Search results for ‘Subject term:"parents with learning disabilities"’ Sort:
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Parenting with disabilities: experiences from implementing a parenting support programme in Sweden
- Authors:
- STARKE Mikaela, et al
- Journal article citation:
- Journal of Intellectual Disabilities, 17(2), 2013, pp.145-156.
- Publisher:
- Sage
- Place of publication:
- London
This article reports on the initial stages of implementing an Australian-based education programme for parents with intellectual disabilities (IDs) in Sweden. The clinical utility of the programme, Parenting Young Children (PYC), in the new country context is explored through Swedish professionals’ experiences in learning and using it. Study participants found PYC well suited for use in their working environment. Most of them reported the programme to have strengthened their work with parents. The programme was seen as benefiting both the study participants in their work with parents with IDs and these parents themselves, and its structure and content were found to be helpful in several ways. The checklists forming part of PYC were considered useful, but their purpose was sometimes misunderstood. The reported study helps to identify what is needed to improve the translation of the programme into the new country context, to promote appropriate and more effective use of programme materials. (Publisher abstract)
Value-added advocates
- Authors:
- BAUER Annette, et al
- Journal article citation:
- Social Work Matters (e-Magazine), October 2013, pp.16-19. Online only
- Publisher:
- The College of Social Work
This article summarises key findings from a small survey conducted by the Personal Social Services Research Unit (PSSRU) with four advocacy projects in England to investigate the economic case for advocacy for parents with learning disabilities. The survey provided 17 case studies and a project level information. Simple decision modelling techniques were used to investigate the economic case for advocacy. The findings suggested that investment in advocacy could offset their costs, achieve positive returns, improved quality of life for parents and positive child outcomes. Two short case studies are also included. (Original abstract)
Expanding the Engagement Model: the role of the specialist advocate in supporting parents with learning disabilities in child protection proceedings
- Author:
- TARLETON Beth
- Journal article citation:
- Journal of Public Child Welfare, 7(5), 2013, pp.675-690.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
The quality of the relationship between parents and professionals, during the child protection process, is key to ensuring the welfare of the children involved. This article discusses the role of the specialist crisis advocate when supporting parents with learning disabilities during the child protection process. It provides an insight into the hostile environment of child protection, as discussed by the child protection professionals, and the role of the advocate as a facilitator of positive engagement between the parents and professionals and in supporting improvements in practice. (Publisher abstract)
Implementation of an intensive, home-based program for parents with intellectual disabilities
- Author:
- RAO Trupti
- Journal article citation:
- Journal of Public Child Welfare, 7(5), 2013, pp.691-706.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
This article describes retrospective findings from a parenting programme developed in collaboration with a local Department of Social Services for adults with intellectual disabilities to increase parenting skills. Programme intervention consisted of home-based services offered three times a week over the course of four to six months, focusing on a variety of topics including child development, planning/problem solving, and childcare. Post-intervention outcomes are reported for approximately 50 families. Significant increases were found in the percentages of eight of 10 observable parenting skills and in the quality of the home environment. Additional factors of interest noted were characteristics regarding parents with intellectual disabilities. Findings support consideration of wider applications of targeted, home-based services for parents with intellectual disabilities. (Publisher abstract)
Practices changes in the child protection system to address the needs of parents with cognitive disabilities
- Authors:
- AZAR Sandra T., MAGGI Mirella C., PROCTOR Stephon N.
- Journal article citation:
- Journal of Public Child Welfare, 7(5), 2013, pp.610-632.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Parents with cognitive disabilities are over-represented in the child protection system. However, this system is not well prepared for working with them. Biases against their parenting, the need for accommodations, staff training, and cross systems barriers must be addressed. This article argues for changes to ensure parents are more effectively served and that staff and contract providers are better equipped. Specific changes are discussed in assessment and intervention practices. They will require human capacity building and organisational restructuring. Although behavioural approaches will be emphasised, recent research suggests cognitive behavioural cognitive approaches must also be integrated into a blueprint for change. (Publisher abstract)
A qualitative exploration of the views and experiences of family court magistrates making decisions in care proceedings involving parents with learning disabilities
- Authors:
- KOLLINSKY Laura, SIMONDS Laura M., NIXON Julie
- Journal article citation:
- British Journal of Learning Disabilities, 41(2), 2013, pp.86-93.
- Publisher:
- Wiley
A small evidence base suggests that parents with learning disabilities are likely to have their children permanently removed from their care. There is no known research involving magistrates in England, despite their role in care proceedings. This study aimed to explore the experience of magistrates making decisions in care proceedings involving parents with learning disabilities. Four family court magistrates took part in a semi-structured interview. The findings suggest that the magistrates in this sample perceive a distinction between themselves and others in terms of their ability to accommodate complexity in conceptualising learning disabilities. The ability to appreciate such complexity was considered important by magistrates in them adopting a more proactive role when presented with expert opinion. Four main influences were spoken of when determining the best interests of the child: timescale and age of the child, expert opinion, parenting abilities and support. Participants indicated how their experiences with people with learning disabilities outside of the court system have impacted on their role within care proceedings and have shaped their awareness of the limits of their own knowledge. Magistrates indicated a general need for more training about learning disabilities. Limitations and implications for practice are discussed. (Publisher abstract)
Mothers with intellectual disabilities: interactions with children and family services in Ireland
- Authors:
- SHEERIN Fintan K., KEENAN Paul M., LAWLER Denise
- Journal article citation:
- British Journal of Learning Disabilities, 41(3), 2013, pp.189-196.
- Publisher:
- Wiley
Traditionally, women with intellectual disabilities have faced challenges in accessing effective public health services and social service provision during pregnancy and early motherhood. The authors report on the experiences of four women with intellectual disabilities in their interactions with childcare services in the Republic of Ireland. They discuss the women's feelings of isolation, fears of losing their children and the disempowering effects of inadequate, ubiquitous responses adopted by many professionals and services. This study recommends a person-centred, rights-based approach to meeting the needs of these women. (Publisher abstract)
Good enough parents? Exploring attitudes of family centre workers supporting and assessing parents with learning difficulties
- Author:
- JONES Nicola
- Journal article citation:
- Practice: Social Work in Action, 25(3), 2013, pp.169-190.
- Publisher:
- Taylor and Francis
An increasing number of adults with learning difficulties are becoming parents; although there is no foundation for presuming they will inevitably neglect or abuse their children, some require additional support and services to enable them to provide safe and nurturing environments for their children. This growing area of practice is clearly complex; however, whilst studies have found that parents with learning difficulties are likely to suffer more stereotyping and be measured against harsher criteria than non-disabled parents, there is limited research to date on practitioners’ views and experiences. With this in mind, the author carried out semi-structured interviews with six family centre workers employed by an East of England local authority. Findings highlight the highly emotional impact of this area of work and the complex layering of personal, professional, organisational and societal values and attitudes which affect their practice. A number of barriers to social justice and best practice are identified, including communication, access to services, specialist knowledge or resources and risk aversion; the author concludes with some suggestions for improving practice. (Publisher abstract)
An enduring sense of loss
- Author:
- TILLY Liz
- Journal article citation:
- Community Living, 26(3), 2013, pp.18-19.
- Publisher:
- Hexagon Publishing
The author recounts the experiences of a group of eleven people with learning disabilities, who between them had 14 children removed through child care proceedings. The parents were all members of a research group ' Money, Friends and Making Ends Meet' which explored the lives of people with learning disabilities who did not receive specialist services. None of the parents seemed clear about why their children had been removed, with many projecting the blame solely onto their social worker. A sense of enduring loss was also evident from their comments. There also appeared to be a lack of parenting support, with none of the group having any support from their local advocacy service. The research demonstrates the need for parents with learning disabilities who have their children removed need access to emotional support and for clearer explainations about why their children were removed. (Original abstract)
An interview study of young adults born to mothers with mild intellectual disability
- Authors:
- LINDBLAD Ida, et al
- Journal article citation:
- Journal of Intellectual Disabilities, 17(4), 2013, pp.329--338.
- Publisher:
- Sage
- Place of publication:
- London
A group of 10 young adults from a population-based series in Sweden, of originally 42 individuals, born to mothers with mild intellectual disability (ID), were interviewed with regard to their experiences during childhood, adolescence, and their current situation. The interview revealed that 6 of the 10 individuals had been removed from their biological parents during childhood, 6 reported clear child abuse and/or neglect, and 6 individuals had mild ID. The majority of the individuals reported difficulties in their relations with family and in school. The small number of participants (n = 10) who could be personally interviewed reflected the major problems that were encountered in the process of making contact with this group of young individuals. In conclusion, this study adds to other reports that children of mothers with ID constitute an extremely vulnerable group. Therefore, these families need full and continuous attention from the supportive systems in society. (Publisher abstract)