"Stop Talking about My Disability, I Am a Mother": Adapting Video Interaction Guidance to Increase Sensitive Parenting in a Young Mother with Intellectual Disability

Autor/inn/en	Pethica, Stefania; Bigham, Katie
Titel	"Stop Talking about My Disability, I Am a Mother": Adapting Video Interaction Guidance to Increase Sensitive Parenting in a Young Mother with Intellectual Disability
Quelle	In: British Journal of Learning Disabilities, 46 (2018) 2, S.136-142 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pethica, Stefania)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-4187
DOI	10.1111/bld.12215
Schlagwörter	Video Technology; Interaction; Parent Education; Parenting Styles; Mothers; Intellectual Disability; Child Rearing; Case Studies; Intervention; Child Safety; Feedback (Response); Social Support Groups; Feasibility Studies + Suchen Sie Ihr Suchwort? Interaktion; Parents education; Elternbildung; Elternschule; Mother; Mutter; Intellect; Disability; Disabilities; Verstand; Behinderung; Kindererziehung; Case study; Fallstudie; Case Study; Social support; Soziale Unterstützung
Abstract	Background: Parenting can be challenging for people with intellectual disabilities. The nature of the parents' intellectual disability as well as past experiences of institutionalisation, insensitive care and inadequate support can interfere with parents' capacity to provide responsive and appropriate parenting to their own children. This can result in parents with intellectual disabilities being investigated under child protection procedures. There is little evidence for parenting interventions to improve attachment in parents with intellectual disability. Method: This is a case report of "Sarah," a young mother with mild intellectual disability, whose children were placed on the child protection register. A behavioural video-feedback approach that focused on Sarah's strengths, Video Interaction Guidance, was adapted to Sarah's intellectual disability. Results: Sarah demonstrated a noticeable increase in the frequency of sensitive interactions with her children as well as increased engagement with support services and request for more instructional parenting input. Conclusion: This study demonstrates the feasibility of using Video Interaction Guidance with parents with an intellectual disability and offers suggestions on adapting the intervention to suit individual parents' needs. Further systematic research is, however, necessary to prove the effectiveness of this approach. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01