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 184<br />
et al., 1997), ensuring that all aspects <strong>of</strong> support are provided at a<br />
level that the parent underst<strong>and</strong>s (McC<strong>on</strong>nell et al., 1997).<br />
• Clear <str<strong>on</strong>g>Literature</str<strong>on</strong>g> <strong>and</strong> coordinated <str<strong>on</strong>g>Review</str<strong>on</strong>g> <strong>on</strong> referral Provisi<strong>on</strong> <strong>and</strong> <strong>of</strong> <strong>Appropriate</strong> assessment <strong>and</strong> procedures <strong>Accessible</strong><br />
Support to People with an Intellectual Disability who are<br />
between health <strong>and</strong> social care providers are vital in order to<br />
Experiencing Crisis Pregnancy<br />
recognise support needs at an early stage <strong>of</strong> parenting <strong>and</strong> to<br />
anticipate needs that might arise at different stages <strong>of</strong> family<br />
life. Adult <strong>and</strong> children’s services, <strong>and</strong> health <strong>and</strong> social care<br />
providers, should agree protocols for referrals, assessments <strong>and</strong><br />
care pathways to resp<strong>on</strong>d appropriately <strong>and</strong> promptly to both the<br />
parents’ <strong>and</strong> their children’s needs.<br />
• Families that are affected by parental learning disabilities may<br />
benefit from many types <strong>of</strong> service including support in using<br />
universal antenatal <strong>and</strong> postnatal services, parent groups,<br />
courses in parenting skills, counselling <strong>and</strong> family planning<br />
services (DH <strong>and</strong> DfES, 2007).<br />
• L<strong>on</strong>g-term support should be provided where necessary (DH <strong>and</strong><br />
DfES, 2007); for example, practical support that is sustained over<br />
the l<strong>on</strong>ger term <strong>and</strong> directed towards reinforcing <strong>and</strong> developing<br />
parents’ own skills (Booth <strong>and</strong> Booth, 1995a).<br />
• Self-advocacy support should be made available to parents to<br />
help build c<strong>on</strong>fidence <strong>and</strong> self-esteem, <strong>and</strong> to prevent parenting<br />
problems such as poor hygiene or failure to attend mother <strong>and</strong><br />
baby groups (DH <strong>and</strong> DfES, 2007).<br />
• Provisi<strong>on</strong> <strong>of</strong> independent advice or advocacy: without independent<br />
advocacy support for parents, the negative views held by some<br />
practiti<strong>on</strong>ers about the parenting abilities <strong>of</strong> people with learning<br />
difficulties make acti<strong>on</strong>s <strong>and</strong> decisi<strong>on</strong>s that are detrimental<br />
to their interests more likely (Booth <strong>and</strong> Booth, 1995a: 301).<br />
According to Baum <strong>and</strong> Burns (2007), women with learning<br />
disabilities are <strong>of</strong>ten ambivalent about the whole idea <strong>of</strong> support,<br />
because they have <strong>of</strong>ten experienced it as reinforcing their<br />
negative social identities. It is important, therefore, that mothers