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The role of gender of children with intellectual disability and their parents in marital intimacy in Southern India
- Authors:
- PADENCHERI Seema, RUSSELL Paul Swamidhas Sudhakar
- Journal article citation:
- Journal of Learning Disabilities, 8(2), June 2004, pp.131-140.
- Publisher:
- Sage
In low-income countries where gender bias is prevalent, the gender of a child with intellectual disability may impair marital intimacy. This study explores that effect, together with gender differences in parental perceptions of marital intimacy. Twenty-three pairs of parents of children with intellectual disability were divided into two groups according to child gender. The Intimate Bond Measure was used to study the parents’ relationship. Intimacy between parents of girls with intellectual disability was significantly impaired compared with parents of boys with intellectual disability. Intimacy between parents continued to be impaired significantly after controlling for the confounding effect of challenging behaviours. Within the dyads, mothers and fathers did not significantly differ in perceived intimacy. This highlights the importance of assessing marital intimacy among parents of girls with intellectual disability, since impaired marital intimacy may be managed effectively with psychological interventions.
Needs of Chinese parents of children with developmental disability
- Authors:
- WONG S.Y., et al
- Journal article citation:
- Journal of Learning Disabilities, 8(2), June 2004, pp.141-158.
- Publisher:
- Sage
This study explores the experiences of Chinese parents in caring for these children using a focus group research approach. Twenty-three parents of children hospitalised with developmental disability from a Maternal and Children Hospital, Guangzhou, China participated in four focus group interviews. Data were fully transcribed, coded and analysed by content analysis. Five main categories of needs were identified: parental, informational, attitude towards the child, coping and support. Parents needed to be equipped with practical parenting skills and information on developmental disability, and they needed to have realistic expectations for the child. They also needed professional support to cope with caring tasks and activities. Education is recommended as a fundamental strategy to enhance parents’ caring competency.
Detection of child mental health disorders by general practitioners
- Authors:
- SAYAL Kapil, TAYLOR Eric
- Journal article citation:
- British Journal of General Practice, 54(502), May 2004, pp.348-352.
- Publisher:
- Royal College of General Practitioners
This study compares GP recognition of disorders with child mental health data and examines factors affecting recognition, in particular whether recognition is enhanced if the parent expresses concern during the consultation. The study involved a two-phase design involving an initial community survey of children between the ages of 5 and 11 years. In the second phase, primary care attenders who were regarded by their GP as having a mental health disorder were compared with those who were not. For 186 children attending primary care, GP recognition was compared with the results of a child mental health questionnaire completed by parents. Accuracy and predictors of GP recognition were examined. Seventy four percent of children meeting criteria for caseness were not recognised by GP's as having a mental health disorder. The expression of parental concern in the consultation about a mental health problem increased the sensitivity of recognition from 26% to 88%. Expression of concern also increased GP recognition of non-cases; this reflected GP identification of other mental health and learning problems. Only a third of parents who had concerns expressed these during the consultation.
Pro-social behaviour and behaviour problems independently predict maternal stress
- Authors:
- BECK Alexandra, HASTINGS Richard P., DALEY Dave
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 29(4), December 2004, pp.339-349.
- Publisher:
- Taylor and Francis
Parents of children with intellectual and developmental disabilities generally report more stress than other parents. Child behavioural features, and specifically their behaviour problems, have been shown to account for some of the variation in parents' experience of stress. However, there has been no exploration of whether the child's pro-social behaviour is predictive of parenting stress. In the present study, 74 mothers of children with intellectual disabilities completed measures of stress and mental health and reported on their child's adaptive behaviour, problem behaviour, and pro-social behaviour. Regression analyses revealed that the child's behaviour problems were an independent positive predictor of maternal stress, the child's pro-social behaviour was a negative predictor of maternal stress, but adaptive behaviour was not a predictor. These results support the need for more research on the pro-social behaviours of children with intellectual disabilities, especially their putative impact on parental well-being.
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- Author:
- YOUNG Andrew
- Journal article citation:
- Community Care, 16.09.04, 2004, pp.40-41.
- Publisher:
- Reed Business Information
Examines the way in which a vital part of the system penalises carers, particularly parents whose children need supported independence. Looks at the often obstructive way housing benefit rules are interpreted, and at a recent legal decision which may make life easier for parents wanting to provide accommodation for their children.
Stepping Stones Triple P: the theoretical basis and development of an evidence-based positive parenting program for families with a child who has a disability
- Authors:
- SANDERS Matthew R., MAZZUCCHELLI Trevor G., STUDMAN Lisa J.
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 29(3), September 2004, pp.265-283.
- Publisher:
- Taylor and Francis
Stepping Stones Triple P is the first in a series of programs based on the Triple P - Positive Parenting Programme that has been specifically designed for families who have a child with a disability. This paper presents the rationale, theoretical foundations, historical development and distinguishing features of the programme. The multi-level intervention adopts a self-regulation framework in consulting with parents that involves the promotion of parental self-sufficiency, self-efficacy, self-management skills, personal agency and problem-solving skills. This paper describes the key program design features, intervention techniques, model of clinical consultation, its clinical applicability, and empirical base. The 10-session individually administered version of the program, known as Standard Stepping Stones Triple P is described and the important role of training, supervision and agency support in disseminating the programme is discussed.
Social and professional support for parents of adolescents with severe intellectual disabilities
- Authors:
- WHITE Nia, HASTINGS Richard P.
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 17(3), September 2004, pp.181-190.
- Publisher:
- Wiley
Previous research has identified various dimensions of social support that are positively associated with parental well-being. However, most research does not include multiple measures of social support and uses heterogeneous samples in terms of child characteristics such as age and severity of intellectual disability. Thirty-three parents of adolescent children with moderate–profound intellectual disabilities completed measures of parental well-being (stress, anxiety and depression, and caregiving satisfaction), social support (informal and formal sources, and practical and emotional support), and child characteristics (adaptive and problem behaviours). Correlation analyses showed that parental well-being was associated with the child's adaptive and problem behaviours and with the child's autism diagnosis. Parents’ ratings of the helpfulness of informal sources of support (spouse, extended family, friends, etc.) was most reliably associated with parental well-being, and remained so after controlling for child characteristics. Parents’ access of service and professional support was not associated with parental well-being, but there was some evidence that it was related to their child's needs. The research emphasizes the significance of including multiple measures of social support in research with families of children with an intellectual disability. Furthermore, the possibility that parents, during their child's adolescence, may be especially vulnerable to the disruption of their informal support networks is an important practical consideration.
Moving on: supporting parents of children with SEN
- Author:
- ORPHAN Alison
- Publisher:
- David Fulton
- Publication year:
- 2004
- Pagination:
- 252p.
- Place of publication:
- London
Written by a parent of children with special educational needs, this book tackles emotional as well as practical issues. It is a valuable, time-saving resource for anyone working with parent groups and contains material for ten group sessions. The book includes: detailed explanatory notes to supplement session plans; personal anecdotes that highlight what parents may feel as the sessions progress; and a photocopiable pro-forma.
Self-advocacy skills in Asian American parents of children with developmental disabilites: a pilot study
- Authors:
- HUANG Weihe, et al
- Journal article citation:
- Journal of Ethnic and Cultural Diversity in Social Work, 13(1), 2004, pp.1-18.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
The level of self-advocacy skills in Asian American parents of young children with developmental disabilities was assessed. The relationship of self-advocacy skills with social support and with disabilitybased discrimination was investigated. Correlates of self-advocacy skills were explored. Asian American parents of young children with developmental disabilities in this study scored a significantly lower level of assertiveness and other self-advocacy skills than did their non-Asian American counterparts. The level of self-advocacy skills in Asian American parents was found to be positively correlated with the level of social support those parents had received, and negatively correlated with the level of disability-based discrimination against their children with developmental disabilities. Longer length of stay of Asian American parents in the United States was found to be associated with a higher level of self-advocacy skills. The practical implications of the findings of this study are discussed. (Copies of this article are available from: Haworth Document Delivery Centre Haworth Press Inc., 10 Alice Street Binghamton, NY 13904-1580)
Helpgiving styles and parent empowerment in families with a young child with a disability
- Authors:
- DEMPSEY Ian, DUNST Carl J.
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 29(1), March 2004, pp.40-51.
- Publisher:
- Taylor and Francis
Despite a substantial conceptual literature demonstrating a significant relationship between helpgiving practices and personal control, there are relatively few empirical studies that have examined this relationship beyond a single cultural group, and few studies that have made use of more complex measures of empowerment. This study reports the results of a survey completed by two groups of families with a young child attending early intervention programmes in the US and in Australia. Although there were major differences in the personal characteristics of the two groups, and differences in their reported levels of empowerment and helpgiving practices, the relationship between helpgiving practices and empowerment was the same in both groups. In particular, the use of both a "relational" as well as a "participatory" helpgiving style was crucially associated with empowerment in both groups.