| Both research and clinical literature over the past two decades has shown an increasing interest in the siblings of children with disabilities. This growing body of literature has concluded that these siblings may be presented with both unusual challenges and opportunities in life. Sibshops, a psychosocial-education workshop was created as a resource for parents and nondisabled siblings to help address the experiences of this group of children.; The creator of the Sibshop model, Donald Meyer, laid out five goals that Sibshops should attempt to meet. This study evaluated whether Sibshops are meeting their stated goals. Feedback was collected from workshop participants (n = 31), ages 7–13, and from their parents (n = 26) through use of feedback forms for both child and parent. The children's feedback form inquired as to what the children liked or disliked about the program, about what they were learning by attending such a program, and addressed the goals of Sibshops. Parents were asked for feedback regarding the logistics of the Sibshop program as well as what need they felt the Sibshop program was addressing.; The current study found that overall the Sibshop program is meeting consistently three of its five goals. Children reported enjoying attending Sibshops, having opportunities to meet other siblings, and sharing their positive and negative experiences about their siblings with disabilities. One goal relating to providing siblings with opportunities to participate in problem-solving activities was reached somewhat inconsistently. After participating in such activities, when provided, siblings were often unable to relate what they learned, perhaps due to their young age or articulation skills. There is also evidence to indicate that the program is falling short in its goal to provide information and education about disability. Overall, parents were satisfied with their knowledge of the program and the program itself, but desired more bi-directional communication with facilitators. Parents' expectations of the program corresponded to a large degree with the overall goals of the program. And, when asked to describe their sibling's disability, children's descriptions corresponded highly with that of their parents. Implications for research, clinical practice, training, and policy are discussed. |
