Grandparents in Japan: a three-generational study

Panamanian Grandmothers' Family Relationships and Adjustment to Having a Grandchild with a Disability

The purpose of this article was to explore the family relationships and role adjustment of grandmothers in the Republic of Panama who have a grandchild with special needs. Thirty Panamanian grandmothers of children with a disability were interviewed using a standardized format and non-directive probing. Categories of analysis were established only after the data was fully collected and reviewed. The results indicate that for most Panamanian grandmothers, their changes in family relationships are not dramatic when they have a grandchild with a disability; however, 25% clearly report a deteriorated relationship with their son-in-laws. They view their relationship with their grandchild with a disability to be one that provides a mixture of affection, love, acceptance and patience. In the area of role adjustment, they see a need to become more involved in areas that include assisting their grandchildren and/or her family with caregiving and household responsibilities, economic and medical support, or in areas related to school/academic, spiritual or recreational activities. With respect to emotional adjustment, Panamanian grandmothers of children with disabilities distinguish themselves from grandmothers in the United States, by experiencing reduced emotional stress and dwelling less on personal loss, grief, or role stigma. The implications are that there appear to be universal beliefs and adjustment factors that Panamanian grandmothers of grandchildren with disabilities experience. However, culture appears to have a genuine influence that results in subtle but unique differences from their U.S. counterparts.

Meeting the challenge of raising grandchildren

More grandparents are raising grandchildren than ever before. The predictable problems they experience include a revision of personal goals; learning how growing up has changed since they raised their own children; cooperating with the parent who shares responsibility for child care; monitoring social and academic progress of children; becoming aware of rights and available social services; and arranging periodic relief from the daily demands of their surrogate obligations. Full-time grandparents often rely on support groups for comfort and advice. The advantages and limitations of this approach are examined. Recommendations are made for ways to improve how support groups function so they can achieve their purposes.

Grandparents in the United States and the Republic of China: a comparison of generations and cultures

Grandparent behaviors in the United States and the Republic of China are examined to identify curriculum themes for helping them adjust to their changing role. The 3,286 non-consanguineous subjects included Chinese (n = 751), African Americans (n = 777), Caucasian Americans (n = 1,086), and Mexican Americans (n = 672). Analyses were performed using 1) Generation with three levels (grandparent, parent, and grandchild) and 2) Culture with four levels (Chinese, African American, Caucasian American, and Mexican American). The results revealed significant differences in perceptions about grandparents across cultures as well as between generations within cultures. All three generations reported grandparent strengths and needs. Specific guidelines and curriculum topics are recommended for education to support grandparent development.

Grandfathers' and grandmothers' satisfaction with the grandparenting role: seeking new answers to old questions

A total of 146 Australian grandparents rated their level of satisfaction with grandparenthood as an overall experience and ranked the satisfaction they gained from this role relative to other significant roles in adult life including parenthood, marriage and career. In contrast to the results of a seminal study conducted in the United States three decades ago (Neugarten & Weinstein, 1964), only a small minority (8%) were more dissatisfied than satisfied with the grandparenting role. On the other hand, in line with Neugarten and Weinstein's results, but in contrast to the results of two intervening studies of North American grandparents (Thomas 1986, 1989), there were no significant differences between grandfathers' and grandmothers' levels of satisfaction with grandparenting. Frequent contact with grandchildren predicted high levels of satisfaction in grandparents of both genders, whereas there were no effects of the grandparent's own age or marital status, or of the grandchildren's gender, age or number. In addition to the two main gratifications of biological renewal and emotional fulfillment reported by Neugarten and Weinstein, these older Australians frequently reported the opportunities to observe their grandchildren's development and share in their activities as the best features of grandparenthood, while lack of frequent enough contact was the worst feature.

Building a theory of grandparent development

A theory of grandparent development is described that includes the formulation of assumptions, goals for guiding instruction, curriculum design, and a measurement tool to assess learning needs and evaluate the effects of educational intervention. Cultural considerations are illustrated by a three generational study of African-American (n = 777), Caucasian (n = 1086), and Hispanic (n = 672) subjects who were administered the Grandparent Strengths and Needs Inventory. Perceptions of each generation about the attitudes and behaviors of grandparents were examined with multivariate analysis of variance and post-hoc comparisons to analyze the scores, confirm results, and facilitate interpretation of findings. Results showed significant differences between generations and within cultures. Each generation identified elements of grandparent success as well as issues that deserve consideration in building educational programs.

Intergenerational perceptions of English speaking and Spanish speaking Mexican-American grandparents

Hispanics are facing a number of problems, such as poverty, hunger, and a high dropout rate at school. Health-care reform and changes in Medicaid and Medicare are bound to further challenge the resiliency of minority families. To strengthen families from within, relevant programming should be implemented. Information regarding the strengths and needs of Mexican-American grandparents was obtained in order to adapt existing grandparenting programs for this population. Mexican-American grandparents (n = 181), parents (n = 148), and grandchildren (n = 173) provided information on grandparent satisfaction, success, teaching, difficulty, frustration, and information needs. Multivariate analyses of variance found differences for English and Spanish speaking grandparents. Spanish speaking grandparents reported a greater need for information than English speaking grandparents, and more frustration when dealing with adolescents than with younger children. For the English speaking grandparents, all of the generations agreed that grandparents under the age of sixty-one experienced more frustration than their older counterparts, and those who spent more than five hours a month with their grandchildren were more effective in their role. Possible factors that account for the findings are discussed and recommendations for establishing a grandparent program are presented.

Black grandparents: curriculum development

The performance of Black grandparents was examined to determine the most suitable content for an educational program intended to assist them in their role. A sample of 626 non-consanguineous subjects included 204 grandparents, 128 parents, and 294 grandchildren. Each generation group completed a separate version of the Grandparent Strengths and Needs Inventory to identify the favorable qualities of grandparents and aspects of their relationships in which further growth was necessary. A combination of multivariate analysis of variance procedures, univariate analysis of variance tests, and t-tests were used to analyze scores, confirm results, and assist with interpretation of data. All groups described aspects of grandparents success and made known specific realms of learning that grandparents should acquire in order to become more effective. Analysis of the responses revealed significant main effects for generation, gender of grandchild, age of grandchild, and amount of time that grandparent and grandchild spent together. Considerations were identified for improving grandparent influence and guiding the development of grandparent education programs.

Grandparents in Taiwan: a three-generational study

Grandparents in the Republic of China want to remain influential, but social policy has not provided them with education to fulfill their changing role. The performance of grandparents was examined to determine suitable content for an intervention program. A sample of 751 non-consanguineous participants from urban and rural Taiwan included 234 grandparents, 241 parents, and 276 grandchildren. Each generation was administered a separate version of the Grandparent Strengths and Needs Inventory that was translated into Mandarin. Respondents identified favorable qualities of grandparents as well as aspects of their relationships in which growth was necessary. Multivariate analysis of variance, univariate analysis of variance, Scheffé and t-tests were used to analyze scores, confirm results, and facilitate interpretation. All three generations described aspects of grandparent success and specific realms of learning they should acquire to become more effective. Significant main effects that influenced responses about grandparent performance were generation, gender of grandchild, age of grandchild, frequency of grandchild care by grandparent, generations living together, and amount of time grandparent and grandchild spent together. Considerations were recommended to improve behavior of grandparents and guide the development of educational programs for them.