Siblings

=__Siblink Website__ = @http://www.siblink.org.au/ = =

Sibling relationships last a lifetime and have been shown to influence one another’s development and adjustment (Orfus & Howe, 2008 p. 166). Siblings Australia (2011) describes how sibling relationships provide opportunities to:

• Openly express a range of emotions, including love, loyalty, anger and rivalry.  • Gain companionship and support and learn to give and take.  • Practice conflict resolution.  • Learn social skills and confidence which can be taken out into the wider world.  • Develop our own identity.

Thus, siblings can make a significant contribution to the well-being of a child with special needs (Strohm, 2004, p. 1).

However, research indicates that while siblings of children with special needs may feel loving and protective toward their brother or sister, at the same time they may experience feelings of resentment, embarrassment, guilt, sorrow and fear (Strohm, 2004, p. 2). Siblings of children with special needs require an outlet to help them express and deal with these feelings because without one they may become ‘at risk’ of developing emotional, mental and physical health problems (Concerns for Sibs, 2011). That is, they may themselves become students with special needs.

Siblink is one potential outlet for siblings to express and validate their feelings. The website has been designed by the Association for Children with a Disability to support primary aged school children who have a brother or sister with a disability or chronic illness. Users of the website are presented “with the stories of four fictional ‘Sibs’ to introduce them to the idea that they are not the only person out there who has a brother or sister with a disability or illness” (Association for Children with a Disability, n.d.). The site can be used to communicate stories and thoughts with other siblings, play ‘Sib-related’ games, and access further information on disabilities and chronic illnesses.

Siblink could be used in schools as part of a support network for siblings of students with special needs. The website allows siblings to submit postings, and to read and reply to other siblings’ postings. ‘Sentence starters’ are also available on the website to help students articulate their thoughts. Siblink could prove to be a particularly useful resource for siblings during class writing and reading sessions. During these sessions siblings could write journal entries or stories about their own situations, and read about the situations of other siblings.

It is expected that implementing this resource in the classroom would assist siblings to feel less isolated, and would help them build resilience. Flow-on outcomes can also be expected; the sibling relationships are likely to strengthen which would be mutually beneficial to the individuals involved, and the compassion and tolerance which the siblings develop from being supported has the potential to influence other students within the school.



References

//Association for Children with a Disability: Siblings Websites//. (n.d.). Retrieved July 16, 2011, from Association for Children with a Disability: http://www.acd.org.au/siblings/yourshout.htm //Concerns for Sibs//. (2011). Retrieved July 16, 2011, from Siblings Australia: http://www.siblingsaustralia.org.au/concern_sibs.asp Howe, M. O. (2008, August 1). Stress appraisal and coping in siblings of children with special needs. //Exceptionality Education Canada, 18//(3), 166-181. Retrieved July 16, 2011, from http://web.ebscohost.com.ezproxy1.canberra.edu.au/ehost/pdfviewer/pdfviewer?sid=36fee16b-4d73-402d-9cee-8668f72a1925%40sessionmgr110&vid=2&hid=110 Strohm, K. (2004). Siblings of children with special needs. //Learning Links News//(2), 1-10. Retrieved July 16, 2011, from http://search.informit.com.au.ezproxy1.canberra.edu.au/fullText;dn=136831;res=AEIPT