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Children in self-care arrangements

Bundy, M.L. & Poppen, W.A. (1989, June). Children in self-care arrangements. Journal of Counseling and Development, 67(10), 592-593.

OVERVIEW

Does the term "latchkey kid" conjure positive or negative pictures in your mind? For many parents, the very term induces guilt. Therefore, it is hard to conduct research on child self-care. Many variables in the different situations also add to the confusion. These variables include the employment status of the parents, what time the kids are home alone, the presence of siblings, the age of kids, and the amount of time the kids spend alone. Rodman, Prattor, and Nelson (1988) define latchkey kids as "those between the ages of approximately 6 and 13 who spend time at home alone or with a younger sibling on a regular basis." Increased definition will focus research.

The authors suggest that comparing self-care kids with those in adult care may not be as useful as comparing other variables which significantly impact kids. Some possible indicators are:

  • Parent/child relationship.
  • Sibling relationship.
  • Neighborhood factors.
  • Supportive arrangements.
  • When the children achieve independence.
  • The impact of adult care on adolescent development?
  • The counselor’s recommendation to parents with a child in self-care

Cole and Rodman (1987) suggest that counselors making recommendations to parents on self-care should consider each child’s readiness at the minimum age of eight. They suggest four categories of assessment guidelines.

  • Physical.
  • Emotional.
  • Social.
  • Cognitive.

To be physically ready, children must be able to avoid injury, manipulate locks, and operate accessible appliances and equipment. Emotionally, children must be able to tolerate separation from adults without loneliness, fear, or self-destructive behavior; must be able to ask for help from designated helpers; and know emergency resources and procedures. To be cognitively ready, they must understand directions, read and write messages, use the telephone, and solve problems. Other considerations before choosing self-care are whether or not the child will be in a safe neighborhood and the freedom of access to communication from the parent. The family environment should be secure and the child must have proper training.

QUESTIONS FOR REFLECTION AND DISCUSSION

  1. What additional factors do you feel should be considered when deciding upon self-care versus adult care for kids?
  2. In the families with whom you work, which of these areas of concern are neglected?
  3. What degree of importance would you put on each of the readiness areas listed?

IMPLICATIONS

  1. As adults concerned about the welfare of the kids with whom you work, be aware of the readiness level of kids you know who are in self-care situations. This is crucial for early adolescents.
  2. Be ready to encourage and support parents to be certain of their child’s readiness level. Be willing to help when discovering that kids are lacking in important areas, especially in training. This does not mean that a youth leader should provide the day care for the parents. Direct them to programs and opportunities capable of helping them meet their kids’ needs.
  3. If you aware of areas needing attention, pass these on to parents who come to you for advice or who are struggling with the issue. A holistic approach calls one be available and helpful to others in the family.
Delinda Higgins cCYS

When school age children care for themselves: Issues for family life educators and parents

Cole, C. & Rodman, H. (1987, January). When school age children care for themselves: Issues for family life educators and parents. Family Relations, 36(1), 92-96.

OVERVIEW

What exactly is a self-care arrangement anyway? Is it when a child comes home from school each day to an empty house? Is a four-year-old alone a self-care arrangement? How about a fifteen-year-old? What if there are other siblings at home—is that self-care? How often is a child alone before he or she considered to be in self-care? What is the impact of self-care on children? Why do parents choose this situation for their children? These are the questions addressed in this article.

The authors define a self-care child as one between the ages of 6 and 13 who spends time at home alone or with a younger sibling on a periodic basis. Four-year-olds are not able to care for themselves, so a four-year-old at home alone would be a situation of neglect rather than self-care. Fifteen-year-olds would be expected to be able to care for themselves, so they are also not included in this report. Kids between the ages of 6 and 13 are generally considered old enough to be alone a little bit yet young enough to require adult care most of the time. Kids staying with younger siblings or older ones not yet able to care for themselves are considered to be in self-care. Those staying with siblings old enough to care for themselves are not considered self-care. A child staying alone for ten minutes on a rare occasion of the mother running to the store quickly is not self-care, but a child staying thirty minutes or more on a rather regular basis is. This element is difficult to assess.

The number of kids in self-care situations is increasing because of the increase of mothers in the work force as well as the increase of single parent homes. Estimates run from 20,000 to 10 million. Variations in the numbers occur because of a lack of definition of what constitutes self-care as well as a reticence among parents to admit to leaving their children home alone. Latchkey children carry negative stereotypes because the issue has been closely tied with neglect. The social and legal context has hindered discussion. Socially, latchkey children have been associated with delinquent and predelinquent activity, idleness, fear, abuse, and abandonment.

This article reviews four studies. It found that of self-care children, 15% were left home alone before school, 76% after school, 9% in the evenings after 6 p.m. The results of the studies were mixed with limited research. Some studies found no negative effects on the social and academic adjustment of the kids. Others did find negative effects, such as increased fear and susceptibility to peer pressure, especially among girls. The study had some interesting findings pertaining to the characteristics of parents. Parents with higher than average incomes were more likely to care for their children themselves. Those with very high levels of educational achievement, lower than average income, and who were white tend more than others to expect kids to take care of themselves and their siblings. Some parents choose this arrangement out of necessity; other feel it is beneficial for the kids and developmentally appropriate. These parents see self-care as a training ground for adult responsibilities.

QUESTIONS FOR REFLECTION AND DISCUSSION

  1. In what ways might self-care be beneficial to children?
  2. In what ways might it be harmful?
  3. Why do families with whom you work who choose self-care for their children instead of adult care?
  4. Is there a generally positive or negative attitude toward self-care among the families you know?
  5. Do you feel this attitude is changing? Why?

IMPLICATIONS

  1. As youth workers interested in the whole child and his or her family, it is important to recognize the attitudes one might have toward the phenomenon of child self-care.
  2. Do not wholehandedly condemn the situation without first being sensitive to the parents and the situation they are in or have chosen for their children.
  3. Be willing to recognize the positive as well as the negative aspects of child self-care.
Delinda Higgins cCYS
   

Telephone support for latchkey children

 

Nichols, A.W. & Schilit, R. (1988, January/February). Telephone support for latchkey children. Child Welfare, 67(1), 49-59.

 

OVERVIEW

A seven-year-old boy comes home having received a star on his spelling paper. He is eager to tell someone, but no one is at home. What does he do?

A young girl visits her friend instead of going home after school. At 6:00 p.m. she becomes frightened because her mother does not know where she is. She cannot reach her mother who has apparently left work but not gone directly home. What does she do?

These and similar situations and their resolutions are the subject of this article. In 1984, between 6 and 10 million children were caring for themselves after school. In urban settings, self-care is the prevalent form of child care following parent care. Fifteen to 30% of urban kids are in self-care before and after school. Although there may be some benefits to self-care for older children, most professionals consider this a social problem with many inherent risks. Often, parents of self-care kids respond to the problem by imposing severe restrictions on the children to minimize the hazards. But restrictions limit the opportunities for socialization and interaction. Finances prohibit many families from taking advantage of other child care options.

Some communities have begun "warm lines." Tucson, Arizona’s program called "Kidline" is a telephone program designed to provide a point of contact for children needing information, assistance, or support. Volunteers answer the phone during the hours that children are most likely to be home alone. The "Kidline" program, initially grant-funded, now receives funding from United Way and other private donations. The program’s objectives are:

  • To enable actually or potentially abused, dependent, or delinquent children to mature in as healthy and normal a manner as possible.
  • To provide telephone help-line services to children ages 6 to 17, especially (but not limited) to those whose parents are unavailable either on an emergency or on-going basis.
  • At all times, to provide an interested, intelligent, listening ear and when appropriate.
    • To teach children home safety and instruct on 911 usage.
    • To use supportive listening skills.
    • To provide guidance for homework problems, accidents, illness, etc.

Word of the program’s availability spreads through school assemblies, fairs, television public service announcements, school counselors, social workers, and police programs. "Kidline" receives over 1,500 calls per month.

The calls received from 7-16 year olds at "Kidline" from January to March 1986 were analyzed by group, sex, and category to see if hypotheses concerning who was calling about what were correct. Results showed:

  • Sixty-five percent of all calls were from girls.
  • Thirty-two percent were from boys.
  • Eighty-one percent were from children ages 7-11.
  • Nineteen percent were from adolescents ages 12-16.

The majority of all calls were basic conversational calls. The next largest category was children seeking guidance; adolescents sought conflict resolution. Adolescent boys made more calls concerning support, guidance, counsel, fear, and anxiety than girls; adolescent girls called more often about conflict and safety and for referrals. Children made more conversation and guidance calls than adolescents; adolescents made more safety and conflict calls than did children. All age groups made the same percentage of fear and anxiety calls.

From this analysis we see that kids make calls for interaction, support, and problem solving. The fact that more girls than boys called, and assuming that kids home alone are equally vulnerable to interpersonal conflicts, accidents, illness, and disruptive situations, one can presume that boys try to handle these problems without assistance or at least in some way other than through "Kidline." Keeping in mind Maslow’s hierarchy of needs (i.e., survival needs are most basic, followed by safety and security, belonging, self-esteem, and self-actualization) one sees that the telephone line responds to needs at the second through fourth levels. During the formative childhood years, it is critical to ensure that basic needs for security and development are met.

QUESTIONS FOR REFLECTION AND DISCUSSION

  1. Did any of the findings in this study surprise you?
  2. Which of these findings did you expect?
  3. What implications can one draw from the fact that more girls than boys called? Does this show that boys have a more secure sense of self-identity?
  4. What are some other ways the needs pointed out in this study may be met?

IMPLICATIONS

  1. It appears, based on this study, that it is important for children left home alone to have communication access to an adult. If a child is able to check in with his or her parent by phone upon reaching home and can make contact when necessary, some of the child’s needs will be met. "Parents who are able to make personal calls from work are advised to schedule daily telephone contact with their children."
  2. Youth workers can help fulfill some of the needs kids might have that were recognized in this study.
  3. Relationships are very valuable for kids in latchkey situations. Those who work with kids can make themselves available to kids during these times so that they will grow through their adolescent years feeling both cared and supported.

Delinda Higgins and Anne Montague cCY

Latchkey children

Padilla, M.L. & Landreth, G.L. (1989, July/August). Latchkey children: A review of the literature. Child Welfare, 68(4), 445-454.

OVERVIEW

Latchkey children, those little waifs with the key to the front door tied around their necks, first became visible during WW II as fathers were gone and mothers began entering the workforce. In 1943, "the latchkey child" was the central theme of the annual meeting of the American Association of School Administrators. Latchkey children were expected to be the problem adolescents of the 1950s and the maladjusted parents of the 1960s.

Many parents perceive that the situation is socially undesirable, possibly even illegal. Many fear for the child’s safety. Contributing factors in the increased number of latchkey children include the surge of working moms, the increase in single parent homes, the number of smaller families with fewer care-giving adults, and the lack of involved neighbors. Other circumstances contribute to this rise in number. School schedules do not overlap with parent work schedules, a lack of after school programs limits places for kids to go after school, day cares often do not accept older kids, many parents lack transportation, programs are too expensive, and many children from the 4th grade and older insist that they can care for themselves.

Some possible consequences of child self-care are feelings of rejection on the part of the child, rushing children into responsibility too early, delinquent behavior, accidents, sexual victimization, and the possibility of encouraging the experimentation with drugs, alcohol, and sex. Other possible negative consequences include the possibility of curtailing socialization, developing fear responses, and feelings of isolation. The concerns parents have include watching too much TV, a negative effect on school performance, injury to the child, safety of the neighborhood, and meeting the emotional needs of the kids. The concerns of kids in grades 4-6 include getting hurt, kidnapped, getting in with the wrong friends, getting into fights, and being abused. Kids in grades 7 and 8 worry about being bored, wasting time, not finishing their homework, and doing chores. Low-income, minority, urban, elementary kids fear for their safety and do not like being alone. They are afraid of robbery or harm done by an intruder. The farther removed from the adult environment the kids are, the more likely they are to be susceptible to peer pressure.

There are positive aspects of child self-care. Latchkey kids seem to do better than day-care kids in perceived self-confidence and peer acceptance. Eighty percent of 4-8th graders like it, while many feel ambivalent. Kids left totally alone seem to be given better instructions than those left with siblings. Latchkey kids seem better equipped to handle emergencies than their adult care counterparts. A good mother/child relationship is helpful especially if the mother has a positive attitude toward her job. Authoritative parenting seems to cut down on peer influence for antisocial behavior. Pets help to alleviate fears. The results of research are mixed. Some note negative effects on academic achievement and adjustment quotients, while others note no ill effects. Some studies suggest significant differences in susceptibility to peer pressure in certain groups and raise the possibility that variations within the latchkey population are important to study.

Intervention programs around the country include Campfire, YMCA, YWCA, Scouts, Red Cross, National Crime Prevention Council, and the PTA. Phone lines exist in many communities.

QUESTIONS FOR REFLECTION AND DISCUSSION

  1. What are some ways that youth workers can alleviate fears expressed by latchkey children?
  2. How a youth leader help the situations causing concern among parents?
  3. Are the neighborhoods of the kids with which you work safe? If no, what can be done?
  4. Do you agree with the possible positive effects of child self-care?
  5. What variations within the child self-care population are important to study?
  6. Latchkey kids of the 1960s are now parents. Do you see any ill effects in their parenting skills?

IMPLICATIONS

  1. There seem to be many theories concerning child self-care, but the data conflict.
  2. Many people, youth workers included, have preconceived notions about the effect of self-care on kids.
  3. More study is needed; individual kids probably respond individually to the situation.
  4. As people concerned about kids and families, be sensitive to each family’s situation and to the response of each child to their own situation.
  5. Actively help to seek solutions to the problems raised.
Delinda Higgins cCYS

Telephone support for latchkey children

 

Nichols, A.W. & Schilit, R. (1988, January/February). Telephone support for latchkey children. Child Welfare, 67(1), 49-59.

 

OVERVIEW

A seven-year-old boy comes home having received a star on his spelling paper. He is eager to tell someone, but no one is at home. What does he do?

A young girl visits her friend instead of going home after school. At 6:00 p.m. she becomes frightened because her mother does not know where she is. She cannot reach her mother who has apparently left work but not gone directly home. What does she do?

These and similar situations and their resolutions are the subject of this article. In 1984, between 6 and 10 million children were caring for themselves after school. In urban settings, self-care is the prevalent form of child care following parent care. Fifteen to 30% of urban kids are in self-care before and after school. Although there may be some benefits to self-care for older children, most professionals consider this a social problem with many inherent risks. Often, parents of self-care kids respond to the problem by imposing severe restrictions on the children to minimize the hazards. But restrictions limit the opportunities for socialization and interaction. Finances prohibit many families from taking advantage of other child care options.

Some communities have begun "warm lines." Tucson, Arizona’s program called "Kidline" is a telephone program designed to provide a point of contact for children needing information, assistance, or support. Volunteers answer the phone during the hours that children are most likely to be home alone. The "Kidline" program, initially grant-funded, now receives funding from United Way and other private donations. The program’s objectives are:

  • To enable actually or potentially abused, dependent, or delinquent children to mature in as healthy and normal a manner as possible.
  • To provide telephone help-line services to children ages 6 to 17, especially (but not limited) to those whose parents are unavailable either on an emergency or on-going basis.
  • At all times, to provide an interested, intelligent, listening ear and when appropriate.
    • To teach children home safety and instruct on 911 usage.
    • To use supportive listening skills.
    • To provide guidance for homework problems, accidents, illness, etc.

Word of the program’s availability spreads through school assemblies, fairs, television public service announcements, school counselors, social workers, and police programs. "Kidline" receives over 1,500 calls per month.

The calls received from 7-16 year olds at "Kidline" from January to March 1986 were analyzed by group, sex, and category to see if hypotheses concerning who was calling about what were correct. Results showed:

  • Sixty-five percent of all calls were from girls.
  • Thirty-two percent were from boys.
  • Eighty-one percent were from children ages 7-11.
  • Nineteen percent were from adolescents ages 12-16.

The majority of all calls were basic conversational calls. The next largest category was children seeking guidance; adolescents sought conflict resolution. Adolescent boys made more calls concerning support, guidance, counsel, fear, and anxiety than girls; adolescent girls called more often about conflict and safety and for referrals. Children made more conversation and guidance calls than adolescents; adolescents made more safety and conflict calls than did children. All age groups made the same percentage of fear and anxiety calls.

From this analysis we see that kids make calls for interaction, support, and problem solving. The fact that more girls than boys called, and assuming that kids home alone are equally vulnerable to interpersonal conflicts, accidents, illness, and disruptive situations, one can presume that boys try to handle these problems without assistance or at least in some way other than through "Kidline." Keeping in mind Maslow’s hierarchy of needs (i.e., survival needs are most basic, followed by safety and security, belonging, self-esteem, and self-actualization) one sees that the telephone line responds to needs at the second through fourth levels. During the formative childhood years, it is critical to ensure that basic needs for security and development are met.

QUESTIONS FOR REFLECTION AND DISCUSSION

  1. Did any of the findings in this study surprise you?
  2. Which of these findings did you expect?
  3. What implications can one draw from the fact that more girls than boys called? Does this show that boys have a more secure sense of self-identity?
  4. What are some other ways the needs pointed out in this study may be met?

IMPLICATIONS

  1. It appears, based on this study, that it is important for children left home alone to have communication access to an adult. If a child is able to check in with his or her parent by phone upon reaching home and can make contact when necessary, some of the child’s needs will be met. "Parents who are able to make personal calls from work are advised to schedule daily telephone contact with their children."
  2. Youth workers can help fulfill some of the needs kids might have that were recognized in this study.
  3. Relationships are very valuable for kids in latchkey situations. Those who work with kids can make themselves available to kids during these times so that they will grow through their adolescent years feeling both cared and supported.

Delinda Higgins and Anne Montague cCY

Latchkey children

Padilla, M.L. & Landreth, G.L. (1989, July/August). Latchkey children: A review of the literature. Child Welfare, 68(4), 445-454.

OVERVIEW

Latchkey children, those little waifs with the key to the front door tied around their necks, first became visible during WW II as fathers were gone and mothers began entering the workforce. In 1943, "the latchkey child" was the central theme of the annual meeting of the American Association of School Administrators. Latchkey children were expected to be the problem adolescents of the 1950s and the maladjusted parents of the 1960s.

Many parents perceive that the situation is socially undesirable, possibly even illegal. Many fear for the child’s safety. Contributing factors in the increased number of latchkey children include the surge of working moms, the increase in single parent homes, the number of smaller families with fewer care-giving adults, and the lack of involved neighbors. Other circumstances contribute to this rise in number. School schedules do not overlap with parent work schedules, a lack of after school programs limits places for kids to go after school, day cares often do not accept older kids, many parents lack transportation, programs are too expensive, and many children from the 4th grade and older insist that they can care for themselves.

Some possible consequences of child self-care are feelings of rejection on the part of the child, rushing children into responsibility too early, delinquent behavior, accidents, sexual victimization, and the possibility of encouraging the experimentation with drugs, alcohol, and sex. Other possible negative consequences include the possibility of curtailing socialization, developing fear responses, and feelings of isolation. The concerns parents have include watching too much TV, a negative effect on school performance, injury to the child, safety of the neighborhood, and meeting the emotional needs of the kids. The concerns of kids in grades 4-6 include getting hurt, kidnapped, getting in with the wrong friends, getting into fights, and being abused. Kids in grades 7 and 8 worry about being bored, wasting time, not finishing their homework, and doing chores. Low-income, minority, urban, elementary kids fear for their safety and do not like being alone. They are afraid of robbery or harm done by an intruder. The farther removed from the adult environment the kids are, the more likely they are to be susceptible to peer pressure.

There are positive aspects of child self-care. Latchkey kids seem to do better than day-care kids in perceived self-confidence and peer acceptance. Eighty percent of 4-8th graders like it, while many feel ambivalent. Kids left totally alone seem to be given better instructions than those left with siblings. Latchkey kids seem better equipped to handle emergencies than their adult care counterparts. A good mother/child relationship is helpful especially if the mother has a positive attitude toward her job. Authoritative parenting seems to cut down on peer influence for antisocial behavior. Pets help to alleviate fears. The results of research are mixed. Some note negative effects on academic achievement and adjustment quotients, while others note no ill effects. Some studies suggest significant differences in susceptibility to peer pressure in certain groups and raise the possibility that variations within the latchkey population are important to study.

Intervention programs around the country include Campfire, YMCA, YWCA, Scouts, Red Cross, National Crime Prevention Council, and the PTA. Phone lines exist in many communities.

QUESTIONS FOR REFLECTION AND DISCUSSION

  1. What are some ways that youth workers can alleviate fears expressed by latchkey children?
  2. How a youth leader help the situations causing concern among parents?
  3. Are the neighborhoods of the kids with which you work safe? If no, what can be done?
  4. Do you agree with the possible positive effects of child self-care?
  5. What variations within the child self-care population are important to study?
  6. Latchkey kids of the 1960s are now parents. Do you see any ill effects in their parenting skills?

IMPLICATIONS

  1. There seem to be many theories concerning child self-care, but the data conflict.
  2. Many people, youth workers included, have preconceived notions about the effect of self-care on kids.
  3. More study is needed; individual kids probably respond individually to the situation.
  4. As people concerned about kids and families, be sensitive to each family’s situation and to the response of each child to their own situation.
  5. Actively help to seek solutions to the problems raised.
Delinda Higgins cCYS

When school age children care for themselves: Issues for family life educators and parents

Cole, C. & Rodman, H. (1987, January). When school age children care for themselves: Issues for family life educators and parents. Family Relations, 36(1), 92-96.

OVERVIEW

What exactly is a self-care arrangement anyway? Is it when a child comes home from school each day to an empty house? Is a four-year-old alone a self-care arrangement? How about a fifteen-year-old? What if there are other siblings at home—is that self-care? How often is a child alone before he or she considered to be in self-care? What is the impact of self-care on children? Why do parents choose this situation for their children? These are the questions addressed in this article.

The authors define a self-care child as one between the ages of 6 and 13 who spends time at home alone or with a younger sibling on a periodic basis. Four-year-olds are not able to care for themselves, so a four-year-old at home alone would be a situation of neglect rather than self-care. Fifteen-year-olds would be expected to be able to care for themselves, so they are also not included in this report. Kids between the ages of 6 and 13 are generally considered old enough to be alone a little bit yet young enough to require adult care most of the time. Kids staying with younger siblings or older ones not yet able to care for themselves are considered to be in self-care. Those staying with siblings old enough to care for themselves are not considered self-care. A child staying alone for ten minutes on a rare occasion of the mother running to the store quickly is not self-care, but a child staying thirty minutes or more on a rather regular basis is. This element is difficult to assess.

The number of kids in self-care situations is increasing because of the increase of mothers in the work force as well as the increase of single parent homes. Estimates run from 20,000 to 10 million. Variations in the numbers occur because of a lack of definition of what constitutes self-care as well as a reticence among parents to admit to leaving their children home alone. Latchkey children carry negative stereotypes because the issue has been closely tied with neglect. The social and legal context has hindered discussion. Socially, latchkey children have been associated with delinquent and predelinquent activity, idleness, fear, abuse, and abandonment.

This article reviews four studies. It found that of self-care children, 15% were left home alone before school, 76% after school, 9% in the evenings after 6 p.m. The results of the studies were mixed with limited research. Some studies found no negative effects on the social and academic adjustment of the kids. Others did find negative effects, such as increased fear and susceptibility to peer pressure, especially among girls. The study had some interesting findings pertaining to the characteristics of parents. Parents with higher than average incomes were more likely to care for their children themselves. Those with very high levels of educational achievement, lower than average income, and who were white tend more than others to expect kids to take care of themselves and their siblings. Some parents choose this arrangement out of necessity; other feel it is beneficial for the kids and developmentally appropriate. These parents see self-care as a training ground for adult responsibilities.

QUESTIONS FOR REFLECTION AND DISCUSSION

  1. In what ways might self-care be beneficial to children?
  2. In what ways might it be harmful?
  3. Why do families with whom you work who choose self-care for their children instead of adult care?
  4. Is there a generally positive or negative attitude toward self-care among the families you know?
  5. Do you feel this attitude is changing? Why?

IMPLICATIONS

  1. As youth workers interested in the whole child and his or her family, it is important to recognize the attitudes one might have toward the phenomenon of child self-care.
  2. Do not wholehandedly condemn the situation without first being sensitive to the parents and the situation they are in or have chosen for their children.
  3. Be willing to recognize the positive as well as the negative aspects of child self-care.
Delinda Higgins cCYS
   

Children in self-care arrangements

Bundy, M.L. & Poppen, W.A. (1989, June). Children in self-care arrangements. Journal of Counseling and Development, 67(10), 592-593.

OVERVIEW

Does the term "latchkey kid" conjure positive or negative pictures in your mind? For many parents, the very term induces guilt. Therefore, it is hard to conduct research on child self-care. Many variables in the different situations also add to the confusion. These variables include the employment status of the parents, what time the kids are home alone, the presence of siblings, the age of kids, and the amount of time the kids spend alone. Rodman, Prattor, and Nelson (1988) define latchkey kids as "those between the ages of approximately 6 and 13 who spend time at home alone or with a younger sibling on a regular basis." Increased definition will focus research.

The authors suggest that comparing self-care kids with those in adult care may not be as useful as comparing other variables which significantly impact kids. Some possible indicators are:

  • Parent/child relationship.
  • Sibling relationship.
  • Neighborhood factors.
  • Supportive arrangements.
  • When the children achieve independence.
  • The impact of adult care on adolescent development?
  • The counselor’s recommendation to parents with a child in self-care

Cole and Rodman (1987) suggest that counselors making recommendations to parents on self-care should consider each child’s readiness at the minimum age of eight. They suggest four categories of assessment guidelines.

  • Physical.
  • Emotional.
  • Social.
  • Cognitive.

To be physically ready, children must be able to avoid injury, manipulate locks, and operate accessible appliances and equipment. Emotionally, children must be able to tolerate separation from adults without loneliness, fear, or self-destructive behavior; must be able to ask for help from designated helpers; and know emergency resources and procedures. To be cognitively ready, they must understand directions, read and write messages, use the telephone, and solve problems. Other considerations before choosing self-care are whether or not the child will be in a safe neighborhood and the freedom of access to communication from the parent. The family environment should be secure and the child must have proper training.

QUESTIONS FOR REFLECTION AND DISCUSSION

  1. What additional factors do you feel should be considered when deciding upon self-care versus adult care for kids?
  2. In the families with whom you work, which of these areas of concern are neglected?
  3. What degree of importance would you put on each of the readiness areas listed?

IMPLICATIONS

  1. As adults concerned about the welfare of the kids with whom you work, be aware of the readiness level of kids you know who are in self-care situations. This is crucial for early adolescents.
  2. Be ready to encourage and support parents to be certain of their child’s readiness level. Be willing to help when discovering that kids are lacking in important areas, especially in training. This does not mean that a youth leader should provide the day care for the parents. Direct them to programs and opportunities capable of helping them meet their kids’ needs.
  3. If you aware of areas needing attention, pass these on to parents who come to you for advice or who are struggling with the issue. A holistic approach calls one be available and helpful to others in the family.
Delinda Higgins cCYS
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