"We're Entitled to Be Parents Just Like Normal People": A Multiperspective Interpretative Phenomenological Analysis of a Mother with a Learning Disability's Experience of Parenting Following the Removal of Her Older Children

Autor/inn/en	MacLeod, Alison M.; Smart, Cordet; Keohane, Peter; Dallos, Rudi; Cox, Kathy J.
Titel	"We're Entitled to Be Parents Just Like Normal People": A Multiperspective Interpretative Phenomenological Analysis of a Mother with a Learning Disability's Experience of Parenting Following the Removal of Her Older Children
Quelle	In: British Journal of Learning Disabilities, 51 (2023) 3, S.368-378 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (MacLeod, Alison M.) ORCID (Smart, Cordet) ORCID (Dallos, Rudi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-4187
DOI	10.1111/bld.12481
Schlagwörter	Mothers; Learning Disabilities; Parents with Disabilities; Child Custody; Child Rearing; Parenting Skills; Phenomenology + Suchen Sie Ihr Suchwort? Mother; Mutter; Learning handicap; Lernbehinderung; Kindererziehung; Phenomenological psychology; Phänomenologie; Psychologie
Abstract	Background: Despite a growing body of literature about parents with learning disabilities; there is a paucity of research about experiences of parenting after the removal of a child/children. This study aimed to fill this gap, examining the experiences of that parenting in this context. Method: A multiperspective interpretative phenomenological analysis approach was used. Semistructured interviews were conducted with a parent with a learning disability and three professionals who worked alongside her. Findings: Multiple factors were identified as key changes which enabled the parent to maintain care of her son. The effort from the parent and professionals, understanding of the parent's past experiences and learning disability, and offering her opportunities to develop and illustrate parenting skills were all key to successful parenting after a removal; underpinned by the connection between the parent and professionals. Conclusion: Findings highlighted the complex, systemic, and relational nature of these experiences. A formulation-based approach is needed to support parents with learning disabilities in this context. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01