The purpose of this study was to explore the meanings of the relationship of school-age siblings of brothers or sisters with Down syndrome in order to gain a greater understanding of the lived experience from the view point of the school-age sibling. Sibling spend more time together than any other family subsystem and siblings actively shape one another’s lives and prepare each other for future experiences. With children with Down syndrome living into their 60’s, the question regarding the sibling relationship is becoming an important focus due to the possible demands on the sibling to care for the individual with Down syndrome. Therefore, it is important to understand the sibling relationship at an early stage of their lives and what the lived experience is for the sibling. The framework for this study was developed from the author’s worldview of reciprocal interaction and epistemology of constructionism. The influences of the environment and other individuals on the sibling supported the use of the theoretical framework of Bronfenbrenner’s Bioecological System Theory. The notion that children are continually evolving holistic individuals who are developing through task achievements and, with the influences of family members, supported the use of Erikson’s psychosocial developmental theory. These two theories were combined to frame this study. Interpretive phenomenology was used as the method of research in this study. The sample consisted of seven school-age siblings, between the ages of eight to eleven years of age, of children with Down syndrome. Data analysis involved the use of the hermeneutic circle. From the analysis emerged seven themes: always together, tolerance, intense love, responsibility for my brother or sister, things will change when child with Down syndrome gets better, no difference from other families, and impact on other relationships. Two themes provided new information about the meaning of the lived experience of being a sibling, always together and things will change when child with Down syndrome gets better. The knowledge gained from this study will allow us to begin to hear sibling’s voices so that we can see what we need to do in the future to help with support and future research.

This thesis explores young people's experiences of, and orientations towards, being and becoming. Using focus groups and interviews with participants aged between 11 and 15, the research investigates how young people form a sense of who they are and who they can become in terms of character, temperament, talents, intelligence, humour, appearance and so on. Particular attention is paid to the role of relationality, and especially siblingship, in these processes as well as to how young people themselves make sense of and theorise being and becoming. The research shines analytical and methodological 'spotlights' on key contexts, relationships and modes of thinking which highlight processes of being and becoming in new and interesting ways. A spotlight on the context of secondary school indicates how ways of being and becoming can be created and constrained by the particularities of the environment of school. A spotlight on being and becoming in a group of friends indicates young people's reflexivity about the moralities of being different to friends, despite the largely homophilous nature of these relationships, and reveals some of the ways in which young people's friendships can affect who they are and who they see themselves as becoming in the future. A spotlight on young people's sibling relationships fills a gap in existing knowledge about the role of lateral kin in shaping young people's lives and indicates how siblings can be a source of social capital (for good or ill) in school. It is also argued that being one in a series of siblings can 'fix' aspects of being and becoming in several ways, including through the construction of relational identities in families and through normative ideas about how siblings ought to behave. Finally, the thesis shines a spotlight on young people's understandings of modes of transmission and the nature of personhood, indicating how young people can think in nuanced and complex ways about how being and becoming works. Taken together the spotlights of this thesis indicate how young people form a sense of who they are and who they can become whilst embedded in webs of relationships through time. The thesis demonstrates that, despite being relational and contextual, processes of being and becoming can feel as though they become 'fixed' as the potential for how one can 'turn out' is limited. It is argued that the lay concept of 'turning out' evokes the idea that, although always continuing through time, we will one day 'turn out' and be 'finished'. As such, this thesis suggests that the concept of 'turning out' allows sociologists to think about being and becoming simultaneously. 'Turning out' also encourages an understanding of the social world that embraces ideas which can seem 'contradictory' in sociological terms - such as fixity and malleability, individuality and relationality or genetic and social inheritance. Finally, it is argued that 'turning out' denotes a broader understanding of personhood than those evoked in familiar sociological terms - such as the self, identity and habitus - and incorporates aspects of being and becoming that might otherwise appear somewhat beyond the social.

Background. Type 1 diabetes requires intensive management, including blood glucose monitoring, carbohydrate counting and dietary modification, and administering insulin. When a child is diagnosed with type 1 diabetes, family dynamics are often altered as family schedules revolve around care for the child with diabetes. In addition, siblings face unique challenges as they become involved in the care of the child with type 1 diabetes. Therefore, it is important to understand experiences of siblings of youth with type 1 diabetes. Aims and Objectives. To identify experiences of siblings of children with type 1 diabetes from their own perspectives. Sample. As part of a larger IRB approved study, 51 children and adolescents ages 8-18 years with diabetes (M = 13.18), who have a sibling ages 8-18 years (M = 12.6), were recruited from diabetes summer camps and the diabetes clinic at a regional medical center. Methods. A qualitative descriptive design was used to ascertain experiences of siblings of youth with T1DM using semi-structured, scripted interviews. Interviews were audio recorded, transcribed verbatim, and analyzed for common themes according to qualitative methodology. Results. Common themes emerging from the data are: (1) knowledge about type 1 diabetes – how it was obtained and what more siblings wanted to know; (2) feelings experienced; (3) sibling relationship – the impact of diabetes on the relationship; and (4) involvement in diabetic care. Implications. It is important for healthcare providers working with children with T1DM and their families need to be aware of and address the psychological effects of the disease on all family members. While providers cannot alleviate all challenges and fears experienced by siblings of a youth with T1DM, they can make the parents aware of the challenges siblings face, facilitate communication among family members, and help connect brothers/sisters with resources such as education, support groups, and counseling.

No description available.

Having a child with autism not only has devastating consequences for the individual child, but it also profoundly influences the entire family, including siblings. Researchers have explored the impact of having an ASD sibling on the typically-developing brother/sister; these studies have yielded inconsistent results, with some children benefitting from the experience while others encounter negative outcomes. The present study examined the role of birth order on ASD children’s typically-developing siblings’ outcome. It was predicted that typically-developing siblings born prior to their ASD sibling would have fewer behavioral difficulties and would do better academically compared to typically-developing siblings born after their ASD sibling. Typically-developing siblings born after their ASD sibling, by contrast, were expected to have more behavioral difficulties and do more poorly in school. Results demonstrated that none of the Strengths and Difficulties Questionnaire subscales approached statistical or practical significance in siblings who were younger vs. older than their ASD child. However, compared to a normative sample, typically-developing siblings of the ASD children were found to score significantly higher on all the SDQ measures including total difficulties. In addition, it was found that the more years separating the ASD sibling from the typically-developing sibling, the more conduct problems the typically-developing sibling displayed. These findings suggest that typically-developing siblings may benefit from some kind of intervention. For example, creating in-home interventions or services that target typically-developing siblings which may include helping them find positive ways to interact with their ASD sibling, may provide some extra support for these children.

Abstract The quality of life of probationers remains low when reestablishing life in society. Research has been conducted on how siblings can provide support to juveniles, yet minimal research supported how adult sibling relationships have affected probationers' quality of life. The purpose of this study was to explore the phenomenon of the effect sibling relationships may have on probationers' quality of life. Attachment theory was used as a theoretical framework to support the factors relating to sibling relationship types. This research study used a qualitative interview design in order to explore probationers' perspective of their sibling relationship type and quality of life. The sample (N = 6) came from Transcendence Foundation, a facility providing support to probationers in the South Central Region of Minnesota. A thematic analysis was used to interpret the perceptions probationers have of their relationship with their sibling and how it affects their quality of life. Based on the results from past research studies and this research study, siblings with supportive, warm, and positive relationships reduce the negative aspects and feelings of probationers. The results of this study could potentially help probationers increase their quality of life through the development of interventions involving sibling support. A higher quality of life can create positive social change for probationers reentering into society by increasing their feelings of self-worth and reducing recidivism.

Time use, attitudes, and perceptions of 120 sib lings, aged 10 to 17, of children with and without Down syndrome were compared. Time use was compared in 10 composite and 14 focused categories. Overall, the findings evidenced marked similarities between groups in time use. Siblings of ch i ldren in both groups spent similar amounts of time x performing household duties, shopping, s leeping , eating, playing, participat ing in sports , and watching TV. The siblings of children with Down syndrome did differ from the compar i son group in their school attendance. They also spent less time in socia l activities and more time in ch ild care and working for pay . Although the presence of a child with Down syndrome had little effect on time use, age and gender were found to be important variables. The two groups did not differ significant ly in their attitudes concerning their own happiness, friendships, families, school, and expectations. The siblings of children with Down syndrome did report more frequent family activities than did the comparison si blings. Within the sample of siblings of children with Down syndrome, compar i sons were made between the siblings who were relatively older or younger than the ch ild with Down syndrome and between the sib lings of low- or high-functioning children with Down syndrome. Neither time use nor attitude comparisons showed any statistica l differences, except that older siblings provided child care and younger siblings did not. The child care issue is a major concern for researchers and families. In this study, most siblings, even most older siblings , did not report time providing child care, although a relatively few older s iblings appeared to provide child care extensively.

Research on the families of the disabled suggest that the advent of a child with a disability will cause a far-reaching effect on the mother, father, siblings and the family's relationship with the outside world. Researchers have differed on the extent and causes of difficulties faced by the siblings, with many inconsistencies and contradictions shown. Some studies have found behavioural problems and lowered self-esteem, and others suggest an increase in altruism and compassion. An investigative study was implemented, with siblings from 29 families with a disabled child, matched with siblings from 29 families with no identified disabled sibling. Patterns of family outings, the use of support services and perceptions of difficulties faced by the family were examined. The matched siblings were compared on the Coopersmith Self-Esteem Inventory, measures of altruism, and behaviour as seen by both teachers and parents. The children also were questioned on their perception of family cohesion and their involvement with other family members. Major findings of the study were a pattern of social isolation for the families, and perception of isolation within and outside the family for both the parents and the siblings. The siblings scored significantly lower on the Coopersmith Inventory, and parents perceived them as having more behavioural difficulties than the controls' parents. No significant difference in altruism was found between the two groups of siblings. The finding that some siblings are coping well, whilst others are showing severe difficulties is ilustrated by four case studies. A number of limitation s of the study are discussed. particularly the wide range of variables investigated, and difficulties with some instruments. Further areas of research are suggested, including exploring the relationships and interactions within the family. It is concluded that for both the siblings and the whole family, the development of strong support networks and help in reframing perceptions and expectations may help to overcome the feelings of intra-family and extra-family isolation.

Autism spectrum disorders are developmental disorders characterized by the presence of three core features: impairments in communication and social interaction, the presence of repetitive behaviors and restricted interests. Estimates from the Center for Disease Control indicate that 1 in 88 individuals in the United States will be diagnosed with an autism spectrum disorder. Siblings are especially affected by the birth of an autistic sibling because of increased stress related to living with an autistic sibling. Increased environmental stress and the genetic component of autism has led to the hypothesis that typically developing siblings may be at a risk for behavioral, emotional and social maladjustments, even in the absence of an autism spectrum disorder diagnosis. The current study sought to compare social skills and levels of social anxiety, as measured by self-report scales, of siblings of individuals with ASD to siblings of typically developing individuals across two age ranges. Results indicate that social skills and levels of social anxiety did not differ between individuals with siblings on the autism spectrum and those with typically developing siblings, for both individuals under the age of 18 and over the age of 18. The current results indicate that unaffected siblings of individuals with autism do not differ from their peers with typically developing siblings in measures of social skills, social anxiety and qualitative autistic traits. Environmental factors associated with living with an autistic sibling and the genetic component of autism does not appear to negatively affect the development of neurotypical siblings at any age.

Title: Sibling experiences – to grow up with a sibling with Asperger syndromAuthors: Anna-Lena Hedlund and Monica OlofssonKey words: Asperger, siblings, relations, support To grow up with a sibling diagnosed with Asperger syndrome may differ from what is considered as normal. It can be challenging, but also instructive in some ways. This study examines how it is experienced by the siblings with no diagnosis. The aim is also to investigate how many of them who acquired some kind of support or, if not, would have wished that.Qualitative data are collected by means of five interviews with non-diagnosed siblings. The interview persons are in the age range of 16 to 27 and of both sexes.The result of the study demonstrates that it is an exception rather than a rule that siblings are asked if they are in need of support or information from BUP or school. Most of them had managed it fine by themselves and by support from the family, but not all families have that kind of awareness in their relations.The respondents mainly did not experience many problems for themselves, they were more worried about the sibling’s problems and how they would manage their lives in the future.