Strengthening the Social Relationships of Mothers with Learning Difficulties

Autor/inn/en	Mcconnell, David; Dalziel, Allison; Llewellyn, Gwynnyth; Laidlaw, Kathryn; Hindmarsh, Gabrielle
Titel	Strengthening the Social Relationships of Mothers with Learning Difficulties
Quelle	In: British Journal of Learning Disabilities, 37 (2009) 1, S.66-75 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-4187
DOI	10.1111/j.1468-3156.2008.00526.x
Schlagwörter	Stress Variables; Research Design; Learning Problems; Mothers; Family Programs; Foreign Countries; Psychology; Mental Retardation; Interpersonal Relationship; Interpersonal Competence; Social Isolation; Mental Health; Parenting Skills; Child Rearing; Program Effectiveness; Well Being; Psychological Patterns; Australia + Suchen Sie Ihr Suchwort? Forschungsdesign; Lernproblem; Mother; Mutter; Family program; Familienprogramm; Ausland; Psychologie; Geistige Behinderung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Interpersonale Kompetenz; Soziale Isolation; Psychohygiene; Kindererziehung; Well-being; Wellness; Wohlbefinden; Australien
Abstract	Mothers with learning difficulties are often isolated within their local communities. They also report low levels of social support. Social disconnection is associated with high levels of stress and poorer mental health, and in turn, adverse parenting and child outcomes. In the study reported here, a multi-site, intervention group only, repeated measures research design was employed to determine the efficacy of a group-based, adult-learning programme designed to strengthen the social relationships and improve the psychological wellbeing of mothers with learning difficulties. Thirty-two mothers with learning difficulties completed the programme across six sites in Australia. The effects of the programme on perceived social support and psychological wellbeing were substantially greater than established benchmarks for parent-training and family support programmes. These promising findings warrant further investigation, ideally employing a randomised-controlled trial design. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10