Search results for ‘Subject term:"learning disabilities"’ Sort:
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Retarded infants and their parents : a group for fathers and mothers
- Author:
- NURSE John
- Journal article citation:
- British Journal of Social Work, 2(2), 1972, pp.159-174.
- Publisher:
- Oxford University Press
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Learning from the experts: a thematic analysis of parent's experiences of attending a therapeutic group for parents of children with learning disabilities and challenging behaviour
- Authors:
- THOMPSON-JANES Emily, et al
- Journal article citation:
- British Journal of Learning Disabilities, 44(2), 2016, pp.95-102.
- Publisher:
- Wiley
The Confident Parenting group is a therapeutic group for parents of children with learning disabilities and challenging behaviour, which is informed by the principles of behavioural theory and acceptance and commitment therapy. Parent's experiences of the group were elicited through participation in a large focus group which followed a semistructured interview format with questions and discussion guided by the lead researcher. This aimed to elicit information about parent's overall experiences of attending the group and its perceived effectiveness. Thematic analysis was used to draw themes from parent's rich narratives. Four main themes were identified: (i) parent's pre-group narratives, (ii) barriers and solutions, (iii) positive aspects of Confident Parenting and (iv) positive outcomes of Confident Parenting. The themes highlighted how beneficial parents found Confident Parenting as well as raised helpful ideas about how to engage families where there are practical and personal barriers to attending. (Publisher abstract)
Parent-professional collaboration on behalf of children with learning disabilities
- Authors:
- MALEKOFF Andrew, JOHNSON Helen, KLAPPERSACK Bernard
- Journal article citation:
- Families in Society, 72(7), 1991, pp.416-424.
- Publisher:
- The Alliance for Children and Families
Describes an action-research project which aimed to increase collaboration between parents and professionals; describes the process which includes needs assessment, program development, and coalition building.
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.
Groupwork with parents of learning disabled adolescents
- Author:
- GOBAT Helen
- Journal article citation:
- Groupwork, 6(3), 1993, pp.221-231.
- Publisher:
- Whiting and Birch
An account of two groups for parents of children with learning disabilities, which focussed on issues around their adolescence and were based on a psychotherapeutic model of groupwork.
Group treatment for dually diagnosed adolescents: an empowerment-based approach
- Authors:
- LEE Mo-Yee, GAUCHER Richard
- Journal article citation:
- Social Work with Groups, 23(2), 2000, pp.55-78.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
The study evaluates an empowerment-based group treatment programme for mild or moderate developmentally handicapped adolescents between the ages of 12 and 18 who have a diagnosis of behavioural or psychiatric disorder. The framework was built around the concept of social competency, mastery and empowerment. Findings of the study indicated significant improvements in the social skills of dually diagnosed adolescents based on members' and parents' evaluations. In addition, staff's rating of parental participation was significantly associated with parents' evaluation of positive outcomes in their children. Implications of the study for treatment and research of dually diagnosed adolescents are discussed.
Multiple family groups: an alternative for reducing disruptive behavioral difficulties of urban children
- Authors:
- MCKAY Mary M., et al
- Journal article citation:
- Research on Social Work Practice, 9(5), September 1999, pp.593-607.
- Publisher:
- Sage
Presents an evaluation of a multiple family group (MFG) intervention designed to meet the mental health needs of low-income minority children and families. Comparisons were made with children who received MFG and those receiving individual or family therapy services. Follow up interviews revealed that seventy percent of MFG parents noted child improvements, in comparison to fifty four percent of parents whose children received individual family therapy.