Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

CiteULike is a free service for managing and discovering scholarly references - click here to get started.

Sign In to gain access to subscriptions and/or personal tools.
Remedial and Special Education
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Lord Nelson, L. G.
Right arrow Articles by Turnbull, A. P.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Boundaries in Family—Professional Relationships

Implications for Special Education

Louise G. Lord Nelson

Center for Family Leadership at Noble of Indiana, lordnelson{at}raiseinc.com

Jean Ann Summers

Beach Center on Disability at the University of Kansas

Ann P. Turnbull

Beach Center on Disability at the University of Kansas

The issue of boundaries between professionals and individuals/families is well documented within the clinical fields of counseling and social work but not thoroughly investigated in special education. Because maintaining quality relationships between families and educators is important, the development of appropriate guidelines requires a thorough understanding of the preferences of families and educators about the boundaries of their relationships. The authors investigated those preferences through a secondary analysis of a qualitative data set focusing on preferences for partnerships between families of children with disabilities and professionals. They analyzed transcripts from 34 focus groups and 32 individual interviews, identifying three themes related to boundary issues: (a) accessibility/availability (being reliably and flexibly available to families), (b) breadth of responsibility (going beyond strict interpretation of one's job description in working with families), and (c) dual relationships (fostering friendships, mutual support, or other roles in addition to a strict parent—professional relationship). Implications for parent—professional relationships and suggestions for conversations between professionals and families on preferences for boundaries are discussed.

Remedial and Special Education, Vol. 25, No. 3, 153-165 (2004)
DOI: 10.1177/07419325040250030301
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 Br J Soc WorkHome page
M. Doel, P. Allmark, P. Conway, M. Cowburn, M. Flynn, P. Nelson, and A. Tod
Professional Boundaries: Crossing a Line or Entering the Shadows?
Br. J. Soc. Work, October 14, 2009; (2009) bcp106v1.
[Abstract] [Full Text] [PDF]

Home page
 Journal of Special EducationHome page
E. B. Kozleski, P. Engelbrecht, R. Hess, E. Swart, I. Eloff, M. Oswald, A. Molina, and S. Jain
Where Differences Matter: A Cross-Cultural Analysis of Family Voice in Special Education
Journal of Special Education, May 1, 2008; 42(1): 26 - 35.
[Abstract] [PDF]