Children's Needs â Parenting Capacity - Digital Education Resource ...

More documents

Recommendations

Info

110 Children’s Needs – Parenting Capacitynot be given adequate nutrition because mothers with learning disabilities may notknow what appropriate food for a baby is. Ongoing support and advice from healthworkers are essential because these parents may experience difficulties in adaptingwhat they learn to the baby’s changing needs (Cleaver and Nicholson 2007).Furthermore, the disabling effects of mental illness, learning disability, problemdrinking or drug use or domestic violence may result in routine health checksbeing missed and inadequate intervention being sought when the baby is unwell.Black families and those from minority ethnic communities may have less access topreventative and support services than white families.Finally, it is important to remember the effects of social deprivation. There is awell-established association between poor material conditions and illness in smallchildren (see Bradshaw 1990). The poor material conditions may not necessarily bethe result of parental problems, but may have contributed significantly to parentalstress (Brown and Harris 1978; Ghate and Hazel 2002).Education – cognitive and language developmentExpected abilityNewborn babies are able to see well close up (approximately the distance between thebaby’s eyes and the mother’s face during nursing) and by 1 month can discriminatecolour.Soon after birth, babies respond to sound and voices. The baby hears best in therange of the human voice, and can discriminate the mother (or regular carer) fromothers on the basis of smell, sight, or sound almost immediately. At approximately 1month the baby will start to coo and gurgle – sounds which stem from pleasurablesocial interactions. At this time babies with a hearing loss will vocalise in a reflexiveway, but if very deaf will not show a startle reflex to sudden noises. By 3 months coosand gurgles will be used as a form of interaction with a familiar person and they beginto respond to stimuli, such as hearing a familiar voice or seeing a familiar smiling face,with a full social smile. By 4 months babies begin to laugh, and at around 6 monthsmany engage in social play such as ‘peek-a-boo’. Babbling starts spontaneously ataround 6 months. This is also the time when words such as ‘bye-bye’; ‘mama’ and‘dada’ are understood. By 9 months the baby will enjoy communicating with soundsand can shout for attention or scream with rage. They can now also understand thecommand ‘no’ (Smith and Cowie 1993). Interest in their surroundings starts ataround 3 months. By 9 months babies look in the correct direction for fallen toys.Possible impact on cognitive and language developmentThe main impact of parental problems on babies’ cognitive and language developmentresults from inconsistent or neglectful behaviour rather than any direct impact.
Child development and parents’ responses – children under 5 years 111Babies may be at risk of suffering significant harm when parents are preoccupiedwith their own feelings and emotions, find it difficult to notice the baby’s feelings orwishes and fail to respond to them appropriately. In addition, feelings of exhaustion,physical illness, depression and a lack of self-confidence and self-worth – all factorsassociated with domestic violence, parental mental illness, learning disability andparental substance misuse – may result in limiting the mother’s capacity to engagewith and stimulate her baby.Parents (both with learning disability) have received advice and guidance inrespect of stimulation from both health visitors and the family centre. Their abilityto demonstrate and continue to offer appropriate stimulation is questionable.(Health visitor discussing parenting of an 8-month-old boy, quoted inCleaver and Nicholson 2007, p.78)Longitudinal studies have found no evidence to suggest that prenatal exposureto cocaine is associated with physical growth, cognitive development or thedevelopment of language skills (Frank et al. 2001; Messinger et al. 2004). However,there is some tentative evidence to suggest that premature exposure to alcohol isnegatively associated with mental development among 12- to 13-month-old infants(Testa et al. 2003).In relation to mental illness, the impact on cognitive development tends toresult from parents’ behaviour. For example, mothers who experience psychoticsymptoms after giving birth are more likely to regard their babies as passive creaturesand perceive their gestures and facial expressions negatively (Murray et al. 2001).When the mother suffers from depression the baby’s cognitive development maybe affected because interaction between mother and baby is reduced. Depressedmothers are also less likely to modify their behaviour according to the behaviour oftheir baby (Murray et al. 2001).Depressed mothers, mothers with learning disabilities, or those with alcohol ordrug problems have been shown to respond less frequently to their baby’s cues,and when they did respond, were more likely to do so in a controlling rather thanfacilitative manner, ‘it appears to be the manner or quality of this intrusive form ofrelatedness, that is most important for infant development’ (Hobson et al. 2005, p.342).For further information see: Cox et al. 1987, Murray et al. 2001 for mental health;Cleaver and Nicholson 2007 for parental learning disability; Hill et al. 1996 andJuliana and Goodman 1997 for alcohol and drugs.Emotional and behavioural developmentExpected development‘Babies are like the raw material for a self’ (Gerhardt 2004, p.18). During the firstyear and a half of life, the baby’s brain is growing at its most rapid rate and requiresthe right conditions to develop adequately. At birth, emotions and feelings are ata very basic level and the baby relies on adults ‘to reduce discomfort and distress andincrease comfort and contentment’ (Gerhardt 2004, p.18).
Page 1 and 2:
Children’s Needs - Parenting Capa
Page 3 and 4:
Published for the Department for Ed
Page 5 and 6:
ivChildren’s Needs - Parenting Ca
Page 7 and 8:
List of figures and tablesFiguresFi
Page 9 and 10:
AcknowledgementsWe acknowledge with
Page 11 and 12:
2 Children’s Needs - Parenting Ca
Page 13 and 14:
Page 15 and 16:
Page 17 and 18:
Page 19 and 20:
10 Children’s Needs - Parenting C
Page 21 and 22:
Page 23 and 24:
Page 25 and 26:
Page 27 and 28:
Page 29 and 30:
PART I: GENERAL ISSUESAFFECTING PAR
Page 31 and 32:
Page 33 and 34:
Page 35 and 36:
Page 37 and 38:
Page 39 and 40:
Page 41 and 42:
Page 43 and 44:
Page 45 and 46:
Page 47 and 48:
Page 49 and 50:
Page 51 and 52:
Page 53 and 54:
Page 55 and 56:
Page 57 and 58:
Page 59 and 60:
Page 61 and 62:
Page 63 and 64: 56 Children’s Needs - Parenting C
Page 91 and 92: 3Which children are most at risk of
Page 93 and 94: Which children are most at risk of
Page 103 and 104: 4Child development and parents’re
Page 105 and 106: Child development and parents’ re
Page 113: Child development and parents’ re
Page 165 and 166:
Child development and parents’ re
Page 167 and 168:
Page 169 and 170:
Page 171 and 172:
Page 173 and 174:
Page 175 and 176:
Page 177 and 178:
Page 179 and 180:
Page 181 and 182:
Page 183 and 184:
Page 185 and 186:
Page 187 and 188:
Page 189 and 190:
Page 191 and 192:
Page 193 and 194:
Page 195 and 196:
Page 197 and 198:
Page 199 and 200:
Page 201 and 202:
PART III: CONCLUSIONS ANDIMPLICATIO
Page 203 and 204:
200 Children’s Needs - Parenting
Page 205 and 206:
Page 207 and 208:
Page 209 and 210:
Page 211 and 212:
Page 213 and 214:
BibliographyAbel, E.L. (1998) ‘Fe
Page 215 and 216:
Bibliography 213Barnardo’s (2005)
Page 217 and 218:
Bibliography 215Brandon, M., Bailey
Page 219 and 220:
Bibliography 217Children’s Workfo
Page 221 and 222:
Bibliography 219Davies, C. and Ward
Page 223 and 224:
Bibliography 221Department for Heal
Page 225 and 226:
Bibliography 223Edwards, A. and Smi
Page 227 and 228:
Bibliography 225Flately, J., Kersha
Page 229 and 230:
Bibliography 227Gottlieb, S. (2002)
Page 231 and 232:
Bibliography 229HM Government (2011
Page 233 and 234:
Bibliography 231Jaffe, P., Wolfe, D
Page 235 and 236:
Bibliography 233Kolar, A., Brown, B
Page 237 and 238:
Bibliography 235Margison, F. and Br
Page 239 and 240:
Bibliography 237Merikangas, K., Die
Page 241 and 242:
Bibliography 239Murray, L., Cooper,
Page 243 and 244:
Bibliography 241Office for National
Page 245 and 246:
Bibliography 243Priory Group (2006)
Page 247 and 248:
Bibliography 245Royal College of Ph
Page 249 and 250:
Bibliography 247Singleton, N., Bump
Page 251 and 252:
Bibliography 249Swofford, C. D., Sc
Page 253 and 254:
Bibliography 251Walker, F. (1995) Y
Page 255 and 256:
Indexabuse see child abuse; child n
Page 257 and 258:
Index 255children 16 years and over
Page 259 and 260:
Index 257problem drug use 52, 53, 5
Page 261 and 262:
Index 259eating disorders 54, 137,
Page 263 and 264:
Index 261mothers’ problem drug us
Page 265 and 266:
Index 263MARAC (multi-agency risk a
Page 267 and 268:
Index 265cognitive and language dev
Page 269 and 270:
Index 267definition 26domestic viol
Page 271 and 272:
Index 269withdrawal symptoms 53, 56
Page 273 and 274:
Index 2713-4 years 1335-10 years 14
Page 275 and 276:
Index 273parental mental illness 30
show all

Children's Needs â Parenting Capacity - Digital Education Resource ...

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?

Children's Needs â Parenting Capacity - Digital Education Resource ...