Search results for ‘Subject term:"learning disabilities"’ Sort:
Results 1 - 10 of 29
Training a family in physical interventions as part of a positive behaviour support intervention for challenging behaviour
- Authors:
- HEWITT Olivia, KEELING Natalie
- Journal article citation:
- British Journal of Learning Disabilities, 44(2), 2016, p.159–166.
- Publisher:
- Wiley
Between 10% and 15% of people with a learning disability have behaviour that challenges others, and half of these people live within the family home (Emerson et al., Research in Developmental Disabilities, 2001; 22, 77). Current best practice in managing challenging behaviour combines person-centred planning, functional analysis, and proactive and reactive strategies, and teaching alternative skills to manage behaviour in a way that keeps both service user and carers safe (positive behaviour support). This study considers the case study of a young man who lives with his parents in their family home. Reactive strategies including physical interventions have been taught to the family which has allowed them to manage their son's behaviour effectively and allowed him to remain living with his family. Frequency and intensity of challenging behaviour reduced, and family confidence in managing challenging behaviour was increased. (Publisher abstract)
Recurrent grief in mothering a child with an intellectual disability to adulthood: grieving is the healing
- Author:
- BROWN Judith M.
- Journal article citation:
- Child and Family Social Work, 21(1), 2016, pp.113-122.
- Publisher:
- Wiley
Much of the literature on mothering a child with a disability focuses on grief in the context of diagnosis, with a paucity of longitudinal studies focusing on ongoing grief as the child moves through the life stages. This qualitative study explores the existence of recurrent grief within the lived experience of six women, in mothering their children with intellectual disability through to young adulthood. Informed by the differing theories of grief and disability, the study considers mothers' perception of the experience of recurrent grief as influenced by personal and societal factors, with a focus on its triggers, its manifestation and its amelioration. The findings have relevance to social work practice, policy and research in revealing the necessity for ongoing support and advocacy for mothers of children and young adults with intellectual disabilities. (Publisher abstract)
The power to parent
- Author:
- BOND Henrietta
- Journal article citation:
- Community Care, 5.6.97, 1997, p.28.
- Publisher:
- Reed Business Information
Upholding the rights of people with learning difficulties means supporting them in living their lives to the full. The author visits a project which is supporting parents with learning difficulties as they bring up their children.
'The lost weekend': an exploration of letting go
- Author:
- SCRIMSHAW Lynne
- Journal article citation:
- Journal of Social Work Practice, 9(1), Spring 1995, pp.43-52.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Written as part of the requirement of the Intermediate Course on Psychodynamic Work in Mental Handicap at the Tavistock Clinic. It looks at some of the issues involved when middle-aged or elderly parent of adults with learning difficulties have to consider respite or long-term care for their children. Two case studies illustrate a variety of problems encountered by families when for the first time a separation is either necessary or seen as desirable. In the first, the diagnosis of a terminal illness is the precipitant for a widowed mother to have to consider her son's future. In the second, a couple in their eighties differ in their perception of their daughter's needs and their ability to care for her. The discussion aims to understand the resistance encountered by social workers and other professionals in these circumstances by looking at theories of mourning and separation, and by applying insights from these theories to the process within families. Considers the external realities which are equally important to take into account, and identifies some of the skills and resources by professionals if they are to offer the most effective and helpful service to families.
Families of 30-35 year olds with Down's Syndrome
- Author:
- CARR Janet
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 18(1), March 2005, pp.75-84.
- Publisher:
- Wiley
The families of a population sample of people with Down's syndrome (DS), and of their non-disabled controls, have been followed since early childhood, and the families have now been seen again as their sons and daughters reached age 30 and 35 years. A semi-structured interview schedule was used, including items from the handicaps, behaviour and skills schedule and from Holmes' thesis relating to leisure and social life and experience of services. Most parents, now in their late 60s, reported good health and a satisfactory social life. Mothers' mean stress scores were slightly higher in the Down's syndrome group than in the controls: possible explanations for this are discussed. Only one factor relating to the offspring with Down's syndrome could be shown to influence stress. Few adverse effects on the siblings were identified. The study is in agreement with others in showing families of older people with Down's syndrome to be well-adjusted and not unduly stressed.
Poverty and children with intellectual disabilities in the world's richer countries
- Author:
- EMERSON Eric
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 29(4), December 2004, pp.319-338.
- Publisher:
- Taylor and Francis
The experience of poverty has a pervasive impact on the health (including mental health) of children and their parent(s), on family functioning and on the life course of children. The aim of this paper is to consider the relevance of poverty to our understanding of the health (and mental health) of children with intellectual disabilities in the world's richer countries. It is suggested that poverty is of considerable relevance to this area as: (1) young people with intellectual disabilities are at greater risk than their non-disabled peers of experiencing poverty; (2) the experience of poverty is likely to be associated with poor parental health and well-being and consequently poorer parenting practices; and (3) the experience of poverty is likely to be associated with poor child health and well-being. Implications for future research, policy and practice are discussed.
Parent education and home-based behaviour analytic intervention: an examination of parents' perceptions of outcome
- Authors:
- DILLENBURGER Karola, et al
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 29(2), June 2004, pp.119-130.
- Publisher:
- Taylor and Francis
There is convincing evidence that applied behaviour analysis (ABA) offers a highly effective form of intervention for children with autistic spectrum disorder (ASD). There is less evidence, however, about how parents perceive and evaluate ABA programmes. In this paper an examination of parents' perceptions of outcome is reported. Twenty-two questionnaires were completed by two groups of parents. The first group had just completed an introductory course in ABA and were in the early stages of implementing ABA programmes with their children. The second group had been involved in ABA education for more than 2 years. Overall, both groups of parents reported a positive impact of ABA on the lives of their children, their family life, and themselves. The long-term group reported that they had achieved complex goals with their children, whilst the short-term group reported an immediate positive impact on child and family functioning and parental self-esteem. Conclusions are drawn in the context of evidence-based practice.
Families leading planning: looking to the future
- Authors:
- SHORT Alison, SANDERSON Helen, COOK Margaret
- Publisher:
- Families Leading Planning
- Publication year:
- 2004
- Pagination:
- ca. 300p.
This resource is for families looking at Person Centred Planning between the ages 13 - 25, often referred to as “transition” by services. It enables family members to learn from and with other family members and to develop an essential lifestyle plan for and with the persons they care for.
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.
Paying the piper and calling the tune?: the relationship between parents and irect payments for people with intellectual disabilities
- Authors:
- WILLIAMS Val, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 16(3), September 2003, pp.219-228.
- Publisher:
- Wiley
The aim of this paper is to investigate the role parents are playing in direct payments provision for their son or daughter with intellectual disabilities. The paper draws on a UK-wide inclusive research project, carried out by researchers who were members of an organization of people with intellectual disabilities. The purpose of the project as a whole was to explore what support works best for people with intellectual disabilities to access direct payments provision in the UK, and one of the key supports for certain people was found to be parents and families. Drawing on interviews with 29 family carers, the researchers found that parents were often strong advocates of independence for their son or daughter, and only acted as barriers to direct payments when they did not have sufficient information. Parents were found to be playing significant roles as initiators, managers and supporters of direct payments for their son or daughter; however, these roles were matched by important gains in quality of life and relationships within the family. The paper considers the implications of the power balance between persons with intellectual disabilities, their parents and their staff. Direct payments can alter that balance radically, but it is still important to have a good, independent direct payments support scheme to enable the person with intellectual disabilities to be in control.