The siblings of children with special needs are often the overlooked ones in families struggling to cope. The author is an experienced health professional and journalist who has a sister with cerebral palsy. In this book she shares the story of her journey from confusion and distress to understanding and acceptance. She provides a forum for other siblings to describe their own journeys. She also provides strategies that siblings themselves, parents and practitioners can use to support the brothers and sisters of children with special needs.
The siblings of children with special needs are often the overlooked ones in families struggling to cope. The author is an experienced health professional and journalist who has a sister with cerebral palsy. In this book she shares the story of her journey from confusion and distress to understanding and acceptance. She provides a forum for other siblings to describe their own journeys. She also provides strategies that siblings themselves, parents and practitioners can use to support the brothers and sisters of children with special needs.
Disability and Society, 20(3), May 2005, pp.261-275.
Publisher:
Taylor and Francis
This paper discusses perceptions and experiences of impairment and disability from the perspectives of learning disabled children, their parents and their social workers. The author reports on findings from her doctoral study that adults often fail to take into account the views and experiences of learning disabled children. As a result, these children developed their own interpretations of impairment and disability based on their experiences and interactions with others. Whilst this indicates that they are active social interpreters, it also suggests that adults should make greater efforts to inform and consult learning disabled children. The author concludes by reflecting on the relevance of these findings to contemporary theories of disability and childhood.
This paper discusses perceptions and experiences of impairment and disability from the perspectives of learning disabled children, their parents and their social workers. The author reports on findings from her doctoral study that adults often fail to take into account the views and experiences of learning disabled children. As a result, these children developed their own interpretations of impairment and disability based on their experiences and interactions with others. Whilst this indicates that they are active social interpreters, it also suggests that adults should make greater efforts to inform and consult learning disabled children. The author concludes by reflecting on the relevance of these findings to contemporary theories of disability and childhood.
Subject terms:
learning disabilities, parent-child relations, physical disabilities, social work theories, user views, children;
This review identifies and reviews the existing research on disabled parents and 'young carers' outlining three perspectives: personal, ecological, and organisational. It addresses new directions that could be taken in terms of good and supportive practice. It places this within the legislative, policy and practice context. review. Although it is crucial to the welfare of children that all parents are well supported, much evidence has emerged over the past decade pointing to the fact that it is very hard for parents with chronic illnesses, physical and/or sensory impairments, Deaf parents, those with learning difficulties, those with particular mental health needs and those with drug or alcohol related issues, to access information, resources and support to help them fulfil their parenting responsibilities. This has had serious implications for the welfare of large numbers of families. These groups of parents are collectively described in this review as disabled parents.
This review identifies and reviews the existing research on disabled parents and 'young carers' outlining three perspectives: personal, ecological, and organisational. It addresses new directions that could be taken in terms of good and supportive practice. It places this within the legislative, policy and practice context. review. Although it is crucial to the welfare of children that all parents are well supported, much evidence has emerged over the past decade pointing to the fact that it is very hard for parents with chronic illnesses, physical and/or sensory impairments, Deaf parents, those with learning difficulties, those with particular mental health needs and those with drug or alcohol related issues, to access information, resources and support to help them fulfil their parenting responsibilities. This has had serious implications for the welfare of large numbers of families. These groups of parents are collectively described in this review as disabled parents.
Subject terms:
parent-child relations, parents, parents with learning disabilities, physical disabilities, research methods, children, families;
This book explores the range of supports that parents find effective and how those supports might be improved or better mobilized. It draws from studies on the general population as well as specific service users, to highlight issues common to parents in a wide variety of circumstances.
This book explores the range of supports that parents find effective and how those supports might be improved or better mobilized. It draws from studies on the general population as well as specific service users, to highlight issues common to parents in a wide variety of circumstances.
Extended abstract:
Author
QUINTON David;
Title
Supporting parents: messages from research. Publisher
Jessica Kingsley, 2004.
Summary
This book explores the range of supports that parents find effective and how those supports might be improved or better mobilized.
Context
For many years non-technical summaries of research programmes and initiatives funded by the Department of Health (DH) Children’s Social Care section have been produced, intended to make messages from the research useful and intelligible to policy makers, service providers and practitioners. Each is produced through a distinctive process and written by an academic expert, incorporating policy makers’ and practitioners’ comments, and tries to ensure that researchers are happy with the synthesis produced.
Method
The Supporting Parents initiative is unusual within this tradition in that it included such a diversity of projects. It was therefore not possible to convene a group to comment; such a group would have been too diverse for discussions to be productive. Instead, meetings between the researchers and the policy customers from the DH discussed emerging findings and their connection with the policymaking process. When the studies were nearly complete each team nominated two non-academic professionals knowledgeable in the topic and involved in service delivery who read and commented on the project. A smaller ‘overview group’ of policy makers and members of the independent and voluntary sectors also read and commentated on the overview text as it developed. Finally, when the text was sufficiently advanced relevant sections were sent back to the researchers for comments on their accuracy and on whether the important messages had been drawn out.
Contents
The report draws from studies on the general population as well as specific service users to highlight issues common to parents in a wide variety of circumstances. It is divided into 3 parts. The first. ‘Background and concepts’, has 3 chapters, on the Supporting Parents Research Initiative, support and parenting, and the policy context. The second, ‘Parenting and its supports’, has 4, on studies in the general population, studies of foster care, parenting and support in the context of disability, and supporting parents who may be hard to help. The third has a single chapter pulling together findings and ideas that go across the studies. Appendices give researchers’ summaries of their studies and list the readers and overview group members. There are also subject and author indexes.
ISBN 1 84310 210 2
Subject terms:
medical treatment, parent-child relations, parents, physical disabilities, standards, children, families;
This anthology challenges rigid, limiting views of what it means to be a disabled woman, and of what a parent is and does. Disabled women describe having to fight for the right to become pregnant, the pleasure of teaching children the benefits of having a "different" mother; and the delight of involving themselves in a child's life. Whether it be a birth mother, an adoptive parent, a godparent, a friend, or a woman who has made a positive choice not to become a parent, these disabled women are asserting their right to explore the diversity of experience.
This anthology challenges rigid, limiting views of what it means to be a disabled woman, and of what a parent is and does. Disabled women describe having to fight for the right to become pregnant, the pleasure of teaching children the benefits of having a "different" mother; and the delight of involving themselves in a child's life. Whether it be a birth mother, an adoptive parent, a godparent, a friend, or a woman who has made a positive choice not to become a parent, these disabled women are asserting their right to explore the diversity of experience.
Disability and Society, 17(7), December 2002, pp.825-843.
Publisher:
Taylor and Francis
This article considers the significance of a model of disability in relation to the child with profound impairment and examines the individual and social models of disability in connection with this. It is argued that although these two models cannot be completely dismissed, the models largely ignore the experience and perspective of the profoundly impaired child, their parent(s) and family. This article endeavours to inform an alternative model of disability, the 'Alliance' or cooperative model between child, parent and carer.
This article considers the significance of a model of disability in relation to the child with profound impairment and examines the individual and social models of disability in connection with this. It is argued that although these two models cannot be completely dismissed, the models largely ignore the experience and perspective of the profoundly impaired child, their parent(s) and family. This article endeavours to inform an alternative model of disability, the 'Alliance' or cooperative model between child, parent and carer.
Child and Adolescent Social Work Journal, 16(6), December 1999, pp.439-466.
Publisher:
Springer
Although researchers have studied families of children with disabilities for many decades, most of this work has been focused on the mothers. Very little information is available to help social workers and other family professionals understand the importance and benefits of father involvement. This article reviews some of the research on father involvement; identify the barriers and supports; and make recommendations based on the literature and on reports of successful programmes.
Although researchers have studied families of children with disabilities for many decades, most of this work has been focused on the mothers. Very little information is available to help social workers and other family professionals understand the importance and benefits of father involvement. This article reviews some of the research on father involvement; identify the barriers and supports; and make recommendations based on the literature and on reports of successful programmes.
Subject terms:
parent-child relations, physical disabilities, training, user participation, children, fathers;
Child and Family Social Work, 11(2), May 2006, pp.95-106.
Publisher:
Wiley
This article examines the effect of various types of children's disability on parent–child interactions, including how disabilities affect parental sensitivity and communications. A brief outline of attachment theory and patterns of organization is followed by a review of the research evidence that has looked at children with disabilities and insecure attachments. A complex picture emerges in which it is not a child's disability per se that is associated with insecure attachments but rather an interaction between children with disabilities and the caregiver's state of mind with respect to attachment. Transactions between both child and caregiver vulnerability factors affect sensitivity, communications and security of attachment. Practice implications for prevention, advice and support are considered.
This article examines the effect of various types of children's disability on parent–child interactions, including how disabilities affect parental sensitivity and communications. A brief outline of attachment theory and patterns of organization is followed by a review of the research evidence that has looked at children with disabilities and insecure attachments. A complex picture emerges in which it is not a child's disability per se that is associated with insecure attachments but rather an interaction between children with disabilities and the caregiver's state of mind with respect to attachment. Transactions between both child and caregiver vulnerability factors affect sensitivity, communications and security of attachment. Practice implications for prevention, advice and support are considered.
Research on Social Work Practice, 15(6), November 2005, pp.531-544.
Publisher:
Sage
Using a two-group, cross-sectional survey design, this American study explored the relationship between parenting stress and a child’s ability to functionally communicate within families who participated in an early intervention developmental disability programme with respect to total stress as well as domain-specific stress. In addition, this study described how this relationship differed with respect to key demographic characteristics. Sixty four parents were included in the study. The findings suggest that a child’s ability to functionally communicate does negatively relate to the level of parenting stress in the parent-child subsystem. Implications for both social work practice and policy are presented.
Using a two-group, cross-sectional survey design, this American study explored the relationship between parenting stress and a child’s ability to functionally communicate within families who participated in an early intervention developmental disability programme with respect to total stress as well as domain-specific stress. In addition, this study described how this relationship differed with respect to key demographic characteristics. Sixty four parents were included in the study. The findings suggest that a child’s ability to functionally communicate does negatively relate to the level of parenting stress in the parent-child subsystem. Implications for both social work practice and policy are presented.
Subject terms:
learning disabilities, mental health problems, parent-child relations, parents, physical disabilities, stress, assessment, children, communication, early intervention;