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Assessing parents with learning disabilities: the parental skills model
- Authors:
- MCGAW Sue, STURMEY Peter
- Journal article citation:
- Child Abuse Review, 3(1), March 1994, pp.36-51.
- Publisher:
- Wiley
Definitions of what constitutes adequate or inadequate parenting continue to be unclear. Professionals who are required to formulate opinions regarding parental competency often experience difficulties with this tasks. These difficulties are further compounded when the assessment involves parents with learning disabilities. They comprise a heterogeneous population many of whom have varying deficits and skills. Outlines a Parental Skills Model which offers a guide to professionals in their assessment of such parents. The model focuses on: parents' life skills, familial history and access to support/resources.
Assessing challenging behaviour using a semi-structured behavioural interview : a case transcript
- Author:
- STURMEY Peter
- Journal article citation:
- Mental Handicap, 19(2), June 1991, pp.56-60.
- Publisher:
- British Institute of Mental Handicap
Presents a transcript of an interview used to analyse challenging behaviour in an eight-year old girl.
Identifying the needs of parents with learning disabilities: a review
- Authors:
- MCGAW Sue, STURMEY Peter
- Journal article citation:
- Child Abuse Review, 2(2), June 1993, pp.101-117.
- Publisher:
- Wiley
Despite the success of some programmes in raising the parental competency of parents who have learning disabilities, many services are still providing only minimal support to such families, often following crisis intervention. Recent legislative changes have meant that statutory services are now required to adopt a preventative approach to children and families in need. A review of the literature reveals that children of learning-disabled parents are particularly vulnerable to abuse/neglect and removal from their natural family. Addresses the difficulties that many clinicians currently experience in the early identification of parents who have learning disabilities, and emphasized the need for a systematic approach in the assessment of these parents prior to the implementation of parental teaching programmes.