INSTITUTIONALIZED CHILDREN AS PARENTS

Abstract

This study examines the attitudes of individuals in their roles as parents, who were raised in a children's institution, the Knights of Pythias Home for Children, in Springfield, Ohio, between 1915 and 1955. Those who left the institution, had children, and attended a reunion in 1980, and volunteered to complete a questionnaire and interview, were the participants in the study, numbering 63.

The review of the literature concerning parental deprivation, as well as learning theory in general, suggested that these parents would have a higher probability than the normal population, of having problems as parents. No specific hypotheses were ventured from the literature review, however.

The questionnaire used in the study was developed by the researcher with the following issues to be examined: the respondents' closeness to their children; their views of themselves as having a liberal vs. a more conservative philosophy in raising children; how pleased they were with themselves as parents; the importance of parenting as one of many roles in their lives; their reasons for having children; the values they considered most important in raising their children; their considered most important ingredient in raising healthy children.

Along with the results of the questionnaire, four case studies from interviews are presented.

Conclusions. This group of parents had fewer children than might have been expected from a non-institutionalized population. They felt positive about themselves as parents, although through the interviews it was clear that most felt some general shame about themselves for having been "orphans". Although most were raised with an absence of positive role models, and in the presence of a neglectful and emotionally and abusive atmosphere at the institution, they represented themselves as positive parents. Researcher conclusions included the speculation that parenting is a process which is a combination of all of an individual's strengths and resources, and may be learned as adults in the face of childhood deficits.