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Jeffers NK, Lu SV, Gross SM, West A. Infant Feeding Support for Pregnant and Postpartum Parents With Intellectual and Developmental Disabilities: Perspectives of WIC Staff. JOURNAL OF NUTRITION EDUCATION AND BEHAVIOR 2024; 56:399-405. [PMID: 38849192 DOI: 10.1016/j.jneb.2024.02.007] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/02/2023] [Revised: 01/18/2024] [Accepted: 02/26/2024] [Indexed: 06/09/2024]
Abstract
OBJECTIVE To describe the Special Supplemental Nutrition Program for Women, Infants, and Children (WIC) staff experiences, perceptions, and training needs surrounding the provision of infant feeding support for parents with intellectual and developmental disabilities (IDD). METHODS We conducted in-depth semistructured interviews between October and November 2021 with Maryland WIC staff (N = 10) who provide infant feeding counseling and support. We analyzed interviews using conventional content analysis. RESULTS Three themes were identified: identifying and documenting IDD, facilitating effective communication and infant feeding education, and assessing WIC staff competence and readiness. CONCLUSIONS AND IMPLICATIONS The interviews suggested the need to explore the risks and benefits of routine and compassionate processes for identifying and documenting disability, create accessible teaching materials that facilitate understanding and engagement, and educate and train staff to provide tailored support in WIC. Engaging parents with IDD to better understand their perspectives and experiences should guide future efforts to improve inclusivity and accessibility.
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Affiliation(s)
| | - Stacy V Lu
- Department of Population Family, and Reproductive Health, Johns Hopkins Bloomberg School of Public Health, Baltimore, MD
| | - Susan M Gross
- Department of Population Family, and Reproductive Health, Johns Hopkins Bloomberg School of Public Health, Baltimore, MD
| | - Allison West
- Department of Population Family, and Reproductive Health, Johns Hopkins Bloomberg School of Public Health, Baltimore, MD
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Zijlstra A, Sterenborg T, van Nieuwenhuijzen M, de Castro BO. Expectant parents with intellectual disabilities in child protection: Risk factors for child safety. JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2024; 37:e13230. [PMID: 38577739 DOI: 10.1111/jar.13230] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/17/2023] [Revised: 03/07/2024] [Accepted: 03/08/2024] [Indexed: 04/06/2024]
Abstract
BACKGROUND Newborns of parents with intellectual disabilities face higher risks in their environment for child unsafety, despite parents' good intentions. To help parents prevent unsafe circumstances, a good understanding of the risk factors faced by these parents is needed. METHODS This casefile study examined (1) which risk factors were present for expectant parents with intellectual disabilities in child protection, (2) which domains of risk factors, and (3) whether a cumulation of risk factors was related to child safety. RESULTS Expectant parents with intellectual disabilities in child protection before the child was born often experienced a cumulation of risk factors. Child, family, and care factors best predicted child safety. A cumulation of risk factors over multiple life domains increased the risks for child unsafety. CONCLUSIONS To reduce the risks of unsafe parenting conditions for newborns, preventive interventions for expectant parents with intellectual disabilities should address their needs from an ecological perspective.
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Affiliation(s)
- Annick Zijlstra
- Research Institute Child Development and Education, University of Amsterdam, Amsterdam, The Netherlands
| | - Tessel Sterenborg
- Research Institute Child Development and Education, University of Amsterdam, Amsterdam, The Netherlands
- Expect Jeugd, Partners Voor Jeugd, Amsterdam, The Netherlands
| | - Maroesjka van Nieuwenhuijzen
- Research Institute Child Development and Education, University of Amsterdam, Amsterdam, The Netherlands
- Expect Jeugd, Partners Voor Jeugd, Amsterdam, The Netherlands
| | - Bram O de Castro
- Research Institute Child Development and Education, University of Amsterdam, Amsterdam, The Netherlands
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West A, Williams K, Daniels J, Correll L. Feasibility, Acceptability, and Usefulness of a Screening Tool for Caregiver Learning Differences in Early Childhood Home Visiting: Staff and Caregiver Perspectives. PREVENTION SCIENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR PREVENTION RESEARCH 2024; 25:448-458. [PMID: 38236353 DOI: 10.1007/s11121-024-01642-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 01/02/2024] [Indexed: 01/19/2024]
Abstract
Early childhood home visiting programs are well positioned to improve equity and reduce health disparities for families headed by caregivers with intellectual disabilities and other learning differences. Early identification of learning differences through screening may help home visiting staff tailor services and thus improve family engagement and outcomes. Using a mixed methods design, this study assessed potential determinants and outcomes related to implementation of a screening tool for learning differences adapted for the home visiting context. Participants were six home visiting staff and nine caregivers from multiple home visiting programs in one state. Staff completed surveys at enrollment and each time they conducted a screen with a caregiver. Staff also completed semi-structured interviews after conducting screens with at least two caregivers. Caregivers completed semi-structured interviews after taking part in a screen. At study enrollment, staff felt it was important to know if caregivers had learning differences, yet some believed caregivers would not like being asked about them. Survey and interview data aligned with theoretical determinants of implementation success, including staff competencies related to screening (e.g., knowledge, skills), perceived fit of screening with staff role and organizational context, and beliefs that the screening would improve engagement of caregivers and service delivery. Staff perceived the tool to be acceptable, feasible, and useful, although some acknowledged that caregivers might feel uncomfortable if the tool was not used carefully. Overall, caregivers found the tool to be acceptable and most believed it was helpful for the home visitor to have information about their learning experiences and needs. Findings lend initial support for the use of an adapted screening tool to identify potential learning differences.
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Affiliation(s)
- Allison West
- Department of Population, Family, & Reproductive Health, Johns Hopkins University Bloomberg School of Public Health, 615 N. Wolfe Street, Baltimore, MD, 21205, USA.
| | - Kelsey Williams
- Department of Population, Family, & Reproductive Health, Johns Hopkins University Bloomberg School of Public Health, 615 N. Wolfe Street, Baltimore, MD, 21205, USA
| | - Jane Daniels
- Department of Population, Family, & Reproductive Health, Johns Hopkins University Bloomberg School of Public Health, 615 N. Wolfe Street, Baltimore, MD, 21205, USA
| | - Leeya Correll
- Department of Population, Family, & Reproductive Health, Johns Hopkins University Bloomberg School of Public Health, 615 N. Wolfe Street, Baltimore, MD, 21205, USA
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Zijlstra A, Joosten D, van Nieuwenhuijzen M, de Castro BO. The first 1001 days: A scoping review of parenting interventions strengthening good enough parenting in parents with intellectual disabilities. JOURNAL OF INTELLECTUAL DISABILITIES : JOID 2023:17446295231219301. [PMID: 38050742 DOI: 10.1177/17446295231219301] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/06/2023]
Abstract
There are concerns about parents' parenting skills with intellectual disabilities. However, it is reported that parents with intellectual disabilities show good enough parenting if they are supported effectively and in line with their needs. This scoping review identifies and critically evaluates preventive interventions for parents with intellectual disabilities and a cumulation of multiple and complex problems that aim to prepare them for good enough parenting. Six interventions were identified, with preliminary to strong indications of effectiveness. Although none of the interventions focused on all conditions of good enough parenting and only one intervention incorporated all seven key elements to effectively work with parents with intellectual disabilities, the limited evidence on the effectiveness of these interventions suggests that significant and societally relevant effects on parents' knowledge and skills can be attained. This suggests that more comprehensive early preventive interventions with rigorous evaluations can have a significant impact.
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Affiliation(s)
- Annick Zijlstra
- Research Institute Child Development and Education, University of Amsterdam, Amsterdam, The Netherlands
| | - Daniek Joosten
- Research Institute Child Development and Education, University of Amsterdam, Amsterdam, The Netherlands
| | - Maroesjka van Nieuwenhuijzen
- Research Institute Child Development and Education, University of Amsterdam, Amsterdam, The Netherlands
- Expect Jeugd, Partners voor Jeugd, Amsterdam, The Netherlands
| | - Bram Orobio de Castro
- Research Institute Child Development and Education, University of Amsterdam, Amsterdam, The Netherlands
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Ćwirynkało K, Parchomiuk M. Support as described by fathers with intellectual disabilities. JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2023; 36:320-332. [PMID: 36494756 DOI: 10.1111/jar.13061] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/24/2022] [Revised: 11/14/2022] [Accepted: 11/17/2022] [Indexed: 12/14/2022]
Abstract
BACKGROUND Many fathers with intellectual disabilities experience some difficulties in fulfilling their parenting role due external factors. The quality of their parenting depends on various factors, including the availability and adequacy of support. The aim of this study was to understand the lived experiences associated with social support of fathers with intellectual disabilities. METHOD The organisation of the research and data analysis were carried out in accordance with Interpretative Phenomenological Analysis. Semi-structured interviews were conducted with 20 fathers with intellectual disabilities. RESULTS In the analysis, three interrelated themes emerged: Discrepancies between needs and provision of support; Discriminatory practices and feeling (dis)empowered; and Recognition of support. CONCLUSIONS Fathers described negative aspects of their experiences that were not conducive to strengthening paternal competences and led to a sense of loneliness. Positive aspects also emerged, indicating that fathers were determined to fulfil their role despite the lack of adequate support for their needs.
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Affiliation(s)
- Katarzyna Ćwirynkało
- Institute of Pedagogy, Faculty of Social Sciences, University of Warmia and Mazury in Olsztyn, Olsztyn, Poland
| | - Monika Parchomiuk
- Institute of Pedagogy, Faculty of Pedagogy and Psychology, Maria Curie-Sklodowska University in Lublin, Lublin, Poland
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Pacheco L, Aunos M, Feldman M, McConnell D. Improving services for parents with intellectual disability and their families: Views of Canadian social service workers. HEALTH & SOCIAL CARE IN THE COMMUNITY 2022; 30:e5570-e5578. [PMID: 36047254 DOI: 10.1111/hsc.13982] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/27/2021] [Revised: 06/30/2022] [Accepted: 08/09/2022] [Indexed: 06/15/2023]
Abstract
How adults with intellectual disability fare in the parenting role depend, to varying degrees, on the adequacy of supports and services provided. The available research suggests that service providers are often ill-equipped to accommodate their support needs. The purpose of this qualitative descriptive study was to explore the perspectives of Canadian social service workers on what is required to improve services and build systems capacity to more effectively support parents with intellectual disability, their children and families. A total of 39 workers, identified by parents with intellectual disability as their key workers, were interviewed. To build systems capacity to support these parents and families, and to address institutionalised discrimination, key workers highlighted the need for entry-to-practice and continuing professional education to develop worker capabilities for reflective practice, relationship-building and research utilisation; accommodative caseload management, giving workers the time, flexibility and the professional supervision they need to deal with complexity and fashion individualised service responses; and, a common framework, with defined service pathways, to facilitate interagency case planning and, in turn, continuity in service provision. The question is not whether adults with intellectual disability can be effectively supported in the parenting role; the question is whether the political will exists to do what is necessary to ensure they are.
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Affiliation(s)
- Laura Pacheco
- School of Social Work, Memorial University, Edmonton, Alberta, Canada
| | - Marjorie Aunos
- School of Social Work, Memorial University, Edmonton, Alberta, Canada
| | - Maurice Feldman
- School of Social Work, Memorial University, Edmonton, Alberta, Canada
| | - David McConnell
- School of Social Work, Memorial University, Edmonton, Alberta, Canada
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Pacheco L, Aunos M, Feldman M, McConnell D. Reasonable Efforts? Child Maltreatment Investigations and Service Referrals of Parents With Ascribed Cognitive Impairments in Canada. CHILD MALTREATMENT 2022; 27:501-510. [PMID: 33729027 DOI: 10.1177/10775595211001109] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
Parents with ascribed cognitive impairment (CI) are more likely than parents without CI to have their children removed by child protective services (CPS). Inequitable access to parenting and family supports and services is thought to be a contributing factor. Utilizing data on a 3-month sample of 15,980 child maltreatment investigations across Canada, including 1,244 cases featuring parents with CI, this study investigated service referrals and non-referrals. The results of this secondary data analysis suggest that, relative to need, parents with CI are less likely to be referred for matched services, including home based\reunification services post child removal. It is unclear whether disparate rates of referral are driven by a lack of inclusive services, and/or the conflation of parental CI with perceived parenting deficits. When perceived parenting deficits are attributed to parental CI, CPS may wrongly assume that these are irremediable. The findings highlight the need for building inter-sectoral service pathways in order to render appropriate assistance to parents with CI in the performance of their childrearing responsibilities.
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Affiliation(s)
- Laura Pacheco
- 505840Centre integre universitaire de sante et de services sociaux de l'Ouest-de-l'Ile-de-Montreal du Quebec, Notre Dame Ouest, Montreal, Quebec, Canada
| | - Marjorie Aunos
- 505840Centre integre universitaire de sante et de services sociaux de l'Ouest-de-l'Ile-de-Montreal du Quebec, Notre Dame Ouest, Montreal, Quebec, Canada
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West AL, Dibble KE. Evidence-Based Early Home Visiting for Mothers and Parents With Intellectual Disability: Home Visitor Perceptions and Practices. INTELLECTUAL AND DEVELOPMENTAL DISABILITIES 2022; 60:288-302. [PMID: 35868304 DOI: 10.1352/1934-9556-60.4.288] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/30/2020] [Accepted: 11/17/2021] [Indexed: 06/15/2023]
Abstract
Evidence-based maternal, infant, and early home visiting (EBHV) is a potential strategy to support parent and child health and well-being among families headed by a parent with an intellectual disability (ID). Little is known about the capacity of EBHV programs to meet the needs of parents with ID effectively. This study examined home visitor practices and perceptions of services for parents with ID. Home visiting staff recruited from a national practice-based research network participated in web-based surveys. Practices and perceptions varied widely across sites and were associated with home visitor knowledge and self-efficacy and site implementation supports, such as policies, curricula, and community collaboration. More work is needed to understand and strengthen EBHV services for parents with ID.
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Affiliation(s)
- Allison L West
- Allison L. West and Kate E. Dibble, Johns Hopkins University Bloomberg School of Public Health
| | - Kate E Dibble
- Allison L. West and Kate E. Dibble, Johns Hopkins University Bloomberg School of Public Health
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Franklin L, Theodore K, Foulds D, Cooper M, Mallaghan L, Wilshaw P, Colborne A, Flower E, Dickinson D, Lee JNY. "They don't think I can cope, because I have got a learning disability…": Experiences of stigma in the lives of parents with learning disabilities. JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2021; 35:935-947. [PMID: 34410029 DOI: 10.1111/jar.12934] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/30/2020] [Revised: 05/14/2021] [Accepted: 07/28/2021] [Indexed: 11/29/2022]
Abstract
BACKGROUND Parents with learning disabilities report facing a widely held 'presumption of incompetence', placing them under pressure to prove their parenting competence. In collaboration with a learning disability theatre company, an inclusive research methodology explored experiences of parenting with learning disabilities, with a specific focus on the operation of stigma in parents' lives. METHOD Interviews with 17 mothers and 5 fathers who self-identified as having learning disabilities were co-facilitated by learning-disabled co-researchers, and analysed using thematic analysis, with input from people with learning disabilities. RESULTS Thematic analysis generated four key themes; (1) positions of powerlessness, (2) assumptions of incompetence, (3) challenging assumptions and proving competence and (4) claiming power. CONCLUSION Parents reported experiencing stigma and disempowerment within their networks, yet continued to embrace their valued parental identity and drew strength from involvement with self-advocacy organisations. The research informed arts-based performance pieces and resources aimed at training professionals and raising public awareness.
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Affiliation(s)
- Laura Franklin
- Department of Clinical Psychology, Royal Holloway University of London, Egham, UK
| | - Kate Theodore
- Department of Clinical Psychology, Royal Holloway University of London, Egham, UK
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Rice JG, Bjargardóttir HB, Sigurjónsdóttir HB. Child Protection, Disability and Obstetric Violence: Three Case Studies from Iceland. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 18:E158. [PMID: 33379294 PMCID: PMC7796032 DOI: 10.3390/ijerph18010158] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 11/20/2020] [Revised: 12/18/2020] [Accepted: 12/25/2020] [Indexed: 11/16/2022]
Abstract
This contribution is a collective re-analysis of three research projects in Iceland focused on parenting with a disability which draws upon data spanning a twenty-year period. The core purpose of these projects is to understand why parents with primarily intellectual disabilities encounter such difficulties with the child protection system. Our aim with this contribution is to identify, through a longitudinal and comparative framework, why these difficulties persist despite a changing disability rights environment. A case study methodology has been employed highlighting three cases, one from each research project, which focus narrowly on disabled parents' struggles with the child protection system in the context of the maternity ward. The findings, framed in the concept of structural violence, indicate poor working practices on the part of healthcare and child protection, a lack of trust, and that context is still ignored in favour of disability as the explanatory framework for the perceived inadequacies of the parents. We contend that child protection authorities continue to remain out of step with developments in disability and human rights. The contribution concludes to make a case as to why the concept of obstetric violence is a useful framework for criticism and advocacy work in this area.
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Affiliation(s)
- James Gordon Rice
- School of Social Sciences, University of Iceland, 105 Reykjavík, Iceland;
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Roos E, Søndenaa E. Improving the transition process to independent living for adolescents with profound intellectual disabilities. Experiences of parents and employees. BMC Health Serv Res 2020; 20:1133. [PMID: 33298053 PMCID: PMC7724626 DOI: 10.1186/s12913-020-05976-y] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/15/2020] [Accepted: 11/25/2020] [Indexed: 11/22/2022] Open
Abstract
Background The transition process from the family home to independent living for young adults with profound intellectual disability (PID) becomes delayed. Those families face challenges that exceed those of typical families such as higher objective and subjective burden, more frequent psychological distress and lower social support. The aim of this study was to explore the collaboration process between parents and employees and identify factors that improve the transition with less burden. Methods A descriptive qualitative study was undertaken with 18 persons (9 parents and 9 employees) interviewed individually and in groups. In accordance with the municipality’s guidelines, families with a child with PID should apply for housing, when the child turns 16. The purpose is to ensure interdisciplinary collaboration, information flow and coordinated services according to family’s needs. The main question in the interviews was ‘What was your experience with cooperation in the transition process, and what would you do to improve this process?’ The interviews were analysed with a thematic approach using systematic text condensation. Results The parents experienced a lack of general information about the ‘housing waiting list’, level of services, and the plan for time of moving from the family home, and how to choose where and whom to live with. Parents described an unsustainable burden of care during the waiting period, and a family crisis caused the allocation of an apartment in a group house. Employees shared challenges to meet families’ wishes, as there were too few group homes. They experienced good collaboration with families and said they offered respite care, due to reduce parents’ burden of care. Employees experienced that PID adolescents developed skills, mastery and degrees of independence after completing a residency at the Folk High School. Conclusions To improve the transition process from family home to independent living for young adults with PID, the informants highlighted some factors to reduce the burden of care on families: 1) Systematic follow-up program for families to observe their needs at an early stage; 2) More available group houses; 3) Information about the housing priorities of the services and; 4) Educational preparation programs for families.
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Affiliation(s)
- Eirik Roos
- Department of Health and Welfare, Municipality of Trondheim, Norway
| | - Erik Søndenaa
- Faculty of Medicine and Health Sciences (MH), Department of Mental Health, Norwegian University of Science and Technology, 7491, Trondheim, Norway. .,Department of Brøset, St. Olavs University Hospital, Trondheim, Norway.
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