Previous research suggests that a woman's past experiences of being parented will have a significant influence on how she parents her own children. This study, reported by Amanda Maxwell, Julie Proctor and Linda Hammond, aimed to explore young care-leaving mothers' experiences of motherhood, focusing on their experience of themselves as mothers, their relationship with their child and their understanding of their child's experiences. Six mothers were interviewed who had spent time in care and were teenagers at the time of the birth of their child. They also completed diaries of their experiences over a two-week period. Data were analysed using interpretative phenomenological analysis (IPA) and super-ordinate themes were identified. These themes were represented as dialectical positions and included: the ideal and reality; motherhood as building positive views of self and other, but also highlighting vulnerability; identification with her child but also feeling taken over by him or her; and external world as needed but also unwanted and destabilising. These results are discussed in relation to existing literature, and practice and research implications are considered.
Dyslexia is a developmental disorder in reading that exhibits varied patterns of expression across children. Here we examined the degree to which different kinds of reading disabilities (defined as profiles or patterns of reading problems) contribute to brain morphology results in Jacobian determinant images that represent local brain shape and volume. A matched-pair brain morphometry approach was used to control for confounding from brain size and research site effects in this retrospective multi-site study of 134 children from eight different research sites. Parietal operculum, corona radiata, and internal capsule differences between cases and controls were consistently observed across children with evidence of classic dyslexia, specific comprehension deficit, and language learning disability. Thus, there can be common brain morphology findings across children with quite varied reading disability profiles that we hypothesize compound the developmental difficulties of children with unique reading disability profiles and reasons for their reading disability.
A number of critical issues concerning the assessment of children with intellectual disabilities, including definitional problems, psychometric factors, and practical difficulties, are raised in this article. It is suggested that school counsellors and psychologists should consider these issues when assessing children with probable or known intellectual disabilities, particularly when using IQ tests. The use of adaptive scales as an additional means of defining and measuring intellectual disability is also examined. Although no ideal means of formally assessing children with intellectual disabilities is put forward, a range of concerns is explored and some suggestions for appropriate additions and caveats to present practice are proposed.
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