ABSTRACT A crucial issue facing our educational system is the changing family structure, particularly the increase in the number of children being raised by their grandparents. Many of these children live in a situation that places them at risk academically. Thus, it is vital that the educational system consider identifying the special needs of these children to provide supports. This study aimed to identify support services that middle school and high school grandparents perceived they needed from school systems and school personnel to ensure the educational success of their grandchildren. I developed a survey based on concerns and issues that were cited in the literature to determine grandparent's awareness of the services provided by the public schools, the extent to which their student utilized them, and other services that the grandparents themselves needed. Participants were a convenience sample of 56 mostly African American grandparents from four high schools and five middle schools in a southern urban school district who were primarily responsible for raising their grandchildren. These grandparents contacted me to participate after receiving a recruitment flier that was sent home with each student at the participating schools. Over half of the grandchildren had received a failing grade on their report card in at least one of the core subjects the previous year. About one fourth of these children also had an Individualized Education Plan (IEP). The study found statistically significant differences in the awareness of middle school and high grandparents regarding whether their grandchild utilized the academic services of tutoring, pull-out classes, and study skills classes. According to the grandparents, high school students used the services less than middle school students. In addition, of the 29 students with discipline issues, more middle school than high school grandparents indicated that their grandchild “received help for behavior problems.” Both groups of grandparents requested support groups for their grandchildren to address behavior and provide assistance with school work. Middle school grandparents also requested support groups for teasing/ bullying. Both groups of grandparents requested that a Grandparent Education Council be formed, information on community resources, and training for teachers regarding the issues of both grandparents and grandchildren.

Grandfamilies, or families in which grandparents are raising their grandchildren, often form due to adverse childhood experiences (ACEs) experienced by the grandchildren. ACEs have been linked to multiple negative short- and long-term behavioral and emotional consequences for children. Yet, having an ACE history does not guarantee negative outcomes, as protective factors such as positive relationships with a safe and caring adult, healthy family functioning, and utilization of formal services can mitigate the negative effects of ACEs. Researchers have regularly called on families to seek timely intervention and services for ACEs; however, many grandparents raising grandchildren report negative interactions with service providers as well as service delivery. Limited research has explored the extent to which grandfamilies with ACEs may have experienced similar interactions while seeking and using formal services. Guided by Andersen's (1995) Behavioral Model of Health Service Use, this qualitative study sought to explore (1) the service needs of grandchildren with an ACE history who are being raised by their grandparents; (2) the service needs of grandparents raising grandchildren with an ACE history; (3) the process of seeking services when grandparents raising a grandchild with an ACE history look for services for their grandchild; and (4) best practices for delivering services to grandfamilies with an ACE history. The research questions were primarily addressed through via interviewing 10 grandparents from Central Appalachia who were raising a grandchild with an ACE history and by conducting two focus groups of 8 to 12 formal service providers with experience working with grandparents raising grandchildren with an ACE history. Interview data were analyzed using grounded theory and focus group data were analyzed through thematic analysis. Study findings indicated that grandchildren have emotional and developmental needs. Grandparents described needs related to the emotional impact of raising a grandchild with an ACE history, family and parent involvement, and parenting a grandchild with an ACE history. Study results also highlighted how grandparents can expect to encounter barriers throughout the service seeking and delivery process. Study results also highlighted the critical nature of having a strong relationship with a service provider and the importance of a service provider reducing barriers, being attentive to grandfamily needs, and involving the grandparent in the treatment process. Finally, results from the focus groups revealed best practices such as providing grandparents with education on ACEs, being aware of intergenerational ACE cycles, and engaging in assessment and intervention when working with this population. Implications for clinical practice as well as directions for future research are discussed. / Doctor of Philosophy / Historically, grandparents have long been called upon to assist with caring for their grandchildren. In the last forty years, grandparents have increasingly shifted to a new role—that of parent. Grandfamilies are commonly created due to adverse childhood experiences, or ACEs, which can include child abuse, child neglect, or household challenges such as parental substance abuse or parental incarceration. Experiencing ACEs does not guarantee negative outcomes in a child's life, but their presence and number can affect it, particularly when a child has experienced numerous ACEs. Professional services or treatment are one way to support these children. However, negative interactions with service providers or unfulfilled expectations with service delivery can dissuade grandparents from continuing services. This study sought to understand how grandparents raising a grandchild with an ACE history identify the grandchild's needs, come to the realization that their grandchild needs professional help, the process and experience of receiving that professional help, as well as what happened after the grandchild received professional services. After interviewing 10 grandparents raising a grandchild with an ACE history, study findings revealed how grandparents identify grandchild needs, and then manage those needs as well as grandchild behaviors. Study findings also illustrated a recursive relationship between grandparents managing grandchild needs and building a relationship of trust with the formal service provider once services have started. Building a relationship of trust with a formal service provider can then result in creating change or the grandparent deciding to end services. Finally, grandparent interview data revealed that throughout the entire process of service seeking, grandparents raising a grandchild with an ACE history commonly experience barriers hindering their access to services including personal, availability, and systemic barriers. Finally, the study sought to understand best practices for working with grandparents raising grandchildren with an ACE history, which include assessing for and creating interventions targeting ACEs, providing education on ACEs to grandparents, and being aware of intergenerational ACE cycles with these families. Strategies for clinical practice are also identified.

Master of Science / Department of Family Studies and Human Services / Melinda Markham / The number of grandparents who are taking over the responsibility of raising their grandchildren is increasing over time. Despite society’s reliance on them, society is failing to meet the needs of these families. Grandparents consistently lack the necessary resources that could reduce and minimize their stress in what is usually an unexpected family situation. Family Life Education has failed to meet the needs of grandfamilies. Using Family Stress Theory as a theoretical framework, this study asked the question How can Family Life Education be used as a resource for grandparents raising grandchildren to avoid crisis? Focus groups and individual interviews were used to gather qualitative data from grandparents who are currently raising their grandchildren near a midwestern university. Findings suggest grandparents raising grandchildren could benefit from education regarding finding resources and answers to questions as they navigate the many systems they are involved with, communicating and guiding their grandchildren, balancing and maintaining the shifting family dynamics and changing family relationships, information regarding the growth and development of children across the lifespan, and education regarding content that is unique to their family situation. However there are multiple barriers that participants identified toward the utilization of FLE. Ultimately, there is a lack of collaboration among services for grandparents raising grandchildren and they lack support that could potentially come from support groups. Impact and implications for practice, research and policy were discussed. Strengths and limitations of the study were also presented.

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