Literature Review on Provision of Appropriate and Accessible ...
Literature Review on Provision of Appropriate and Accessible ...
Literature Review on Provision of Appropriate and Accessible ...
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PAGE 178<br />
While most parent educati<strong>on</strong> programmes focus <strong>on</strong> the teaching <strong>of</strong><br />
parenting skills, McGaw, Ball <strong>and</strong> Clark (2002) set up a parent group<br />
with a different focus. Their parent group met for 14 sessi<strong>on</strong>s <strong>and</strong><br />
c<strong>on</strong>centrated <str<strong>on</strong>g>Literature</str<strong>on</strong>g> <strong>on</strong> relati<strong>on</strong>ships <str<strong>on</strong>g>Review</str<strong>on</strong>g> <strong>on</strong> issues Provisi<strong>on</strong> (such <strong>of</strong> <strong>Appropriate</strong> as recognising <strong>and</strong> <strong>Accessible</strong> <strong>and</strong> managing<br />
emoti<strong>on</strong>s, trusting Support others, to People using with negotiating an Intellectual skills), Disability employing who are a cognitive<br />
behavioural Experiencing approach. They Crisis found Pregnancy that parents who took part in the<br />
group had a more positive self-c<strong>on</strong>cept <strong>and</strong> had improved relati<strong>on</strong>ships<br />
(with, for example, partners or friends) by the end compared to a group<br />
<strong>of</strong> parents who did not attend the sessi<strong>on</strong>s. The group itself acted as a<br />
way <strong>of</strong> extending parents’ social networks, with some <strong>of</strong> the relati<strong>on</strong>ships<br />
formed in the group c<strong>on</strong>tinuing after the group disb<strong>and</strong>ed.<br />
5.7.2 Competence-promoting support programmes<br />
Tucker <strong>and</strong> Johns<strong>on</strong> (1989) distinguished between competencepromoting<br />
type support, which helped parents to learn <strong>and</strong> achieve<br />
by themselves, <strong>and</strong> competence-inhibiting support, which involved<br />
‘doing’ for the parents rather than helping them to learn <strong>and</strong> achieve<br />
for themselves. Competence-inhibiting support denied parents the<br />
opportunity to learn, undermined their c<strong>on</strong>fidence <strong>and</strong> made their<br />
situati<strong>on</strong> worse. A key factor in determining the effectiveness <strong>of</strong> support<br />
is how parents perceive the support they are <strong>of</strong>fered (Llewellyn &<br />
McC<strong>on</strong>nell, 2005).<br />
Gates (2007: 561) identified four main areas <strong>of</strong> support:<br />
1. Practical help <strong>and</strong> teaching<br />
2. The attitudes <strong>of</strong> pr<strong>of</strong>essi<strong>on</strong>als <strong>and</strong> the services they represent:<br />
People with disabilities should be given their full <strong>and</strong> proper<br />
status as parents first (Booth <strong>and</strong> Booth, 1994a)<br />
3. Need <strong>of</strong> all parents to make supportive relati<strong>on</strong>ships with<br />
friends in their local area. Research suggests that this need is<br />
particularly relevant to parents who have a learning disability<br />
(Campi<strong>on</strong>, 1995; Booth <strong>and</strong> Booth, 2000)<br />
4. Supports related to the envir<strong>on</strong>ment: Parents with intellectual<br />
disability are more likely to experience, for example, poverty <strong>and</strong><br />
poor housing; this disadvantage is <strong>of</strong>ten worsened by prejudice<br />
<strong>and</strong> stereotypical attitudes. It is essential that pr<strong>of</strong>essi<strong>on</strong>als<br />
underst<strong>and</strong> the impact <strong>of</strong> these factors <strong>on</strong> a family.