve caregivers generally (60.8%) and grandparents raising grandchildren specifically (81%). A small majority (55.6%) of the agency-based learners reported serving, on average, more than 40 grandfamilies annually. Self-reported learning levels were notable ranging from a mean low of 3.46 out of 4 points (N = 157, SD = 0.59) for the volunteer recruitment and mentorship programming module to a mean high of 3.79 (N = 167 ,SD = 0.45) for the caregiver self-care module. Evaluation results from the first seven learner cohorts underscore the efficacy of program content as well as the utility of performing an initial program needs assessment to guide curriculum development. Practice implications for future continuing education efforts targeting grandfamilies professionals and lay leaders include: the need for easily accessible online education in combination with supplemental training opportunities addressing topics such as the long-term impact of substance use disorder and trauma combined with locally relevant content on grandfamilies and legal resources.