/pdf/health-inequalities-and-people-with-learning-disabilities-in-4yqob0p65w.pdf

Health inequalities and people with learning disabilities in the UK

Who disrupts from placement in foster and kinship care

Health Inequalities & People with Learning Disabilities in the UK: 2012

This paper provides a detailed narrative review of the current knowledge base regarding family contact for children in out-of-home foster, kinship and residential placements. The review considers the research base around the familiar topics of the relationship between contact and outcomes for children, the perspectives of children, parents and carers in respect of contact and contact between siblings. It also discusses research evidence around emerging, and less well-recognized themes which include the impact of intensive contact on infants, re-establishing contact between children and birth parents when it has been lost, contact between children, their extended family and ‘significant others’, and the role of technology in family contact. In providing an overview of key research, the review concludes that good quality contact with family members in conjunction with other positive professional interventions, will likely promote positive outcomes for children regarding successful family reunification and/or placement stability. Social workers' central role in influencing the pattern and quality of contact for children is underlined. However, the review cautions against making broad prescriptions for all children, given that poorly planned, poor quality and unsupported contact may be harmful. Finally, key areas of learning for practice and priority directions for future research are summarized.

Contact between children in out‐of‐home placements and their family and friends networks: a research review

People with intellectual disabilities die at a younger age and have poorer health than their non-disabled peers. This is largely avoidable and is unjust. This book uses concepts from contemporary public health to provide a comprehensive evidence-based overview of: the nature and extent of the health inequalities experienced by people with intellectual disabilities; why these inequalities occur and persist; and what can and needs to be done to address these inequalities. The authors have a wealth of firsthand experience gained from years of working at the interface between disability research and public health. This experience is collected and shared in this volume, which will be an invaluable resource for practitioners, advocates, policymakers and researchers concerned with health and social care and the wellbeing of disabled people.

/pdf/health-inequalities-and-people-with-intellectual-fve9v1g9cl.pdf

Health Inequalities and People with Intellectual Disabilities

Background Menstruation has been shown to be problematic for many women with intellectual disabilities. There has been a greater focus on menstrual suppression or elimination than on help and training to manage menstrual care successfully.Method A cross‐sectional questionnaire survey was conducted in England to investigate the help and training currently given to women with intellectual disabilities.Results Twenty‐nine percent of the women had never been given the opportunity to learn how to manage their own menstrual care. Where someone had tried to teach the woman, this was most often her mother. Carers were giving considerable amounts of assistance with menstrual care, although some of the women with more profound disabilities were able to manage menstrual care independently.Conclusions The authors argue that all women with intellectual disabilities should have the chance to manage or assist with their own menstrual care, backed by a strategic approach to menstrual education and support.

The nature and extent of help given to women with intellectual disabilities to manage menstruation

This paper discusses findings from a recently completed study of adolescent foster care, which included a detailed assessment of the parenting approaches and strategies used by the foster carers of adolescents in long-term placements. Sixty-eight foster carers were interviewed at two points in time. The first interview was conducted two months after the start of a new adolescent placement and the second after the placement had been continuing for a year, or at the point of disruption if this occurred earlier. The interview schedules were designed specifically for this study and were based upon well-established techniques developed in other studies of parenting. They enabled the researchers to make summary ratings for each carer on established dimensions of parenting such as control and discipline, responsiveness and the level of engagement with the child. The researchers assessed how these strategies changed and developed in relation to the young person's behaviour and whether these approaches influenced either the likelihood of placement disruption or the quality of the placement for the child. This paper describes the parenting strategies used by the foster carers, highlighting the areas of parenting that significantly affected the placement outcomes and the corresponding implications for policy and practice.

Parenting fostered adolescents: skills and strategies

Background: menstruation appears to be problematic for women with learning disabilities, yet there has been little quantitative research on their experiences, or comparisons with other groups of women. This paper considers the nature and extent of menstrual problems experienced by women with learning disabilities. Methods: the data reported here come from a cross-sectional postal questionnaire survey conducted with carers of 452 women, aged 14–55 years, who had learning disabilities. Results: women with learning disabilities appear to be as likely to experience menstrual problems as other women. However, such problems may be experienced differently and more negatively and may not always be recognized appropriately. Conclusions: more attention needs to be given to menstrual problems experienced by women with learning disabilities, both in research and in practice. It is particularly important that women with learning disabilities be supported to play a central role in recognizing and defining the problems they experience

Menstrual Problems Experienced by Women with Learning Disabilities

An overview of the parenting skills and strategies utilized by foster carers looking after adolescents was given in an earlier paper. This paper focuses specifically on the relationship between the behaviour of fostered adolescents and the quality of parenting provided by the carer. In particular, the paper considers the consequences of situations in which fostered young people have a detrimental impact on other children within the foster family, as this was an especially difficult situation for foster carers to manage. Similarly, foster carers appeared to find it difficult to maintain good parenting skills with young people who were at risk due to their own sexual behaviour although, conversely, caring for a young person whose sexual behaviour put others at risk was connected with improved parenting. The quality of parenting provided by the foster carers was also influenced by the level of stress they were experiencing, with increased levels of stress leading to poorer parenting of the fostered adolescent.

What changes in ‘parenting’ approaches occur over the course of adolescent foster care placements?

Summary This paper discusses findings from a recently completed study of adolescent foster care, which included a detailed assessment of the fostering skills and supports of car ers and of the contact that adolescents had with parents, siblings and other family members during a long-term foster placement. Sixty-eight foster carers, young people and their social workers were interviewed at two points in time, 3 months after the start of a new foster placement and again at 12 months or at the point of disruption if this occurred earlier. Detailed questions about contact which were asked of foster carers, young people and their social workers enabled the researchers to make summary ratings about the quantity and the quality of contact and its effect on the young people and on their placements. This paper describes the contact the young people had with their families, its impact on them and on the foster families and how it changed over time. The findings revealed that contact for the majority of adolescents was problematic and had a significant impact on placement outcomes. Ways of managing contact are highlighted, and the corresponding implications for policy and practice discussed.

Contact with Family Members and its Impact on Adolescents and Their Foster

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