High -vrs- Low Risk, Parents with Intellectual Disabilities
High vrs Low risks parents with intellectual disability
Journal Article Review:
The key points that the Author addressed in this article consists of the following:
In recent years there has been a major increase in the number of children that are exposed to potential harm and that can be separated from parents with intellectual disabilities (Booth & Booth, 2004; Cleaver & Nicolson, 2007; Clever, Walker, & Meadows, 2004). This means there has been a vast increase in the caseloads for social workers. There is also a serious lack of equipment used to assess families sufficiently, leaving professionals feeling ill-equipped and unable to gauge present or future risks effectively. The number of parents who have lost the rights to their child/children with ID in comparison to parents without ID is substantial (Booth, Booth & McConnell, 2005; McConnell, Llewellyn & Ferronato, 2000). According to Llewellyn, Mayes and McConnell (2008) mothers with ID tend to receive very little support from friends and family, thus leaving them classified as one of the most socially isolated groups within the community. Parents with ID are often afraid to ask for help with learning how to cope, as they feel this may cause negative assumptions or attract attention to their inability to provide sufficient care for their child/children. This may also cause fear and may ultimately lead to losing their child to the care system.
Within the report, a preliminary study was carried out. It aimed to investigate the adequacy of parental skills and the need for family support. The study used two groups of parents with ID; one was at a low risk of child abuse/ neglect and the other was at a high risk as the children had a history of Child Protection Registration and/ or temporary removal from the family home. It also aimed to identify whether partner relationships or other characteristics in the home had any influence in causing harm to a child. The study used perspectives from case workers,
Journal Article Review:
The key points that the Author addressed in this article consists of the following:
In recent years there has been a major increase in the number of children that are exposed to potential harm and that can be separated from parents with intellectual disabilities (Booth & Booth, 2004; Cleaver & Nicolson, 2007; Clever, Walker, & Meadows, 2004). This means there has been a vast increase in the caseloads for social workers. There is also a serious lack of equipment used to assess families sufficiently, leaving professionals feeling ill-equipped and unable to gauge present or future risks effectively. The number of parents who have lost the rights to their child/children with ID in comparison to parents without ID is substantial (Booth, Booth & McConnell, 2005; McConnell, Llewellyn & Ferronato, 2000). According to Llewellyn, Mayes and McConnell (2008) mothers with ID tend to receive very little support from friends and family, thus leaving them classified as one of the most socially isolated groups within the community. Parents with ID are often afraid to ask for help with learning how to cope, as they feel this may cause negative assumptions or attract attention to their inability to provide sufficient care for their child/children. This may also cause fear and may ultimately lead to losing their child to the care system.
Within the report, a preliminary study was carried out. It aimed to investigate the adequacy of parental skills and the need for family support. The study used two groups of parents with ID; one was at a low risk of child abuse/ neglect and the other was at a high risk as the children had a history of Child Protection Registration and/ or temporary removal from the family home. It also aimed to identify whether partner relationships or other characteristics in the home had any influence in causing harm to a child. The study used perspectives from case workers,
Bibliography: Abbotts, S. and McConkey, R. (2006) ‘The barriers to social inclusion as perceived by people with intellectual disabilities’: Journal of Intellectual Disabilities, 10(3): 275-287 Booth, T., & Booth, W Booth, T., Booth, W. and McConnell, D. (2005) ‘The prevalence and outcomes of care proceedings involving parents with learning difficulties in the Family Courts’. Journal of Applied Research in Intellectual Disabilities, 18, 7-17. Brown, W.G. and Harris, T. (2012) Social Origins of Depression: A study of Psychiatric Disorder in Woman, New York: Routledge Cleaver, H Cleaver, H., Walker, S. and Meadows, P. (2004) Assessing children’s’ needs and circumstances. London: Jessica Kingsley. Llewellyn, G., Mayes, R. and McDonnell, D. (2008) ‘Towards acceptance and inclusion of people with intellectual disability as parents’. Journal of Applied Research in Intellectual Disability, 21(4), 324-340 Llewellyn, G., Raustadottir, R., McConnell, D McConnell, D., Llwellyn, G. and Ferronato, L. (2000) Parents with disability and The NSW Children’s Court. Sydney: University of Sydney. McGaw, S. (2010) What Works for parents with Learning Disabilities, [online] United Kingdom: Barnardo’s. Available at: http://www.barnardos.org.uk/wwparwld.pdf McGaw, S., Beckley, K., Connolly, N