The temptation to suffocate the development of people with learning difficulties can lead to abuse. Looks at a case where social work practitioners tried to resolve the relationship problems of an overbearing mother and an adult daughter with learning difficulties.
The temptation to suffocate the development of people with learning difficulties can lead to abuse. Looks at a case where social work practitioners tried to resolve the relationship problems of an overbearing mother and an adult daughter with learning difficulties.
Coping with the changes that happen during puberty can prove difficult for parents and carers of children with learning disabilities. This practical, activity-based workbook will support parents in helping their children who are approaching puberty to understand about growing up, sex and relationships. It can be used in school or home settings to support school sex education. The fully illustrated exercises can be adapted to suit differing levels of ability and cover body parts, public and private behaviour, assertion and keeping safe, feelings, body changes and puberty, menstruation and looking ahead to relationships. Also contains teachers notes which include recommendations for making the most of the book and a comprehensive resource list.
Coping with the changes that happen during puberty can prove difficult for parents and carers of children with learning disabilities. This practical, activity-based workbook will support parents in helping their children who are approaching puberty to understand about growing up, sex and relationships. It can be used in school or home settings to support school sex education. The fully illustrated exercises can be adapted to suit differing levels of ability and cover body parts, public and private behaviour, assertion and keeping safe, feelings, body changes and puberty, menstruation and looking ahead to relationships. Also contains teachers notes which include recommendations for making the most of the book and a comprehensive resource list.
Journal of Applied Research in Intellectual Disabilities, 16(3), September 2003, pp.229-244.
Publisher:
Wiley
This paper describes a study of one aspect of the lives of mothers of children with intellectual disabilities. It focuses on their perspectives of their dealings with the professional and service worlds. Much attention has been given in recent years to developing and co-ordinating a multiprofessional and multiagency network of support around families. Although such aims can be seen as beneficial for families, there is also good reason to expect these to present problematic experiences for family carers. Data are presented and analysed in this paper on mothers' perceptions of their dealings with professionals. The sample consisted of 30 mothers of young people with intellectual disabilities. The data were obtained by qualitative interviews. Overall, the study confirmed that mothers' dealings with professionals were highly problematic for them. They felt that such encounters could be based upon conflict and that their worth and character as mothers were being continually scrutinized. However, the data show that mothers were willing to challenge professional perspectives of their children and their needs. They embraced advocacy for their sons and daughters as part-and-parcel of being a mother. However, in doing so, they were much more hesitant and reluctant to raise any needs and aspirations for their own lives. They fear that in giving these voice, they could be seen and typified as selfish mothers. That is, their struggles to be taken as advocates for their sons and daughters would be undermined. The implications of these findings for research and service development are discussed.
This paper describes a study of one aspect of the lives of mothers of children with intellectual disabilities. It focuses on their perspectives of their dealings with the professional and service worlds. Much attention has been given in recent years to developing and co-ordinating a multiprofessional and multiagency network of support around families. Although such aims can be seen as beneficial for families, there is also good reason to expect these to present problematic experiences for family carers. Data are presented and analysed in this paper on mothers' perceptions of their dealings with professionals. The sample consisted of 30 mothers of young people with intellectual disabilities. The data were obtained by qualitative interviews. Overall, the study confirmed that mothers' dealings with professionals were highly problematic for them. They felt that such encounters could be based upon conflict and that their worth and character as mothers were being continually scrutinized. However, the data show that mothers were willing to challenge professional perspectives of their children and their needs. They embraced advocacy for their sons and daughters as part-and-parcel of being a mother. However, in doing so, they were much more hesitant and reluctant to raise any needs and aspirations for their own lives. They fear that in giving these voice, they could be seen and typified as selfish mothers. That is, their struggles to be taken as advocates for their sons and daughters would be undermined. The implications of these findings for research and service development are discussed.
Subject terms:
informal care, interpersonal relationships, interprofessional relations, learning disabilities, mothers, multidisciplinary services, parent-child relations, social care provision, social workers, social worker-service user relationships, unmet need, advocacy, attitudes, children, families;
A Task Force on Supporting Disabled Adults in their Parenting Role received evidence that people with physical impairments, sensory impairments, learning difficulties, mental health difficulties, long-term illness or HIV/AIDS experience common barriers to receiving appropriate support in their parenting role. The Task Force consisted of representatives from government, social services, voluntary organisations and disabled parents' organisations. It took evidence from parents, professionals and researchers.
A Task Force on Supporting Disabled Adults in their Parenting Role received evidence that people with physical impairments, sensory impairments, learning difficulties, mental health difficulties, long-term illness or HIV/AIDS experience common barriers to receiving appropriate support in their parenting role. The Task Force consisted of representatives from government, social services, voluntary organisations and disabled parents' organisations. It took evidence from parents, professionals and researchers.
Subject terms:
HIV AIDS, interpersonal relationships, learning disabilities, parent-child relations, parents, parents with learning disabilities, physical disabilities, social care provision, user participation, visual impairment, families, parental mental health;
British Journal of Learning Disabilities, 29(2), June 2001, pp.56-62.
Publisher:
Wiley
Reports on a research study of the impact of the UK Carers Act 1995 on families with someone with a learning disability. It involved canvassing the views of people with learning disabilities about their experience of assessments and their relationships within the family. The authors found that many people with learning disabilities expressed empathy for their carer's point of view and that several people (including some who had high support needs themselves) were performing care tasks for their elderly parents. However, no one appeared to recognise the situation as one of mutual care, and parents generally carried on defining themselves as carers since they took responsibility and exercised control. The authors conclude that mutual caring is far more common than is recognised and includes people with severe learning disabilities. A more holistic approach to assessment of needs is required that can take into account the complex web of interdependence within a family. Rather than categorising people into 'carers' and 'cared-for', the authors suggest a model that recognises mutually supportive partnerships within the family.
Reports on a research study of the impact of the UK Carers Act 1995 on families with someone with a learning disability. It involved canvassing the views of people with learning disabilities about their experience of assessments and their relationships within the family. The authors found that many people with learning disabilities expressed empathy for their carer's point of view and that several people (including some who had high support needs themselves) were performing care tasks for their elderly parents. However, no one appeared to recognise the situation as one of mutual care, and parents generally carried on defining themselves as carers since they took responsibility and exercised control. The authors conclude that mutual caring is far more common than is recognised and includes people with severe learning disabilities. A more holistic approach to assessment of needs is required that can take into account the complex web of interdependence within a family. Rather than categorising people into 'carers' and 'cared-for', the authors suggest a model that recognises mutually supportive partnerships within the family.
Subject terms:
holistic care, independence, interpersonal relationships, learning disabilities, older people, parent-child relations, parents, severe learning disabilities, social welfare law, stereotyped attitudes, adults, assessment, carers, dependency, families;