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Attributions of stability, control and responsibility: how parents of children with intellectual disabilities view their child's problematic behaviour and its causes
- Authors:
- JACOBS Myrthe, WOOLFSON Lisa Marks, HUNTER Simon C.
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 29(1), 2016, pp.58-70.
- Publisher:
- Wiley
Background: Children with intellectual disabilities have high rates of behaviour problems. This study explored parents’ causal beliefs and attributions for general problematic child behaviour in children with different aetiologies of intellectual disabilities. Materials and Methods: Ten parents of children with intellectual disabilities participated in interviews about their child's problematic behaviour. Results: Thematic analysis using NVivo revealed that parents viewed their child's problematic behaviour not only as caused by the child's intellectual disabilities but also by other causes unrelated to the intellectual disabilities, as well as by aspects of the social environmental context. Some causes were viewed as stable and uncontrollable and others as unstable and controllable. In addition, parents showed a strong sense of responsibility for child behaviour. Conclusions: Parents of children with intellectual disabilities do not solely interpret their child's problematic behaviour through the intellectual disabilities but incorporate the environment and causes and attributions that are not related to the intellectual disabilities, which may help to promote more effective parenting. (Publisher abstract)
Mental health services for children and adolescents with learning disabilities: a review of research on experiences of service users and providers
- Authors:
- JACOBS Myrthe, et al
- Journal article citation:
- British Journal of Learning Disabilities, 44(3), 2016, p.225–232.
- Publisher:
- Wiley
Background: Children and young people with learning disabilities experience high rates of mental health problems. Methods: The present study reviewed the literature on mental health services for children with learning disabilities, to identify known models of service provision and what has been experienced as effective or challenging in providing good services. Results: Children with learning disabilities and their parents experience barriers accessing mental health services that are related to a lack of information and perceptions of services as being inadequate. Service providers identified a lack of resources as a barrier to meeting needs. Although positive experiences are also observed, many parents have found services to be inappropriate or overwhelming. Conclusion: Research linking population need to available resources, and service models to services users’ outcomes would be valuable to make clear recommendations on how mental health services can address the needs of this group more effectively. (Publisher abstract)