CONCLUSION
We have found several benefits from the study of family routines and rituals. First, families understand what we mean when we interview them about their daily lives and those gatherings that hold special significance in their lives. Because we combine questionnaires with more open-ended interview techniques, we allow families to identify for us those routines and rituals that are important to them. With few exceptions, we find that families can identify activities that they regularly engage in, look forward to, and would miss if not regularly practiced as a group. Second, there appears to be a developmental course to routines and rituals such that they may ease transitions (Fiese et al., 1993) and foster a sense of autonomy while still maintaining connections to the family as a whole. As family researchers, we are challenged to find ways to take into account the developing characteristics of the individual in the context of the larger group. We have found that the symbolic meaning ascribed to family rituals provides a window into how individuals form representations of the connections that keeps the group together. Third, we believe that family routines hold promise for systematic interventions for children at risk for developmental and socioemotional problems. Daily routines may serve as a vehicle for embedded interventions. By capitalizing on preexisting routines or assisting families in creating new routines, burden of change may be reduced(Fiese&Wamboldt,2001).Although we are optimistic that such ventures may be successful, the empirical evidence with families experiencing extreme levels of risk is sparse and deserves greater attention. Family routines and rituals have become an increasingly important consideration as the focus of special education during the early childhood years has shifted from the individual child to the family (Bernheimer & Keogh, 2004). Early intervention practices that are contextually relevant and can be easily implemented within the child’s natural environment not only are consistent with Individuals with Disabilities Education Act but also hold the potential to include parents in treatment decisions. Although routines and rituals are common to families, individual families differ in the specific ways that they are practiced and the relative importance that they have in their daily lives. For this reason, assessment of routines and rituals using a number of methods outlined in this article can help personalize interventions. We have presented several examples from the early intervention literature that support the integration of routines and rituals into early intervention services. All have in common the collaboration between professionals and parents to design plans that are sensitive to the child’s developmental ecology. How- ever, as we also stressed earlier, it is important to consider the transactional nature of family relationships when assessing and designing interventions on the basis of family routines and rituals. In keeping with a transactional model, not only is it important to assess the family ecology, but one must also consider the proximal influences of child characteristics including temperament and health conditions. Finally, we encourage practitioners to work with parents to find ways to celebrate their children’s accomplishments as fully participating members in the routines and rituals of family life.
CONCLUSION
We have found several benefits from the study of family routines and rituals. First, families understand what we mean when we interview them about their daily lives and those gatherings that hold special significance in their lives. Because we combine questionnaires with more open-ended interview techniques, we allow families to identify for us those routines and rituals that are important to them. With few exceptions, we find that families can identify activities that they regularly engage in, look forward to, and would miss if not regularly practiced as a group. Second, there appears to be a developmental course to routines and rituals such that they may ease transitions (Fiese et al., 1993) and foster a sense of autonomy while still maintaining connections to the family as a whole. As family researchers, we are challenged to find ways to take into account the developing characteristics of the individual in the context of the larger group. We have found that the symbolic meaning ascribed to family rituals provides a window into how individuals form representations of the connections that keeps the group together. Third, we believe that family routines hold promise for systematic interventions for children at risk for developmental and socioemotional problems. Daily routines may serve as a vehicle for embedded interventions. By capitalizing on preexisting routines or assisting families in creating new routines, burden of change may be reduced(Fiese&Wamboldt,2001).Although we are optimistic that such ventures may be successful, the empirical evidence with families experiencing extreme levels of risk is sparse and deserves greater attention. Family routines and rituals have become an increasingly important consideration as the focus of special education during the early childhood years has shifted from the individual child to the family (Bernheimer & Keogh, 2004). Early intervention practices that are contextually relevant and can be easily implemented within the child’s natural environment not only are consistent with Individuals with Disabilities Education Act but also hold the potential to include parents in treatment decisions. Although routines and rituals are common to families, individual families differ in the specific ways that they are practiced and the relative importance that they have in their daily lives. For this reason, assessment of routines and rituals using a number of methods outlined in this article can help personalize interventions. We have presented several examples from the early intervention literature that support the integration of routines and rituals into early intervention services. All have in common the collaboration between professionals and parents to design plans that are sensitive to the child’s developmental ecology. How- ever, as we also stressed earlier, it is important to consider the transactional nature of family relationships when assessing and designing interventions on the basis of family routines and rituals. In keeping with a transactional model, not only is it important to assess the family ecology, but one must also consider the proximal influences of child characteristics including temperament and health conditions. Finally, we encourage practitioners to work with parents to find ways to celebrate their children’s accomplishments as fully participating members in the routines and rituals of family life.
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