Article2002

The Effect of Group Intervention on the Relationships of Parents with Intellectual Disabilities

70 citations0/0 files storedJournal of Applied Research in Intellectual Disabilities

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Family and Disability Support Research Disability Education and Employment Down syndrome and intellectual disability research

Abstract

Background Parents with intellectual disabilities frequently feel socially excluded and often become dependent on statutory agencies for support. This study aimed to tackle these difficulties by means of a group intervention. Methods Group intervention was provided to 12 parents with borderline or mild intellectual disabilities over 14 weeks. The effects of intervention were evaluated by comparing the intervention group with a borderline or mild intellectual disabilities control parent group (n = 10). Both experimental parent group (EPG) and control parent group (CPG) received home‐based teaching programmes during this period. Parents' self‐concept and perception of the quality of relationship with their children, partners, family members and professionals were assessed (Judson Rating Scale and Behaviour Problem Index) during baseline, post‐intervention and at 27‐week follow‐up. Results The results indicate that self‐concept improved significantly for the EPG with no observable gains made by the CPG. However, the ‘feel good factor’ which came from improvements in parents' self‐concept did not immediately benefit their children. In addition, the quality of relationship between EPG parents and their children, as well as parents' expectations of their children's capabilities did not improve as a result of group intervention. Nonetheless, follow‐up data revealed that group training did result in (i) all of the EPG parents making new friends and (ii) other positive social and practical changes taking place within their families. Single parent status and the accumulative effect of multiple group attendance were identified as important factors affecting parents' perception of themselves and the quality of their relationships. Conclusions The immediate and long‐term benefits of group attendance for parents with intellectual disabilities and secondary benefits for their children are discussed.

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References

1965Society and the Adolescent Self-Image 1993Social network and marital support as mediators and moderators of the impact of stress and depression on parental behavior.1994Parenting education for parents with intellectual disabilities: A review of outcome studies 2002Mothers with learning difficulties and their support networks 1989PARENT EDUCATION PROJECT III: INCREASING AFFECTION AND RESPONSIVITY IN DEVELOPMENTALLY HANDICAPPED MOTHERS: COMPONENT ANALYSIS, GENERALIZATION, AND EFFECTS ON CHILD LANGUAGE 1992Predicting adequacy of parenting by people with mental retardation 1993Parenting Provided by Adults with Mental Retardation 1986PARENT EDUCATION PROJECT II. INCREASING STIMULATING INTERACTIONS OF DEVELOP MENTALLY HANDICAPPED MOTHERS

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