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On September 9, 2018, Hurricane Irma swept across south Florida, leaving a path of destruction across the entire state. Miami-Dade County, at the southern tip of the state, avoided a direct hit. However, the storm left the county and its dozens of municipalities with gigantic mounds of storm debris. As the weeks went by, the piles festered and frustration with the pace of the clean-up mounted. Two dump sites in particular drew the attention of media and community activists: a park ringed by single family homes in Liberty City, a black community in the heart of Miami; and historic Virginia Key, the only beach open to black citizens under Jim Crow segregation. This research examines three narratives -- media coverage, official explanations from local governments, and reactions on social media -- as a way to investigate how the dumping of storm debris in black spaces was justified, interrogated, and contested in the aftermath of one of the worst hurricanes to strike Miami-Dade County in over a decade. Climate change models predict the increasing frequency of super storms like Irma, and discussions of how coastal cities respond in terms of infrastructure and resiliency are growing. This investigation looks at two components of this response that have not been as widely considered: what are the institutional and citizen responses in the aftermath of these storms, and how will issues of race and historic geographic marginalization be either acknowledged or ignored as the problems associated with climate change grow ever more acute and pressing.

The difficulties of a child diagnosed with autism spectrum disorder (ASD) can lead to behaviours that are quite challenging for parents to understand and address. Most of the parental studies of ASD focus on the challenges faced by the parents. This study aims to adopt a strength-based model that investigates the mediating role of parental playfulness in the association between parent–child relationship and parental competence.

This study is a quantitative study that adopts a correlational research design. The mediation analysis explores the role of parental playfulness as a mediator in the association between parent–child relationship and parental competence. The sample consisted of 120 parents of children diagnosed with ASD from India, selected using a purposive sampling technique.

The mediation analysis results indicate that playfulness among parents of children with ASD was found to function as a partial mediator in the relationship between parent–child relationship and parental competence. This could suggest that more playful parents have better parent–child relationships and are competent in parenting.

These findings have importance in understanding the role of playful interaction on parent–child relationships and parenting competence, having implications for further research. Enabling playfulness in parenting will enhance children and parents to promote their relationship and thus feel competent to bring positive light in their lives.

Most often, the clinicians are concerned with addressing only the autistic symptoms; it is also essential to look into parental well-being. Practical playful interaction training should help parents establish a rapport, understand, adjust and adapt with their child.

Practical intervention and training plans can be suggested to all family members to improve the condition of the child and the family’s general well-being. As the study focused on the clinical population, the findings could provide useful inputs for mental health professionals and counsellors.

There are some theoretical and empirical evidence that support positive outcomes of playfulness on personal well-being (Atzaba Poria, in press; Yue et al., 2016; Proyer, 2014). Although there has been some interest in the impact of children’s playfulness on their development (Bundy, 1997), little is known about the influence of parental playfulness on parents and children. Therefore, addressing these gaps, this empirical study focusses on investigating the role of parental playfulness in parent–child relationship and parental competence, rather than considering external challenges of parents based on the ASD child’s behavioural challenges and autistic features.