Search results for ‘Subject term:"learning disabilities"’ Sort:
Results 1 - 10 of 16
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)
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)
Sense of coherence and parenting stress in mothers and fathers of preschool children with developmental disability
- Authors:
- OELOFSEN Natius, RICHARDSON Phil
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 31(1), March 2006, pp.1-12.
- Publisher:
- Taylor and Francis
Few previous studies have examined Antonovsky's sense of coherence (SOC) in parents of young children with developmental disability (DD). This study explored relationships between parental stress, SOC, social support, and health in parents of preschool children with and without DD. A secondary aim was to explore the relevance of the SOC construct to parental adjustment. Data were analysed from 59 families with preschool children with DD and 45 families of typically developing preschoolers (children without DD) who completed the study questionnaire. Mothers and fathers of children with DD reported high levels of parenting stress, with 84% of mothers' and 67% of fathers' scores falling within the clinical range. Parents of children with DD consistently reported higher levels of parenting stress, weaker SOC, and, for mothers and parents in 2-parent families, poorer health than parents of children without DD. Within families, mothers of children with DD reported poorer health, higher levels of parenting stress, and weaker SOC than their partners. There were no significant differences in reported health, parenting stress, or SOC between parents of children without DD. The results supported previous findings on high levels of parental stress in parents of preschool children with DD. The weaker SOC of parents of children with DD is likely to be an indication of the pervasive impact on parents of their child's DD. These findings also indicated possible gender differences in parental adjustment to their child's DD. Overall, the findings of this study support the usefulness of SOC theory in understanding adaptation in parents of children with DD.
An interprofessional exploration of nursing and social work roles when working jointly with families
- Authors:
- BENNETT Elaine, et al
- Journal article citation:
- Journal of Interprofessional Care, 30(2), 2016, pp.232-237.
- Publisher:
- Taylor and Francis
Ngala, an early parenting not-for-profit organisation in Western Australia, has provided services to families with young children since 1890. Child health nurses and mothercraft nurses were the primary workforce until the 1980s when a social worker was employed and a new era of interprofessional collaboration began. Evidence to date has focused on nursing workforce, interprofessional education, and interprofessional teams. Little is known about the roles of nursing and social work when working jointly with families. A new service commenced in 2012 for families with children with developmental delays. Social workers and child health nurses were employed for this service model. The study's aim was to explore the perceptions of how nurses and social workers work together with a family providing psychosocial support across a new service. The study was conducted alongside implementation of this new service. An exploratory case study approach was adopted to generate an in-depth understanding of the roles of nurses and social workers. In total, 22 semi-structured interviews and one focus group across the first year of implementing the new service were undertaken. Analysis of these data revealed four major themes. Findings presented in this article will inform further reflection and consideration into the future interprofessional workforce priorities and requirements for Early Parenting Services. (Edited publisher abstract)
Child and family social workers’ experiences of working with parents with intellectual disabilities
- Authors:
- LEWIS Claire, STENFERT-KROESE Biza, O'BRIEN Alex
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 9(6), 2015, pp.327-337.
- Publisher:
- Emerald
Purpose: While an increasing number of adults with an intellectual disability are having children, research suggests that they face an increased risk of having their children removed. The purpose of this paper is to explore child and family social workers’ experiences of working with parents with intellectual disability, in order to further our understanding of this issue. Design/methodology/approach: Seven social workers were interviewed. Each had experience of working on safeguarding cases where a parent had a diagnosis of intellectual disability. Data were analysed using Interpretive Phenomenological Analysis. Findings: Five super-ordinate themes were identified. These were: “feeling torn,” “experiencing a power imbalance,” “hopelessness,” having “pride” in their work’ and experiencing “barriers.” Research limitations/implications: The results are discussed in the context of the increased risk that parents with an intellectual disability face of having their children removed. Several areas for future research are identified. Practical implications: The study highlights several areas for development regarding services for parents with intellectual disability. Originality/value: The study describes some of the difficulties experienced by social workers in this area of their work, from their own perspective. It also strengthens existing ideas about improving services for parents with intellectual disability. (Publisher abstract)
Social work with people with learning difficulties: making a difference
- Authors:
- HUNTER Susan, ROWLEY Denis
- Publisher:
- Policy Press
- Publication year:
- 2015
- Pagination:
- 208
This book explores theoretical frameworks for working with people with learning difficulties and examines the role of services and the social worker, drawing on person-centred, community-centred and family involvement perspectives. It includes up-to-date case studies, practice examples and points for reflection. Chapters include: Transition to adulthood; Setting up a home; Getting a job: from occupation to employment; Founding families and having children; Growing older; Capacity, risk and protection; and Supporting people with complex needs. (Edited publisher abstract)
The balancing act: meeting the needs of all children including an adolescent with disabilities
- Authors:
- KOCH Cecelia, MAYES Rachel
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 25(5), September 2012, pp.464-475.
- Publisher:
- Wiley
Meeting the needs of all children can pose a significant challenge to parents. The needs of children in any family may differ and compete; however this may be heightened when one child has a disability. The aim of this qualitative study was to explore parents’ experiences and strategies used when meeting the needs of all their children, including an adolescent with disabilities. The study was conducted in 2 phases: secondary analysis of ecocultural interviews with 12 parent-carers of more than one child, including an adolescent (10–21 years) with intellectual disabilities; and in-depth, semi-structured interviews with a sub-sample of 4 parent-carers. The findings showed that parents balanced their children’s needs through a combination of strategies driven by their goals, beliefs and values. Parents found this very challenging. They were always conscious of the needs of all of their children, although they could not necessarily meet all their children’s needs equally. Strategies that attended to all children simultaneously were preferred by most parents, but could not always be used. Parents, at times, used strategies that prioritised the needs of the adolescent with disabilities or siblings.
Parents who feel 'set up to fail'
- Author:
- HUNT Louise
- Journal article citation:
- Community Care, 29.9.11, 2011, pp.20-21.
- Publisher:
- Reed Business Information
Parents with learning disabilities often feel they are put under unfair scrutiny. One parent with learning disabilities explains why she felt let down by her local authority. An evaluation of the Valuing Parents Support Service (VPSS) run by Medway Council in Kent has found that proper support for parents with learning disabilities can lead to fewer children being taken into care. The service started as a two year joint project between adult and children's services. Both services refer all parents with learning disabilities to the VPSS for expert assessment of their support needs.
Supporting parents with learning disabilities and difficulties: stories of positive practice
- Author:
- WORKING TOGETHER WITH PARENTS NETWORK
- Publisher:
- Norah Fry Research Centre
- Publication year:
- 2009
- Pagination:
- 20p.
- Place of publication:
- Bristol
This booklet tells the stories of 6 families headed by a parent or parents with learning disabilities or difficulties who have been enabled, with the right support from professionals, to look after their children and safeguard their welfare. The stories aim to give an insight into the complexities of the real lives of parents with learning disabilities and difficulties, and illustrate the positive impact of professionals who provide appropriate, positive, flexible and coordinated support. The stories show that if parents are given support tailored to their particular learning styles and their family’s needs, they can parent effectively, despite the negative expectations and difficulties they face. The work of the services and staff described in these stories illustrates how the aims and provisions of the Children Act 1989 (for England and Wales ) and the Children Act ( Scotland ) 1995 can be put into practice.
The positives of caregiving: mothers’ experiences caregiving for a child with autism
- Author:
- CORMAN Michael K.
- Journal article citation:
- Families in Society, 90(4), October 2009, pp.439-445.
- Publisher:
- The Alliance for Children and Families
Most research in the field of autism focuses on the medical and psychological characteristics of the disability - emphasising the negative features associated with having a child with autism. This article based on a study of mothers, reports on some of the positive aspects of caregiving. Although the mothers interviewed in the study often portray the experiences of caring for their autistic children as stressful, they also expressed a number of positives directly related to their caregiving role, including achievements of their child and acquired knowledge regarding diagnoses. Whereas current research describes the positives of caregiving as a product of successful coping, parents in this study discussed how positives had an impact on their stress-coping process, rather than being a product of it. The conclusions suggest positives also occur outside of the stress-coping process and interact with it - affecting how mothers experience stressors and negative outcomes, potentially impacting their ability to cope at different times. The article suggests a lack of positives might be an indicator of the current state of a caregiver’s wellbeing, and may require additional professional services and supports before a crisis occurs. Benefits can also be found in supports that draw attention to the strengths of the caregiver and the positive contribution their child makes to the family.