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ERIC Number: EJ1326810
Record Type: Journal
Publication Date: 2022-Mar
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1354-4187
EISSN: N/A
Talking with Parents of Children with Learning Disabilities: Parents' Ideas about the Circle of Security Parenting Programme
Muddle, Sarah; McElwee, Jennifer; Vincent, Regine; Birdsey, Nicola; Best, Lara
British Journal of Learning Disabilities, v50 n1 p19-28 Mar 2022
Background: The promotion of secure attachment relationships in childhood leads to better outcomes in later life (British Psychological Society 2017, "Incorporating Attachment Theory into Practice: Clinical Practice Guideline for Clinical Psychologists Working with People who have Intellectual Disabilities"). The Circle of Security Parenting Programme (COS-P) provides a clear framework for reflecting on attachment relationships (Cooper et al 2009, "Zero to Three," 37, 27). Methods: Semi-structured interviews were conducted with parents of children with learning disabilities who attended a COS-P programme to find out about their experiences of the course and how applicable it was to them. The data were analysed using thematic analysis. Findings: Four key themes were identified--these related to (1) COS-P concepts are relevant to all children but (2) parenting a child with a learning disability is different and (3) COS-P can create a focus on their child as different, which can be painful, and (4) changes recommended to make COS-P suitable for parents of children with learning disabilities. Conclusions: This paper outlines the benefits and challenges of COS-P in sharing concepts related to attachment, whilst highlighting differences for parents of children and young people with learning disabilities, which can be painful.
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://bibliotheek.ehb.be:2191/en-us
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A