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The double‐edged sword of vulnerability: explaining the persistent challenges for practitioners in supporting parents with intellectual disabilities
- Authors:
- MACINTYRE Gillian, STEWART Ailsa, McGREGOR Sharon
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 32(6), 2019, pp.1523-1534.
- Publisher:
- Wiley
Background: Evidence suggests that parents with intellectual disabilities can be “good enough” parents with appropriate support that focuses on the whole family. This paper brings together theories of vulnerability with an ethics of care approach to reflect on challenges for practitioners in supporting parents, drawing upon data from a study carried out in Scotland. Method: An online survey was administered to practitioners in three settings, and follow‐up interviews were carried out with key informants. Results: Pockets of good practice existed but a number of barriers to supporting families remained. These related to a lack of accessible information, difficulties in identifying and engaging with families at an early stage and poor joint working across agencies. Conclusion: The study concludes by arguing that practitioners' constructions of families as “vulnerable” reflects negatively on their perceived capacity to parent, creating further barriers in accessing appropriate support and reducing expectations of success. (Publisher abstract)
Parents with learning disabilities
- Authors:
- STEWART Ailsa, MCINTYRE Gillian
- Publisher:
- Institute for Research and Innovation in Social Services
- Publication year:
- 2017
- Pagination:
- 16
- Place of publication:
- Glasgow
This Insight brings together the key research findings on supporting parents with learning disabilities to help practitioners in considering approaches for working with this group of parents. It highlights the importance of early identification and of assessing levels parenting capacity of parents with learning disabilities. It also identifies different models of support, including: early intervention, pre-birth support, supported parenting programmes, provision of accessible information for parents with learning disabilities, and access to advocacy support. It highlights examples of good practice throughout. It concludes that there is a growing body of evidence to suggest that parents with learning disabilities can become good enough parents when the right support is in place. Although there has been good progress made in providing this support, it highlights the need for more work to ensure there is good access to support, that support is available on a longer-term basis, and that there is flexibility around key transition points in the life of the child and parents. (Edited publisher abstract)
For the record: the lived experience of parents with a learning disability – a pilot study examining the Scottish perspective
- Authors:
- MACINTYRE Gillian, STEWART Ailsa
- Journal article citation:
- British Journal of Learning Disabilities, 40(1), March 2012, pp.5-14.
- Publisher:
- Wiley
There are increasing numbers of parents with a learning disability living in the community. Research suggests that this group of parents faces disadvantage on multiple levels relating to poverty, social exclusion and discrimination. This small pilot study aimed to examine the lived experiences of 5 parents with a learning disability, to identify the needs of these parents, and to explore the potential role of advocacy in assisting these parents. The 5 parents had all been referred for advocacy support following the instigation of child protection proceedings. The study adopted a mixed methods approach including: a survey of relevant local organisations; interviews with the 5 parents; interviews with their 5 advocates; and interviews with 4 stakeholders. The findings showed that the parents faced a number of challenges not only in relation to their parenting role but also in the circumstances characterising their lives more generally. Parents were likely to be socially isolated and had limited support networks. Support services did not always meet the needs of parents with a learning disability, and joint working between agencies appeared to be particularly problematic. The study concludes that there is a clear role for advocacy in enabling these parents to have their voices heard.