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The changing face of the ‘good mother’: trends in research into families with a child with intellectual disability, and some concerns
- Author:
- KNIGHT Kathryn
- Journal article citation:
- Disability and Society, 28(5), 2013, pp.660-673.
- Publisher:
- Taylor and Francis
This article reviews changing perspectives in recent social science research into families of children with intellectual disability. These latest trends emphasise family resilience, adaptation, and transformation, with the focus predominantly on mothers and their ability to psychologically adjust to their caring challenges. A concern is that by concentrating on the adaptive strategies of mothers, researchers risk minimising the socio-political dimensions of this experience. The theme of the ‘good mother’ figures strongly in this research, linked to the limiting socio-cultural narratives available to mothers of children with intellectual disability that, it is argued, may condone their continuing marginalisation. (Publisher abstract)
Listening to the views of children with learning disabilities: an evaluation of a learning disability CAMHS service
- Authors:
- BOYDEN Paul, MUNIZ Michelle, LAXTON-KANE Martha
- Journal article citation:
- Journal of Intellectual Disabilities, 17(1), 2013, pp.51-63.
- Publisher:
- Sage
- Place of publication:
- London
To date, little research has explored the experiences of the children with learning disabilities who have used a learning disability child and adolescent mental health service (LD-CAMHS) within the National Health Service. This article details a service evaluation for a learning disability-child and adolescent mental health service (LD-CAMHS) in Chesterfield, North Derbyshire. The aim of the project was to produce a set of quality standards in order to ensure service users’ needs are met. Semi-structured interviews were conducted with seven children between the ages of 11 and 17 years, with moderate to severe learning disabilities. Four themes were identified; the experience of the service; communication; impact of the work carried out; and difficulties encountered. It was recommended that staff working within the service should ensure communication is at a level appropriate for the client; offer a welcoming approach; provide an open approach; and offer a reasonable choice of location. This article provides suggestions for how other LD-CAMHS teams could use these standards in other settings.
Developing an outcomes model for disabled children in Scotland
- Author:
- CHILDREN IN SCOTLAND
- Publisher:
- Scotland. Scottish Government Social Research
- Publication year:
- 2013
- Pagination:
- 3
- Place of publication:
- Edinburgh
This research was commissioned by the Scottish Government’s Children’s Rights and Wellbeing Division to identify and develop an outcomes model based on Getting It Right for Every Child (GIRFEC), and the SHANARRI indicators of wellbeing, for disabled children and young people in Scotland. It was to include both children with disabilities as defined by the Equality Act 2010 and those defined as having additional support needs in the context of the Education (Additional Support for Learning) (Scotland) Act 2004. The project was modified early on to focus on mapping outcomes work that is already in progress, and to identify the essential components of outcomes models. These research findings summarises the main report's findings. (Edited publisher abstract)
Developing an outcomes model for disabled children in Scotland
- Author:
- CHILDREN IN SCOTLAND
- Publisher:
- Scotland. Scottish Government Social Research
- Publication year:
- 2013
- Pagination:
- 67
- Place of publication:
- Edinburgh
Disabled children have broadly the same aspirations as non-disabled children and the outcomes they would like to achieve are therefore similar. However, for many disabled children and young people, there are fundamental outcomes that need to be achieved as a foundation for others, including and especially, communication. This project focused on better understanding ‘outcome models’ for all children and young people and for children and young people in the diverse and challenging context of disability. This research was commissioned by the Scottish Government’s Children’s Rights and Wellbeing Division to identify and develop an outcomes model based on Getting It Right for Every Child (GIRFEC), and the SHANARRI indicators of wellbeing (“Safe, Healthy, Achieving, Nurtured, Active, Respected, Responsible, Included”) for disabled children and young people in Scotland. It was to include both children with disabilities as defined by the Equality Act 2010 and those defined as having additional support needs in the context of the Education (Additional Support for Learning) (Scotland) Act 2004. The project was modified early on to focus on mapping outcomes work that is already in progress, and to identify the essential components of outcomes models. (Edited publisher abstract)
A descriptive examination of the types of relationships formed between children with developmental disability and their closest peers in inclusive school settings
- Authors:
- WEBSTER Amanda A., CARTER Mark
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 38(1), 2013, pp.1-11.
- Publisher:
- Taylor and Francis
One of the most commonly cited rationales for inclusive education is to enable the development of quality relationships with typically developing peers. In order to examine the range of relationships that children with developmental disability form in inclusive school settings interviews were conducted with 25 children with developmental disability, aged 5 and 12 years, their 3 closest peers, and parents and teachers. Six types of relationship were examined. Behaviours associated with general friendship and acquaintance were the most commonly reported. Few dyads reported high rates of behaviour associated with special treatment, helping, ignoring, or intimate best friend relationships. The relationships of the majority of dyads were characterised by friendship or acceptance, but evidence of more intimate relationships was limited. An important direction for future research is the examination of ways to encourage more intimate relationships. (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)
Experiencing multiple family groups in a Chinese context: the clients' perception of its helpful and unhelpful impact
- Authors:
- MA Joyce L.C., WAN Erica S.F., WONG M.C. Mooly
- Journal article citation:
- Journal of Social Work Practice, 27(1), 2013, pp.47-62.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
In Hong Kong, the knowledge of multiple family groups (MFGs) among social workers has been limited, in particular, in adapting MFG activities to a Chinese context. In this paper, we describe our experience of employing this group approach to assist Chinese parents who are taking care of children with special needs; state the challenges of implementing it and report the families' perception of helpful and unhelpful aspects of the MFG experience. In the perspective of the parents, two activities, namely preparing a joint meal and surrogate parenting have proven efficacious for parents to understand their child's strengths and explore alternate ways of parenting. (Publisher abstract)
Parental perceptions of family adjustment in childhood developmental disabilities
- Authors:
- THOMPSON Sandra, HIEBERT-MURPHY Diane, TRUTE Barry
- Journal article citation:
- Journal of Intellectual Disabilities, 17(1), 2013, pp.24-37.
- Publisher:
- Sage
- Place of publication:
- London
Based on the adjustment phase of the double ABC-X model of family stress, this study examined the impact of parenting stress, positive appraisal of the impact of child disability on the family, and parental self-esteem on parental perceptions of family adjustment in families of children with disabilities. The study was part of a longitudinal survey of families entering community child disability services in the two health regions within the Province of Manitoba in Canada. Participants included 89 mothers and fathers of 61 children with disabilities. For mothers, self-esteem and positive appraisal predicted maternal-perceived family adjustment and mediated the relationship between parenting stress and family adjustment. For fathers, while self-esteem and positive appraisal were not significant in directly predicting perceived family adjustment, self-esteem moderated the relationship between parenting stress and family adjustment. These results suggest that interventions that bolster self-esteem in parents may be useful in enhancing perceptions of family adjustment.
Everybody included
- Author:
- McMILLAN Ian A.
- Journal article citation:
- Learning Disability Today, 13(1), January/February 2013, pp.14-15.
- Publisher:
- Pavilion
- Place of publication:
- Hove
Inclusive sports sessions can give young people with learning disabilities the opportunity to try out different activities and also take part in physiotherapy. ‘Summer Sports Taster Days’, developed by the physiotherapy team at Alder Hey Children's Hospital, were held twice weekly during July and August at 2 council-run leisure centres in Liverpool. The scheme aimed to give young people aged 8-18 years the chance to participate in games and other activities over the summer holidays. It was attended by 11 young people with a range of conditions, including muscular dystrophy, cardiopulmonary problems, and Down’s syndrome. Non-disabled brothers and sisters were also invited along to the scheme, giving the whole family a break from everyday routine. Activities ranged from sports such as basketball and gymnastics for the more able youngsters to imaginative and fun physiotherapy exercises.
A review of the legislative and policy context in relation to looked after disabled children and young people in Northern Ireland
- Authors:
- KELLY Berni, DOWLING Sandra, WINTER Karen
- Publisher:
- Queens University Belfast
- Publication year:
- 2013
- Pagination:
- 101
- Place of publication:
- Belfast
This review looks at legislation and policy in Northern Ireland (NI) relating to looked after disabled children and young people. Chapters cover: international rights-based legislation, including relevant United Nations policy documents; rights-based legislation in Northern Ireland; the local legislative context for disabled children in Northern Ireland; Irish policies relating to disabled children and young people who are looked after across children and family, disability and mental health policy areas. Key policies in youth justice and education are also discussed. The review then considers key trends identified, including whole child and family centred approaches; early intervention, multi-agency working, and user participation. The final chapter brings together the broad themes of the review indicating areas of commonality and difference across legislation and policy relevant to the lives of disabled children and young people who are looked after. (Edited publisher abstract)