TPC Digest-Vol 9 Issue 3-FULL

2 TPC Digest 2 | TPC Digest T he rate of incarceration across the United States has continued to rise over the past decades. As a result, more than 10 million children have experienced parental incarceration at some point in their lives. In a school of 500 students, approximately 35 children have had a parent incarcerated. A large number of school-aged children currently have an incarcerated parent, with children of color experiencing parental incarceration more frequently than their White peers. School-aged children with incarcerated parents are susceptible to social-emotional, behavioral, and academic issues and often lack access to resources and a support system needed to thrive. It is important for school counselors to be aware of theories, strategies, and resources that support their work with children of incarcerated parents. A number of theories across the fields of criminal justice, psychology, and sociology are viable when attempting to explain the impact of parental incarceration on children. For example, general strain theory describes the stress and strain children and their caregivers experience when a parent is incarcerated. Students who experience strain are more susceptible to social-emotional and behavioral issues that typically lead to unfavorable outcomes. The strain experienced as a result of parental incarceration can have a significant effect on a child’s performance at school. Relatedly, attachment theory suggests that the manner in which children attach to caregivers is disrupted when a parent is incarcerated. Children can feel insecure and experience negative emotions as a result of the detachment from their incarcerated parent. These theories have informed practitioners and researchers as they seek to better understand the effects of parental incarceration on children. Parental incarceration can lead children to experience a variety of emotions and behaviors. It is common for children of incarceration to experience anxiety and depression as well as display aggressive behaviors, engage in criminal activity, and have school-related problems. In school, children with incarcerated parents are often considered at greater risk, faced with stigmas and low expectations, and typically feel disconnected from school and unaccepted by their peers. The impact of parental incarceration in childhood can lead to negative long-term outcomes. Children often learn attitudes, behaviors, and a way of life from their parents that position them for incarceration as an adult. A variety of risk and protective factors mediate the overall impact of parental incarceration on children. School counselors are encouraged to intervene and establish support mechanisms that aim to promote protective factors and mitigate the effects of incarceration on their students. School counselors offer services within comprehensive school counseling programs that can meet some of the needs of children with incarcerated parents. However, it is important school counselors consider the impact of parental incarceration on the students they serve and determine the level of support they need to be successful in school. School counselors are encouraged to strive to identify and determine the strengths and needs of each child with an incarcerated parent. Strategies and interventions that foster protective factors at home and school should be developed in collaboration with parents and teachers. A variety of community and web-based resources can support school counselors’ work with students who have incarcerated parents. Given the number of students who have experienced the incarceration of a parent, they cannot be ignored. These students must be supported within the context of their lived experiences. School counselors are well-positioned to serve as valuable advocates for children of incarcerated parents Strategies and interventions that foster protective factors at home and school should be developed in collaboration with parents and teachers. A variety of community and web-based resources can support school counselors’ work with students who have incarcerated parents. Given the number of students who have experienced the incarceration of a parent, they cannot be ignored. These students must be supported within the context of their lived experiences. School counselors are well-positioned to serve as valuable advocates for children of incarcerated parents. Jeffrey M. Warren, NCC, is an associate professor at the University of North Carolina at Pembroke. Gwendolyn L. Coker is a graduate student at the University of North Carolina at Pembroke. Megan L. Collins is a professional school counselor in Robeson County, NC. Correspondence can be addressed to Jeffrey Warren, 1 University Drive, Pembroke NC 28372, jeffrey.warren@uncp.edu. Jeffrey M. Warren, Gwendolyn L. Coker, Megan L. Collins Children of Incarcerated Parents Considerations for Professional School Counselors