Search results for ‘Subject term:"learning disabilities"’ Sort:
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Parent's helpline case clinic
- Author:
- -
- Journal article citation:
- Young Minds Magazine, 112, June 2011, pp.30-31.
- Publisher:
- YoungMinds
A child psychotherapist advises on how to approach an enquiry received to the YoungMinds Parents Helpline. The enquiry illustrates the difficulties face when trying to tackle problem of sexual behaviour in children.
Family-centred services for young children with intellectual disabilities and their families: theory, policy and practice
- Authors:
- INGOLFSDOTTIR Jona G., EGILSON Snaefridur Thora, TRAUSTADOTTIR Rannveig
- Journal article citation:
- Journal of Intellectual Disabilities, 22(4), 2018, pp.361-377.
- Publisher:
- Sage
- Place of publication:
- London
This paper outlines the reported discrepancies between the aims of the welfare services in Iceland and the experiences of parents raising young children with intellectual disabilities. Prevailing views on disability and service delivery were also considered. A multi case study design was employed to reflect the situation in different parts of the country. Families of eight children with intellectual disabilities and professionals in three different municipalities formed the cases. The findings reveal a high convergence between the three cases with variations based on individual experiences rather than geographical location. Overall, parents praised the preschools but experienced support services often as fragmented and uncompromising. Particular components of the services were consistently regarded as hard to reach and not in accordance with the needs of the family. Cultural-historical activity theory is introduced as a beneficial framework for further study and system (Edited publisher abstract)
Negotiating with gatekeepers in research with disadvantaged children: a case study of children of mothers with intellectual disability
- Authors:
- COLLINGS Susan, GRACE Rebekah, LLEWELLYN Gwynnyth
- Journal article citation:
- Children and Society, 30(6), 2016, p.499–509.
- Publisher:
- Wiley
Child-oriented researchers have long recognised children's right to be heard in research about their lives and, as experts about childhood, their perspectives should inform social policy and research. While it is encouraging that more children are consulted about matters of importance to them, some children's voices remain silenced. When researchers have to liaise with adults, such as parents and social workers, to recruit children, these adults make decisions about who participates. An account of recruiting children of mothers with intellectual disability, a potentially disadvantaged group, is presented. The reasons for gatekeeping and the implications of this are explored. (Publisher abstract)
‘I didn't used to have much friends’: exploring the friendship concepts and capabilities of a boy with autism and severe learning disabilities
- Author:
- POTTER Carol
- Journal article citation:
- British Journal of Learning Disabilities, 43(3), 2015, pp.208-218.
- Publisher:
- Wiley
Using a qualitative case study approach, this research provides a description of the friendship concepts and capabilities of Ben, a 10-year-old boy with autism and severe learning disabilities within the context of a mainstream primary classroom in the United Kingdom. An innovative activity-based strategy was used to gain Ben's own perspectives in relation to friendship. Findings revealed that Ben exhibited a strong desire to have friends, believed himself to have some, demonstrated some understanding in respect of degrees of friendship and displayed a commitment to friendships over relatively long periods of time. Methodological, developmental and capacity perspectives informed the discussion, with a case being made both for a greater focus on the friendship capabilities of children with autism and learning disabilities and their more direct inclusion in the research process. (Edited publisher abstract)
Living with a child whose behaviour is described as challenging
- Authors:
- DAVIES Kerri, HONEYMAN Gemma
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 7(2), 2013, pp.117-123.
- Publisher:
- Emerald
Families of those with intellectual disabilities and challenging behaviour often do not receive the practical support, training and information they need. As a result living with a child with behaviour described as challenging can be a profoundly hard and isolating experience. This paper aims to discuss the impact of challenging behaviour on families who have a child with intellectual disabilities. The experiences of three families are used to highlight the impact of challenging behaviour and this is supported by existing literature. Difficulties families experience include physical and mental health problems, sleep disturbance, social isolation, financial hardship and unemployment. Strategies families use to overcome difficulties are explored including seeking information and practical support and building family resilience. Positive aspects of living with a child whose behaviour is described as challenging is a topic that is often neglected in the academic literature, but caring can result in becoming a stronger family unit, increased personal growth and forming new friendships. The paper concludes with practical implications for professionals supporting families who live with a child whose behaviour is described as challenging. Families need information, training and practical support to fulfil their caring role effectively while maintaining the wellbeing of the family unit. The paper stresses that all have a role to play in supporting families, all can make a positive difference, and that people must be more proactive in identifying and meeting the needs of families. (Publisher abstract)
Daniel can do: the story of a boy with D.C.D
- Authors:
- INSTITUTE OF EMARKEE Katharine (Director), HENDERSON Shelia (producer), MARKEE Ann (Producer)
- Publisher:
- University of London. Institute of Education
- Publication year:
- 2005
- Pagination:
- DVD, CD ROM
- Place of publication:
- London
This resource contains a DVD and accompanying CD-ROM . The CD-ROM provides a power point presentation which introduces the topic of children with Developmental Coordination Disorder (Dyspraxia) and highlights some of the practical and theoretical problems that need to be solved in order to help children with this condition. The film on the DVD shows how one boy with severe difficulties was helped to cope with his problems through changes to his environment. This resource has been developed primarily for use by professionals, though may also be of interest to parents.
Caring for children with neurodevelopmental disabilities and their families an innovative approach to interdisciplinary practice
- Editors:
- VARGAS Claudia Maria, PRELOCK Patricia Ann, (eds.)
- Publisher:
- Lawrence Erlbaum Associates
- Publication year:
- 2004
- Pagination:
- 372p.
- Place of publication:
- Mahwah, NJ
The intent of this book is to demonstrate the importance of interdisciplinary practice in addressing the needs of children with neurodevelopment disabilities and their families by sharing the experiences and lessons learned from the Vermont Interdisciplinary Leadership Education for Health Professionals Programme. Children with neurodevelopment disabilities, such as mental retardation or autism, present multiple challenges to their families, their healthcare providers and their teachers. The authors suggest that it is all too easy for each professional consulted to see the problem only from their own perspective resulting in fragmented and potentially ineffective interventions. The model described here is multidisciplinary, family-centred and collaborative and one that has been demonstrated in practice. An important aspect of the approach is culturally competent assessment and adjusting the service to respond to cultural differences. Detailed case studies are used and references, study questions, list of resources and glossaries provided. The book is likely to be of interest to professionals in special education, communication sciences and disorders, clinical and counselling, psychology, neuropsychology and psychiatry, social work and paediatrics as well as programme administrators, students and parents.
Facilitating communication with a child who has autism through use of play therapy
- Author:
- CARDEN Mary
- Journal article citation:
- Seen and Heard, 19(3), September 2009, pp.29-36.
- Publisher:
- NAGALRO
- Place of publication:
- Esher
This is the case study of a 10 year-old girl diagnosed as having moderate to severe learning difficulties who had also, more recently, been diagnosed as having many features typical of a child with autism spectrum disorder. The author describes the therapeutic intervention she employed based on child-centred play therapy. Narrative therapy was also used. The child’s increasingly agitated behaviour and aggression towards herself were giving increasing cause for concern. Central to the therapy was whether it was going to be possible to find a method to convey what she was feeling towards others and whether she could be helped to find way of communicating her wishes and feelings. The difficulties of assessing this type of case are discussed. After one year the girl was able to play out her anxieties using play people and she had begun to connect with the world around her.
Going on a journey: a case study of nature therapy with children with a learning difficulty
- Author:
- BERGER Ronen
- Journal article citation:
- Emotional and Behavioural Difficulties, 13(4), December 2008, pp.315-326.
- Publisher:
- Taylor and Francis
Therapy is usually described as an indoor activity, centring on verbal dialogue between therapist and client(s). Based on a qualitative study conducted with a group of children with learning difficulties in Israel, this article presents a way in which therapy can take place creatively in nature, which serves not only as a therapeutic setting but also as a non-verbal medium and partner in the process. Using participants' voices to highlight the programme's protocol and impacts, the article presents elements from the innovative framework of nature therapy, offering practitioners concepts and methods that can be incorporated into their practice.
'Pussy cat, pussy cat, where have you been?' An account of intensive psychotherapy with a seven-year-old boy in a special school
- Author:
- ROBERTSON Kate
- Journal article citation:
- Journal of Child Psychotherapy, 34(3), December 2008, pp.319-334.
- Publisher:
- Routledge
This paper gives an account of the developments in the intensive psychotherapy of a seven-year-old boy with global development delay. It also describes the adaptations to technique and the changes in the setting that were required to support the work, which was undertaken in a special school. The importance of the regularity of sessions in helping to establish object constancy; physical and mental boundaries in relation to me/not me; inside and outside is also explored. A central theme of the paper is how close observation can inform the understanding of the emotional states of disabled children, particularly those with little language. The paper draws links between the early communications of mothers and infants and the therapeutic relationship, with reference to music therapy. It describes banging as a form of communication and traces the development of banging into more coherent nursery rhymes arguing that this development is an internalisation of the rhythm of the therapy and of the growing understanding between the child and therapist.