Parent Report of Conversations with Their Adolescents with Intellectual Disability

Abstract

Parents' narratives illustrate their struggle to explain disability to their adolescent. Professionals are challenged to consider how to promote proactive conversations between parents and adolescents.

Gaining super control: Psychoeducational group intervention for adolescents with mild intellectual disability and their parents

“…Feedback from the adolescents in our groups nevertheless indicated emerging acceptance and empowerment, opportunity to learn from each other, and appreciation of the positive and generous tone that was created in the group. Jones et al (2014) highlighted the importance of promoting proactive conversations about disability between parents and adolescents with intellectual disability. We believe that the simultaneousness of our intervention design might represent a key-factor in this regard.…”

“… Jones et al (2014) examined parent reports of conversations about disability and experiences of being different in families of adolescents with intellectual disability. Most parents seemed to grapple with what to say and when to say it.…”

“…This implies that dissemination of diagnostic information in many cases is left to the parents to handle on their own. Jones et al (2014) examined parent reports of conversations about disability and experiences of being different in families of adolescents with intellectual disability. Most parents seemed to grapple with what to say and when to say it.…”

Adolescents with Disabilities

“…Communication issues for parents of adolescents with intellectual disabilities are frequently linked to this stress. Jones et al (2014) found that talking to an adolescent about difference and disability is a difficult task for parents. Many struggle to grasp the level of content and optimal timing of interactions with their child with intellectual disabilities.…”

“…Many struggle to grasp the level of content and optimal timing of interactions with their child with intellectual disabilities. As a result, much of the communication within the parent-child dyad ends up being reactive instead of proactive, often occurring after the adolescent was bullied, or as an explanation for why the child could not participate in an activity with their typically developing peers (Jones et al 2014).…”