Custodial Grandchildren Research Articles

Custodial Grandchildren’s School Attendance and Academic Performance during COVID-19: The Role of Technology

Due to COVID-19, many schools switched to remote instruction, creating an urgency to address the technology needs of many families, including grandparent-headed families. Many grandparent-headed families (i.e., custodial grandparents) have limited access to digital devices and stable internet. Moreover, many of these grandparents lack the skills and confidence to use technology, which may affect both their grandchildren’s ability to attend school as well as their academic performance. This study investigates both the associations of grandfamilies’ access to technology and custodial grandparents’ comfort level with technology with their grandchildren’s academic attendance and performance during COVID-19. We analyzed cross-sectional survey data collected from grandparents raising grandchildren between March 2021 and February 2022 in the United States. Ordered logistic regression analyses were conducted using STATA. The key results suggested that grandfamilies’ more stable access to technology (OR = 1.54, p = 0.048) and grandparents’ high comfort level with technology (OR = 2.18, p = 0.003) during grandchildren’s remote learning were significantly associated with higher odds of grandchildren’s better school attendance. Similarly, more stable access to technology (OR = 1.53, p = 0.048) and higher comfort level with technology (OR = 1.67, p = 0.030) were significantly associated with higher odds of grandchildren’s better academic performance. The results imply the need to provide stable internet and digital devices to grandfamilies without access to these services or devices, as well as technical assistance and technical-related education workshops to custodial grandparents who are not tech-savvy.

RACIAL TRAUMA IN EMERGING ADULTS RAISED BY GRANDPARENTS: PROTECTING AGAINST DISCRIMINATION

Abstract Experiences of racial trauma are linked with psychopathology, but a strong ethnic identity may serve as a protective factor. Grandparents primarily influence the development of ethnic identity, and BIPOC children are increasingly being raised by grandparents. Secure attachments influence stronger ethnic identities, yet custodial grandchildren are at higher risk of disrupted attachments. The current study investigated whether ethnic identity would mediate the relation between attachment and racial trauma symptoms in emerging adults previously raised by their grandparents and their peers (N = 370; 33% raised by grandparents; 25.6% non-white), with race as a moderator. Across all races, there were group differences in symptoms of racial trauma, with those not raised by grandparents experiencing a direct effect of race on ethnic identity. Attachment was a significant predictor of trauma symptoms of discrimination, moderated by race. Implications may provide support for clinical interventions addressing attachment and ethnic identity to decrease trauma symptoms.

Acceptance Commitment Therapy Intervention for Custodial Grandfamilies: A Virtual Implementation

Custodial grandfamilies often face challenges, such as psychological distress, parenting burden, and grandchildren showing internalizing and externalizing behaviors. Given their circumstances, effective training and education is critical to provide a supportive family environment for both custodial grandparents and custodial grandchildren. The aim of this study was to develop, pilot and evaluate a psychosocial intervention for custodial grandfamilies. The program, interACT, was implemented virtually due to restrictions related to COVID-19. It is an intervention for custodial grandparents (CGPs) and custodial grandchildren (CGC) to improve psychological wellbeing and life skills. Participant eligibility was determined by grandfamilies having Iowa residency and legal guardianship or custody of an 8-12 year old grandchild. The program utilizes the Acceptance and Commitment Therapy (ACT) framework, focusing on psychological flexibility, acceptance, and psychosocial resilience for CGPs and CGC. The program used techniques such as mindfulness, self-compassion, and decision-making skills. During the pilot program stage, participants were divided into CGPs and CGC groups, and completed self-paced weekly 45 minute long modules through a program website. To enhance online session experience, Extension staff facilitated hour-long Zoom calls to discuss module contents and foster peer connection for both groups. Findings will be available at the conclusion of the pilot program. We expect to find increased psychological well-being and improved life skills for both groups right after the implementation of the ACT. Findings and limitations will be discussed with practical implication for program implementation via virtual delivery for the current custodial families. Future studies could extend current curriculum to other populations.

Custodial grandchildren and foster children: A school performance comparison

Several nationwide and state-level programs exist to help the educational achievement and scholastic performance of foster children. However, most non-parental care is actually provided by grandparents. Prior research concerning the academic achievement and behaviors of custodial grandchildren is limited, with most current research using children raised by their parents as a comparison group. This study sought to compare custodial grandchildren instead to foster children, as they share similar background characteristics and circumstances for alternative care. The current study hypothesized that positive parenting practices would increase academic performance, and that differences would exist between foster children and custodial grandchildren in academic achievement. Secondly, it was hypothesized that caregiver role would moderate the relation between positive parenting practices and academic achievement. These hypotheses were mostly supported, in that custodial grandchildren were rated as having higher levels of self-control, persistence, and academic self-efficacy related to school. Beyond academic achievement, custodial grandchildren were reported as having less instances of behavioral misconduct. Additionally, caregiver type was found to be a significant moderator. These findings may help inform parenting practices and school interventions to better support children raised by non-parental caregivers.

Reunification in Custodial Grandfamilies: An Examination of Resilient Family Processes

This study examined how custodial grandmothers navigated the process of their grandchildren being reunified with a biological parent. Prior research has focused on factors associated with unsuccessful reunification instead of resilient family processes that may support successful reunification. How custodial grandfamilies navigate reunification has not been examined, despite their unique relational configuration and grandparents' frequent involvement in raising their grandchildren. Guided by Walsh's model of family resilience, semistructured, in-depth qualitative interviews were conducted with a convenience sample of 17 grandmothers whose custodial grandchildren had been reunified with a biological parent. Data analysis was guided by grounded theory methodology. Grandmothers believed in parents fulfilling their obligations, prioritizing grandchildren's needs, and coping via their faith. Grandmothers supported reunified parents and children by providing emotional support and instrumental assistance, while maintaining clear role boundaries. Accessing resources and engaging in open family communication were helpful to the reunification, although there were still challenges in navigating family relationships. Within custodial grandfamilies, not all reunifications were a positive outcome for the grandchildren. Grandmothers remained heavily involved in supporting and monitoring the reunifications, with the quality of the grandmother-parent relationship being paramount. Practitioners should address family dynamics when working with custodial grandfamilies before, during, and after a reunification.

SOCIAL INTELLIGENCE TRAINING FOR CUSTODIAL GRANDMOTHER-ADOLESCENT GRANDCHILDREN DYADS

Custodial grandmothers (CGMs) and adolescent custodial grandchildren (ACG) face risk of poorer social skills and competencies due to early life adversities which have downstream negative consequences for mental and physical health. We describe an RCT examining the efficacy of an online social intelligence intervention (SII) at improving the emotional, interpersonal, and physical well-being of CGM-ACG dyads through mutual enhancement of their social competencies. Our SII is particularly valuable for these dyads because it enhances their social competencies and relationships, thereby leading to positive outcomes. Additionally, adolescence is a critical period for developing social competencies, largely through interactions with female caregivers. Our longitudinal mixed-methods approach addresses four aims: (1) Investigating if SII improves social competencies and overall well-being through both actor and partner effects; (2) Exploring moderators of SII efficacy; (3) Studying qualitatively how dyads view SII as changing their lives; and (4) Conducting a SII cost-benefit analysis. [Funded by R01AG054571]

Psychological difficulties among custodial grandchildren

Although custodial grandchildren (CG) are likely to have more emotional and behavioral problems than children in general, only a handful of studies involving nationally representative data have investigated this important public health issue. The present study is unique in examining informant reports of psychological difficulties and prosocial behavior, obtained via the Strengths and Difficulties Questionnaire (SDQ) parent version, regarding two samples (n = 509 and n = 323) of CG between ages 4–12 and three samples of age peers from the 2004 National Health Interview Survey (NHIS) residing in homes with either no birth parent (n = 184), one parent (n = 1618), or both parents (n = 3752). A MANCOVA encompassing the main effects of sample type, child gender, and informant's race across six SDQ subscales (with informant age and education, as well as child age controlled) showed all three main effects to be statistically significant (p < .001). Between subjects effects for sample type were significant for all six subscales (p < .001), with a general pattern found whereby the two CG samples had higher difficulty and lower prosocial scores than all three NHIS samples, with corresponding effect sizes falling in the moderate to very large range. Tests of between subjects effects for child gender showed, that regardless of sample type, males typically had higher difficulty scores and lower prosocial scores than those for females. Tests of between subjects effects by informant's race showed only sporadic differences that were independent of sample type. Comparisons of the SDQ banded scores suggested that CG have considerably different cutoff points than do children in other family structures to indicate a likely diagnosis of a serious psychological disorder. We conclude that primary school aged CG are at an especially high risk for both internalizing and externalizing difficulties regardless of children's gender or informant's race.

Who’ll Care for Them in the Event of Me Dying? Custodial Grandparents’ Incapacity, Mortality, and Succession Care-Plan Fears for Their Custodial Grandchild/ren

ABSTRACTCustodial grandparents are a vulnerable and marginalised group within society. A total of 110 these custodial grandparents took part in a mixed-method (qualitative interview and quantitative survey) research project. Of these, 22 participated in a semi-structured interview, 27 participated in an interview and completed a Grandcarer Needs, Wellbeing and Health Survey, and 61 completed a survey only. Data were subjected to conventional, summative and directed content analysis. The results reveal that while a few custodial grandparents have a viable succession plan for their custodial grandchildren’s care post their incapacitation or demise, the majority do not. Indeed, many custodial grandparents have such a conflictual (or no) relationship with not only their offspring, but also their extended family members, coupled with a deep distrust of the foster-care system that their succession (Plan B) care options for their custodial grandchild are limited. The prevailing plan being not to die before their grandchild/ren reach maturity. The health implications of raising grandchildren without a viable succession plan are discussed.

Use of Community and School Mental Health Services by Custodial Grandchildren

We examined patterns and predictors of the perceived need, use, and unmet need for mental health services by custodial grandchildren within both the school-based and community-based delivery sectors. Data were self-reported by a national sample of 610 custodial grandmothers providing full-time care to grandchildren ages 6 to 17 in the absence of biological parents. Although overlapping use of services across both sectors was common, the overall use of school-based services (51%) was higher than that of community-based services (37%). Using theAndersen Social and Behavioral Model (1995) the following shared predictors of mental health service use across both sectors by custodial grand-families emerged: grandchildren's externalizing symptoms, having other grandchildren in the household with medical or psychiatric diagnoses and corresponding use of services in the other sector. Predictors were largely the same regardless of whether analyses were conducted with families recruited by probability or convenience based sampling methods. Findings suggest the necessity to coordinate and integrate the availability and implementation of mental health services for custodial grandchildren across different delivery sectors.

Parenting Attitudes and Adjustment Among Custodial Grandparents

ABSTRACT Custodial grandparents (CGPs; n = 42), parents (n = 39), and noncustodial grandparents (GPs; n = 44) completed measures of parenting attitudes (e.g., belief in the use of corporal punishment) and parental adjustment (e.g., parenting stress). Moreover, half of the actively parenting participants were caring for a (grand)child with emotional or behavioral problems. While CGPs and parents differed in their self-reported levels of empathy toward children's needs and opinions about appropriate parent-child role responsibilities, with CGPs scoring in the less adaptive direction compared to parents, these two groups did not differ in their attitudes about corporal punishment or on any measure of parental adjustment. The caregivers in this sample who were raising (grand)children with emotional or behavioral problems, however, reported significantly lower levels of parental adjustment than CGPs and parents whose (grand)children did not have clinically significant emotional or behavioral problems. A multiple analysis of covariance revealed that the two grandparent groups did not differ from one another in their self-reported parenting attitudes, but both scored in a less adaptive direction compared to parents. These data point to cohort effects whereby members of an older generation have attitudes that have been associated with an increased risk for poor parenting behaviors. It is encouraging, however, to find that risk for poor parenting in the form of physical intimidation or abuse is no higher among older caregivers than it is among younger caregivers. Importantly, previous reports about the negative consequences of reassuming the parenting role (for one's grandchildren) may be due, in part, to a third variable such as emotional or behavioral difficulties among custodial grandchildren. Collectively, these findings indicate that when raising a child with emotional or behavioral problems, custodial grandparents are no less resilient than similarly challenged parents.

Risk of Psychological Difficulties Among Children Raised by Custodial Grandparents

Although custodial grandchildren are believed to be at greater risk of emotional and behavioral problems than children in general, scant research has examined this important public health issue. This study involves data from 733 custodial grandmothers participating in a study funded by the National Institute of Mental Health on custodial grandparenting and 9,878 caregivers from the 2001 National Health Interview Survey (NHIS) who completed the Strengths and Difficulties Questionnaire (SDQ) in reference to target children between ages four and 17. These two data sets were used to determine if custodial grandmothers report greater emotional and behavioral difficulties, as measured by the SDQ, for custodial grandchildren than do caregivers of children from the NHIS normative sample. Custodial grandchildren fared worse than children from the NHIS sample across all domains measured by the SDQ subscales, regardless of the child's gender and whether reporters were recruited by population-based or convenience sampling methods. Comparisons within the sample of 733 custodial grandmothers showed that higher levels of difficulties were reported when grandmothers were caring for boys, were recruited by convenience versus population-based sampling, and were white. Comparisons of the banded scores computed for each SDQ subscale suggested that custodial grandchildren have different cutoff points than children in the general population for a likely diagnosis of a psychiatric disorder. Similar to other children in kinship care arrangements, custodial grandchildren are reported by their caregivers to have higher levels of behavioral and emotional disturbances than children in the overall U.S. population.

Risk of Psychological Difficulties Among Children Raised by Custodial Grandparents

Although custodial grandchildren are believed to be at greater risk of emotional and behavioral problems than children in general, scant research has examined this important public health issue.This study involves data from 733 custodial grandmothers participating in a study funded by the National Institute of Mental Health on custodial grandparenting and 9,878 caregivers from the 2001 National Health Interview Survey (NHIS) who completed the Strengths and Difficulties Questionnaire (SDQ) in reference to target children between ages four and 17. These two data sets were used to determine if custodial grandmothers report greater emotional and behavioral difficulties, as measured by the SDQ, for custodial grandchildren than do caregivers of children from the NHIS normative sample.Custodial grandchildren fared worse than children from the NHIS sample across all domains measured by the SDQ subscales, regardless of the child's gender and whether reporters were recruited by population-based or convenience sampling methods. Comparisons within the sample of 733 custodial grandmothers showed that higher levels of difficulties were reported when grandmothers were caring for boys, were recruited by convenience versus population-based sampling, and were white. Comparisons of the banded scores computed for each SDQ subscale suggested that custodial grandchildren have different cutoff points than children in the general population for a likely diagnosis of a psychiatric disorder.Similar to other children in kinship care arrangements, custodial grandchildren are reported by their caregivers to have higher levels of behavioral and emotional disturbances than children in the overall U.S. population.

A Systemic Examination of Grandparents' Emotional Closeness With Their Custodial Grandchildren

In this article, we present the results of a qualitative analysis of grandparents' emotional closeness with their custodial grandchildren. Using attachment and systems theories as guides, in this study, we examined individual, relational, and contextual factors related to grandparents' perceptions of the emotional closeness of the grandparent–grandchild relationship. A total of 41 grandparents raising grandchildren participated in semistructured qualitative interviews. Findings indicated that disruptions in grandparents' emotional closeness to their grandchildren were related primarily to grandparents' perceptions that their grandchildren were experiencing emotional and behavioral problems. However, contextual factors such as financial limitations and the generation gap were also influential. Nonetheless, grandparents still reported close emotional bonds with their grandchildren that included sharing, demonstrations of affection, and mutual support. We discuss applications for future research.