Working with parents with learning difficulties - successful practices
Research type
Research Study
Full title
‘Tackling Disabling Practice: Co-production and Change’ (Getting things changed project). This project has 5 different strands of which "Working with parents with learning difficulties- successful practices" constitutes 1 strand, strand 4.
IRAS ID
204453
Contact name
Beth Tarleton
Contact email
Sponsor organisation
University of Bristol
Clinicaltrials.gov Identifier
2612, The above reference number (2544) is that relating to the whole project Getting Things Changed which consisits of 5 strands. This reference (2612) relates to strand 4 successful parenting
Duration of Study in the UK
1 years, 11 months, 20 days
Research summary
This study looks at how successful practices in supporting parents with learning difficulties (LDs) are understood and enacted. It focuses on cases where there have been concerns about child neglect and, more specifically, cases that went as well as could be hoped for, whatever the final outcome. The aim is to understand what ‘successful’ practice looks like from different points of view - including professionals, parents and children - how it is achieved, and the impact on outcomes for the children involved. Parents with LDs may struggle with a number of aspects of everyday life, as well as parenting tasks. They may also face a wide range of additional challenges such as poverty, social isolation, mental health issues, and current or childhood abuse, so are therefore often in great need of support. While there is specific guidance, and a wide range of relevant policies and legislation that stress the need for tailored support, it is recognised there are many difficulties and barriers to working well with parents with LDs. But there are instances of positive working and this project will look at particular examples from the point of view of all involved We are using the term "parents with learning difficulties" to include parents with a diagnosed learning disability as well as the far wider group of parents who are described as having learning difficulties. These parents have a milder intellectual impairment which results in them facing similar issues to those parents with a diagnosis of learning disability.
We do not have a preconceived definition of ‘success’. We recognise this is an extremely complex area and that ‘success, in terms of working with parents with learning difficulties,’ could mean very different things to different people.REC name
South Central - Oxford B Research Ethics Committee
REC reference
16/SC/0325
Date of REC Opinion
15 Jul 2016
REC opinion
Further Information Favourable Opinion