Abstract
| Language | English |
|---|---|
| Journal | Journal of Applied Research in Intellectual Disabilities |
| Early online date | 18 Jul 2019 |
| DOIs | |
| Publication status | E-pub ahead of print - 18 Jul 2019 |
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Keywords
- intellectual disabilities
- support
- practicioners
- parents with learning disabilities
- theories of vulnerability
- care ethics
Cite this
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The double-edged sword of vulnerability : explaining the persistent challenges for practitioners in supporting parents with intellectual disabilities. / MacIntyre, Gillian; Stewart, Ailsa; McGregor, Sharon.
In: Journal of Applied Research in Intellectual Disabilities, 18.07.2019.Research output: Contribution to journal › Article
TY - JOUR
T1 - The double-edged sword of vulnerability
T2 - Journal of Applied Research in Intellectual Disabilities
AU - MacIntyre, Gillian
AU - Stewart, Ailsa
AU - McGregor, Sharon
PY - 2019/7/18
Y1 - 2019/7/18
N2 - Background: Evidence suggests that parents with intellectual disabilities can be “good enough” parents with appropriate support that focuses on the whole family. This paper brings together theories of vulnerability with an ethics of care approach to reflect on challenges for practitioners in supporting parents, drawing upon data from a study carried out in Scotland. Method: An online survey was administered to practitioners in three settings, and follow‐up interviews were carried out with key informants. Results: Pockets of good practice existed but a number of barriers to supporting families remained. These related to a lack of accessible information, difficulties in identifying and engaging with families at an early stage and poor joint working across agencies. Conclusion: The study concludes by arguing that practitioners' constructions of families as “vulnerable” reflects negatively on their perceived capacity to parent, creating further barriers in accessing appropriate support and reducing expectations of success.
AB - Background: Evidence suggests that parents with intellectual disabilities can be “good enough” parents with appropriate support that focuses on the whole family. This paper brings together theories of vulnerability with an ethics of care approach to reflect on challenges for practitioners in supporting parents, drawing upon data from a study carried out in Scotland. Method: An online survey was administered to practitioners in three settings, and follow‐up interviews were carried out with key informants. Results: Pockets of good practice existed but a number of barriers to supporting families remained. These related to a lack of accessible information, difficulties in identifying and engaging with families at an early stage and poor joint working across agencies. Conclusion: The study concludes by arguing that practitioners' constructions of families as “vulnerable” reflects negatively on their perceived capacity to parent, creating further barriers in accessing appropriate support and reducing expectations of success.
KW - intellectual disabilities
KW - support
KW - practicioners
KW - parents with learning disabilities
KW - theories of vulnerability
KW - care ethics
UR - https://onlinelibrary.wiley.com/journal/14683148
U2 - 10.1111/jar.12647
DO - 10.1111/jar.12647
M3 - Article
JO - Journal of Applied Research in Intellectual Disabilities
JF - Journal of Applied Research in Intellectual Disabilities
SN - 1360-2322
ER -