Loading presentation...

Present Remotely

Send the link below via email or IM


Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.



No description

Denice Mock

on 9 May 2014

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of ParentsWithPromise

May distrust people they believe might be likely to take a child away (teachers, social workers, providers) (Green, Cruz, 2002)
Sometimes experience limited communication skills
Often have low self-concept and lack confidence in parenting
May live in isolation and socialize less than other families
Have limited income and are less able to purchase what is needed
May rely on others to make decisions and obey without question
May have difficulty remembering what to do and how to do it
Feel overwhelmed by too much input, demands or a hectic pace
Can have trouble understanding when and how to set limits
Often have limited understanding of child development
Experience problems in controlling feelings and responses
May have limited awareness of how to keep a child safe
May try to compensate for or hide learning problems or confusion
May be protective and less likely to let a child take typical risks
Parents with
Intellectual Disabilities and Traumatic Brain Injury Face

Services that concentrate first on the basic survival needs of the family (food, shelter,heat transportation, health care, employment)
Support to understand, or bypass the complexities of the Human Service System
Strategies that the parent can and will use on their own
To be shown how to respond to typical and atypical events
Information about what could happen when/if action is or is not taken
Object or information cues to remember and carry out important routines
Just-in-time information about child development
More time and demonstration to learn parenting skills
Relationships with support partners/mentors that are sustained over time
Contacts and relationships that build up self confidence
Needs and Barriers
Parenting is Challenging
In fact it is so challenging it is a wonder that young persons of any generation decide to parent at all.
People Have Limitations
People with intellectual disabilities act impulsively
Use poor judgment
Become distracted
Fail to predict results or meet responsibilities
And so do Millions of Parents
Success is Unfamiliar
There is no real evidence to suggest that ALL parents with intellectual disabilities will fail.
There is slightly greater risk that parents with mental retardation will have a child who is also mentally retarded.
The Fear of Contamination
Children do sometimes get into trouble.
Out of Control Children
All of us in the field of human services and education have a desire to protect those we believe are vulnerable.
Need for Protection
Developing children may experience social disabilities in any family that does not provide appropriate stimulation.
Need for Stimulation
Research shows that services, which benefit people with learning disabilities tend to benefit all of society since we are more alike than different.
Limited Resources
There is comparably equal risk ...
Inadequate parenting is only one way...
Lack of Success
Are most successful when they themselves have been loved and cared for and had opportunities to observe positive parenting practices (Lee, 2002)
Characteristics of Parents with Intellectual Disabilities
Want their children to grow and be happy
Love and Care for their children
Respond as individuals to the challenges of parenting
Want to be consulted in decisions that impact their family
Desire and engage in ongoing Parent Development and Support
May be successful in parenting with support they need in advance
learn complex skills and behaviors
Desire to be a good parent
of Parents with
Intellectual Disabilities and Traumatic Brain Injury

Offer tremendous love and affection to their children
Are liked and valued by others and make good friends
Make long term commitments to their families
Learn to manage/keep up with a home or apartment
Manage to hold down a job
Usually learn to complete basic parenting tasks
Contribute to their neighborhood and community
Pictorial Manual
Small Initiatives Make a Difference
The quality of services depends as much on sensitivity and perseverance of staff as it does on theoretical models.
Build the Relationship
Get to know the family first
Look for the strengths
Know that you are in the equation for the long haul.
Offering a receptive ear and a stable source of emotional support can often make the difference between continual crisis and reasonable stability.
Advocacy with other agencies, gatekeepers, and rule enforcers is a key help
If it is humane to step in, in order to prevent child neglect or abuse, then it is also arrogant and inhumane to withhold our support, due to faulty beliefs, misinformation or lack of knowledge and then wait for people to fail.
Providing & Receiving
Can Be a Bit Confusing

SSI Disability
Health Dept.
Public Aid
Easter Seals
Child’s School
Opportunity House
Community Mental Health Center
Specialized Family Program
Mgmt. Therapist
Health Dept.
Public Aid
Easter Seals
Opportunity House
Community Mental Health Center
Specialized Family Program
Public Health Nurse
Parenting Classes
Couples Counseling
Child Protection
Substance Abuse
Individual Counseling
Casework Supervisor
Individual Counseling
Homemaker Services
Foster Care
Supervised Visits
It does take some forethought
Concrete Realistic Goals
Used Repeatedly Over Time
Just In Time
Patience and understanding
No more than three at one time
Use Objectives
Measurable and Recognizable
Food Pantry
Public Health Nurse
Individual Counseling
Medication Mgmt. Therapist
Case Worker
SSI Disability
Child’s School
How Do We Work With Parents that have Adaptive Functioning Concerns

Ask Questions
The relationship you have with the parent serves as a model of attachment in the parent-child relationship
Nurture the parent so that the parent can nurture their child
Use your
as the "Lab"
Ask Parents for feedback
Discover their interests
Consciously look for things that you like or admire about the parent
National Council on Disability (2012). Rocking the cradle: Ensuring the rights of parents with disabilities and their children
Preston P. (2013). Parents with sisabilities In: JH Stone, M Blouin, editors. International encyclopedia of rehabilitation. Available online: http://cirrie.buffalo.edu/encyclopedia/en/article/36/
Mildon, R. (2003). Understanding and supporting parents with learning difficulties. Victorian Parenting Centre
Llewellyn, G et al (1996) Support and service needs of parents with intellectual disability. The British Journal of Developmental Disabilities XLII

LaLiberte, T and Lightfoot, E. (2006) “The Child Welfare System; Children and Families with Disabilities Navigating the System” IMPACT
Tymchuk, A (2006) The health and wellness program: a parenting curriculum for families at risk
Feldman, M and Case, L. (1999) Teaching child-care and safety skills to parents with intellectual disabilities Through self-learning. Journal of Intellectual and Development Disability 24(1)
Feldman, M., Ducharme, J and Case, L. (1999) Using self-instructional pictorial manuals to teach child-care skills to mothers with intellectual disabilities. Behavior Modification 23(3)
Through the Looking Glass, “Visible, Diverse, and United: A Report of the Bay Area Parents with Disabilities and Deaf Parents Task Force,” October 30, 2006, http://www.lookingglass.org/announcements/67-news/100-report-task-force-on-bay-area-parents-with-disabilities-and-deaf-parents
Full transcript