The Social‐Emotional Well‐Being of Children of Mothers with Intellectual Impairment: A Population‐Based Analysis

Hindmarsh, Gabrielle; Llewellyn, Gwynnyth; Emerson, Eric

doi:10.1111/jar.12306

Cited by 18 publications

(13 citation statements)

References 33 publications

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“…Without support, research has shown that the outcomes for children of parents with learning disabilities can be poor (Collings and Llewellyn 2012). Recent studies have shown the children of parents with learning disabilities to be at a heightened risk of poor social-emotional wellbeing and peer exclusion (Hindmarsh et al 2017); increased risk of injuries, violence and child abuse (Wickström et al 2017) and an increased risk of developmental delay and speech and language problems (Emerson and Brigham 2014).…”

Section: Introductionmentioning

confidence: 99%

Understanding ‘Successful Practice/s’ with Parents with Learning Difficulties when there are Concerns about Child Neglect: the Contribution of Social Practice Theory

Tarleton

Turney

2019

Child Ind Res

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Social practice theory (SPT) investigates how meanings (socially available understandings/ attitudes) work together with competences and materials/resources to develop shared (social) practices. SPTwas used as a theoretical and analytical framework in a study which investigated 'successful' professional practices when working with parents with learning difficulties where there are concerns about child neglect. The research took place in three local authorities (LAs) in England that were recommended as sites of 'successful' practice. With the parents' agreement, 38 professionals who worked with the eight participating families were asked about their ideas about parents with learning difficulties and neglect, their understanding of 'successful' practice, their experience and knowledge of working with this group of parents, how they worked with the parent and other professionals involved with the parent, as well as the resources available to them. Detailed case studies of the support provided to eight mothers were developed. It was found that the professionals shared a range of attitudes and understandings, including awareness of the many barriers faced by this disadvantaged group of parents, and that the neglect was typically linked to lack of understanding/knowledge about the child's needs which could in many cases be mitigated through provision of support. The meanings they shared promoted an empowering, relationship-based, multi-agency approach to parents which recognised their need for support while also focusing on the needs and welfare of the children. This positive approach accords with the call for longer-term/recurrent support to be available for parents with learning difficulties alongside the development of a social model of child protection that rethinks how best to safeguard vulnerable children.

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Section: Introductionmentioning

confidence: 99%

Understanding ‘Successful Practice/s’ with Parents with Learning Difficulties when there are Concerns about Child Neglect: the Contribution of Social Practice Theory

Tarleton

Turney

2019

Child Ind Res

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“…SEW relates to a child's self-perception and their ability to interact with others [5]. Children that experience SEW difficulties often demonstrate negative emotions and behaviours and struggle to maintain friendships [6]. In the long-term, SEW difficulties effect academic achievement and mental health in adulthood [7].…”

Section: Introductionmentioning

confidence: 99%

Cross-sectional associations between body mass index and social–emotional wellbeing among differentially active children

Noonan

Fairclough

2018

European Journal of Public Health

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Background: This study assessed gender-specific associations between BMI and socialemotional wellbeing (SEW) among differentially active 7-year-old children. Methods: Data is from wave four of the UK Millennium Cohort Study, collected in 2007-08. Children wore an ActiGraph accelerometer for 7 consecutive days and measures of stature and body mass were taken. BMI was calculated from stature and body mass (kg/m²). Parents/carers completed the Strengths and Difficulties Questionnaire (SDQ). Six-thousandeleven children (3073 girls) had complete data. Mean minutes per day spent in moderate to vigorous physical activity (MVPA) were calculated for each child. Gender-specific MVPA quartile cutoff values categorised boys and girls separately into four graded groups representing the least (Q1) through to the most active (Q4) children. Adjusted linear regression analyses examined associations between BMI and SDQ scores. Gender-specific analyses were conducted separately for MVPA quartiles. Results: BMI was positively associated with peer problems for Q1 and Q2 boys and girls, conduct problems for Q2 and Q4 boys, emotional problems and prosocial behaviour for Q2 boys, and total difficulty scores for Q1 girls and Q2 boys (p<0.05). Conclusions: Our results revealed that BMI was positively associated with SEW difficulties among the low active children but not the high active children. Further research examining the concurrent effect of diet and MVPA on child weight status and SEW is needed.

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“…Research, ideally using population‐based data, is needed firstly to obtain robust, unbiased risk estimates, and secondly, to isolate the “effect” of parental intellectual disability, or rather the parenting practices of parents with intellectual disabilities, from the effects of adverse life conditions, including poverty and social isolation, on child health and development. In this special issue, Hindmarsh, Llewellyn, and Emerson analyse big data from the United Kingdom and find that children of mothers with intellectual impairment face a heightened risk of poor social‐emotional well‐being (at ages 3 and 5 years) and peer exclusion (by self‐report at age 7 years). However, the data also suggest that risk of poor child social‐emotional well‐being may diminish as child age increases, and may be explained by child exposure to environmental adversity, including household socioeconomic disadvantage.…”

Section: Children Of Parents With Intellectual Disabilitiesmentioning

confidence: 99%

Parents and parenting with intellectual disabilities: An expanding field of research

McConnell

Feldman

Aunos

2017

Research Intellect Disabil

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The Social‐Emotional Well‐Being of Children of Mothers with Intellectual Impairment: A Population‐Based Analysis

Cited by 18 publications

References 33 publications

Understanding ‘Successful Practice/s’ with Parents with Learning Difficulties when there are Concerns about Child Neglect: the Contribution of Social Practice Theory

Understanding ‘Successful Practice/s’ with Parents with Learning Difficulties when there are Concerns about Child Neglect: the Contribution of Social Practice Theory

Cross-sectional associations between body mass index and social–emotional wellbeing among differentially active children

Parents and parenting with intellectual disabilities: An expanding field of research

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