Search results for ‘Subject term:"parents with learning disabilities"’ Sort:
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What works for parents with learning disabilities?
- Authors:
- MCGAW Sue, NEWMAN Tony
- Publisher:
- Barnardo's
- Publication year:
- 2005
- Pagination:
- 96p., bibliog.
- Place of publication:
- Ilford
This report is a review of what we know about the most effective ways of providing support. It draws on empirical evidence and research to establish a knowledge base for practitioners and those charged with developing services. The report falls into six parts: a general discussion about learning disability and parenting; why parents with learning disabilities are of concern to health and social care services; ways of assessing families; ways of intervening; what is known about effectiveness; and current service issues.
I want to be a good parent: book 4; children need to be safe
- Author:
- MCGAW Sue
- Publisher:
- British Institute of Learning Disabilities
- Publication year:
- 1995
- Pagination:
- 11p.,illus.
- Place of publication:
- Kidderminster
Illustrated booklet about keeping children safe, aimed at parents with learning difficulties.
Predicting the unpredictable? Identifying high-risk versus low-risk parents with intellectual disabilities
- Authors:
- MCGAW Sue, SCULLY Tamara, PRITCHARD Colin
- Journal article citation:
- Child Abuse and Neglect, 34(9), September 2010, pp.699-710.
- Publisher:
- Elsevier
This study with parents with intellectual disabilities (IDs) aimed to: investigate the adequacy of parenting skills and the need for family support as viewed from the parent’s, referring professional’s, and a parenting service’s perspective; identify demographic variables and parenting factors that differentiate between high-risk and low-risk parenting competency; and investigate the impact of partner relationships on parental competency and risk status. The retrospective study was based on secondary data analysis of data gathered from 101 parents with IDs and 172 of their children, all of whom had been referred to a specialist parenting service (SPS) in Cornwall over a 5 year period. Most of the parents were mothers (n=97); 33 parents were single. Parent’s perception of needs was found to be significantly lower than that identified by professionals and the SPS. IQ level of the main parent, relationship status, parental age, employment, amenities, valued support and parent’s perception of need were not contributing factors distinguishing high-risk from low-risk parents. High-risk parenting was associated with parental reports of childhood trauma (emotional abuse and physical neglect in particular), parent’s having additional special needs in addition to their IDs, or parents who were raising a child with special needs. Other high risk factors related to the male partners of mothers with IDs, many of whom did not have IDs and/or whose histories included anti-social behaviours or criminality.
Prevalence of psychopathology across a service population of parents with intellectual disabilities and their children
- Authors:
- MCGAW Sue, SHAW Tom, BECKLEY Kerry
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 4(1), March 2007, pp.11-22.
- Publisher:
- Wiley
This study identified and investigated the incidence of childhood trauma and psychopathology across a population of parents with intellectual disabilities (IDs) known to a parenting service in the United Kingdom over a 5-year period and examined the emotional and physical welfare of their children. Data were gathered from 49 parents with ID and 58 children currently living with their families. Four measures were used to identify risk and level of need at referral, the prevalence of childhood abuse reported by parents, and any associations with current levels of psychopathology in the parents or their children. Symptoms of psychopathology were prevalent among 45% of parents with ID, although the association with parent childhood trauma was weak. Significant associations were found between the presence of parent psychopathology and mental and cognitive problems in the children, such as attention deficits, anxiety disorders, and autism. Also, a significant relationship was identified between parents who reported childhood trauma and registration of their children on the Child Protection Register for risk of neglect and/or maltreatment. Sexual abuse and emotional abuse were the most prevalent risk categories under which these children were registered, the latter category significantly associating with parents' self-reports of emotional abuse as children. These findings were significantly different from that identified for children of parents without reported childhood trauma.
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.
I want to be a good parent: book one; what's it like to be a parent?
- Author:
- MCGAW Sue
- Publisher:
- British Institute of Learning Disabilities
- Publication year:
- 1994
- Pagination:
- 16p.,illus.
- Place of publication:
- Kidderminster
Illustrated booklet aimed at parents with learning difficulties.
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.