This study sought to examine teachers' perceptions regarding the behavioral manifestations exhibited by parentified school age youth. Respondents ( N = 41) identified markers that correspond with parentification less than 65% of the time. A small percentage of Hispanic American teachers (350/0) and African American teachers (15%) were willing to refer a parentified child in need of active intervention to protective services compared to 44% of European American teachers. The majority of respondents (93%) agreed that teachers and social workers should work as a team in order to assist parentified children. Results indicated that teachers could benefit from additional information regarding parentification and its consequences. The nurturing of the social worker and classroom teacher alliance may serve to forge an effective means of intervention for parentified youth.
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||MAI 49/05M, Masters Abstracts International|
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