简介
'Joe is Joe, a different label is not going to make him suddenly think he is someone else' (Joe's Mum)
Quotations like this about five year old Joe are used to illustrate this text, which draws on the experience of learning disabilities in the family. Peter Burke and Katy Cigno provide helpful definitions and reflect on some preliminary, but important theoretical ideas linking to social exclusion and vulnerability. Drawing on research and experience, different aspects of family lives are illustrated in all their diversity. The implications of stressful times, major upheavals and transitions for family members are examined in detail, indicating when help from professionals should be readily available.
Learning Disabilities in Children introduces the theory relating to learning disabilities from the family perspective, and includes an examination of support systems for parents, caregivers and siblings. The authors emphasize why contact from service providers is necessary, particularly those based in health, education and welfare agencies. In addition, the need to give power to children and families as a multi-agency responsibility is addressed, with the aim of promoting positive practice in the professional sector for the benefit of the children involved.
Learning Disabilities in Children is a useful resource for postgraduates specializing in child welfare, social work and community care. It will also be of interest to social workers, community caregivers, healthcare professionals and teachers, as well as to families where there is a child with learning disabilities.
Key features:
*Based on the experience of families with children who have learning disabilities
*A practical guide for professionals and care givers seeking to clarify and understand family needs
*Explains how a more inclusive partnership between children, their families and professionals may be achieved
*Includes a chapter on child development
*Provides a unifying framework for working in the complex field of childhood learning disabilities.
Learning Disabilities in Children is a useful resource for postgraduates specializing in child welfare, social work and community care. It will also be of interest to social workers, community caregivers, healthcare professionals and teachers, and families where there is a child with learning disabilities.
目录
Table Of Contents:
Foreword xi
Preface xiii
Acknowledgement xvi
Learning Disability: Theory and Practice 1(11)
Conceptual framework 2(4)
Theory for practice 6(1)
The medical and social models 7(3)
Conclusion 10(2)
Children, Young People with Learning Disabilities and their Carers 12(12)
Learning disabilities 13(1)
Learning disability: use and meaning 13(2)
Special needs 15(1)
Adjusting to the news that a child is different 16(3)
Case Example 17(2)
Debbie
Vulnerability 19(3)
Case Example 21(1)
Martin
The impact of the child on the carer 22(1)
Conclusion 22(2)
Learning Disabilities and Child Development 24(21)
Peter Randall
Similarities of developmental processes and needs 26(1)
Case Example 26(1)
Carey
The jigsaw puzzle of human development 26(2)
Developmental needs 28(4)
The range of learning disabilities 32(1)
Informing parents of developmental stages 33(1)
Learning disabilities and developmental prognosis 34(3)
Education and learning disabilities 37(7)
Conclusion 44(1)
Family Matters: Informal Support 45(10)
The family 45(1)
Friends, relatives and neighbours 46(3)
Case Example 47(2)
Louise
Functional and dysfunctional families 49(1)
Caring families 50(3)
Case Example 52(1)
Rebecca
Conclusion 53(2)
Family Matters: Formal Support 55(16)
Community care 56(2)
Professional responsibilities 58(2)
Case Example 59(1)
Michael
Promoting care 60(2)
Social networks 62(1)
Changing networks: analytical techniques 63(2)
Effective networks and services 65(1)
Social exclusion 66(3)
Case Example 68(1)
Sarah
Conclusion 69(2)
Brothers and Sisters 71(13)
The needs of siblings 72(3)
Case Example 74(1)
Kelsey
David
Parental and sibling stress 75(1)
Coping with school 76(2)
Case Example 76(2)
Fay
Paul
Parental views 78(1)
Assessment 78(1)
Young carers 79(3)
Case Example 80(2)
John
Amy
Alan
Conclusion 82(2)
Life Transitions and Barriers to Change 84(15)
Responding to change 85(2)
Diagnosis and detection: effects on parents 87(3)
Case Example 89(1)
Robert
Physical and emotional barriers 90(2)
Case Example 91(1)
Douglas
Transitions to school 92(2)
Transitions from school to adulthood 94(3)
Case Example 95(1)
Graham
Case Example 96(1)
Kevin
Conclusion 97(2)
Child Protection: Prevention and Risk 99(12)
Prevention 100(3)
Case Example 102(1)
Jonathan
Child protection matters 103(2)
Risk-taking 105(2)
Case Example 106(1)
Julian
Vulnerability in the community 107(2)
Conclusion 109(2)
Giving Power to Children and Families 111(11)
The need for empowerment 112(2)
Communication difficulties 114(2)
The locus of control 116(2)
Case Example 117(1)
Pauline
Power and independence 118(2)
Case Example 119(1)
Jackie
Conclusion 120(2)
Multi-agency Practice 122(15)
The needs of families 123(1)
The multi-agency approach 124(1)
Methodology 125(1)
Sample populations 126(1)
Family characteristics and use of services 127(1)
Multi-agency, pluridisciplinary working 128(3)
Meeting the needs of families 131(2)
Child satisfaction 133(1)
Staff views 133(1)
Overall assessment 134(1)
Reflection on multi-agency practice 135(1)
Acknowledgement 136(1)
Promoting Positive Practice 137(15)
Positive practice 137(3)
The use of respite care 140(1)
Multi-use of formal and informal support 141(3)
Case Example 142(2)
Joe
Social learning theory and helping approaches 144(2)
Regaining control 146(4)
Case Example 146(2)
Josh
Case Example 148(2)
Susan
Conclusion 150(2)
Postscript 152(2)
References 154(15)
Bibliography 169(1)
Index 170
Foreword xi
Preface xiii
Acknowledgement xvi
Learning Disability: Theory and Practice 1(11)
Conceptual framework 2(4)
Theory for practice 6(1)
The medical and social models 7(3)
Conclusion 10(2)
Children, Young People with Learning Disabilities and their Carers 12(12)
Learning disabilities 13(1)
Learning disability: use and meaning 13(2)
Special needs 15(1)
Adjusting to the news that a child is different 16(3)
Case Example 17(2)
Debbie
Vulnerability 19(3)
Case Example 21(1)
Martin
The impact of the child on the carer 22(1)
Conclusion 22(2)
Learning Disabilities and Child Development 24(21)
Peter Randall
Similarities of developmental processes and needs 26(1)
Case Example 26(1)
Carey
The jigsaw puzzle of human development 26(2)
Developmental needs 28(4)
The range of learning disabilities 32(1)
Informing parents of developmental stages 33(1)
Learning disabilities and developmental prognosis 34(3)
Education and learning disabilities 37(7)
Conclusion 44(1)
Family Matters: Informal Support 45(10)
The family 45(1)
Friends, relatives and neighbours 46(3)
Case Example 47(2)
Louise
Functional and dysfunctional families 49(1)
Caring families 50(3)
Case Example 52(1)
Rebecca
Conclusion 53(2)
Family Matters: Formal Support 55(16)
Community care 56(2)
Professional responsibilities 58(2)
Case Example 59(1)
Michael
Promoting care 60(2)
Social networks 62(1)
Changing networks: analytical techniques 63(2)
Effective networks and services 65(1)
Social exclusion 66(3)
Case Example 68(1)
Sarah
Conclusion 69(2)
Brothers and Sisters 71(13)
The needs of siblings 72(3)
Case Example 74(1)
Kelsey
David
Parental and sibling stress 75(1)
Coping with school 76(2)
Case Example 76(2)
Fay
Paul
Parental views 78(1)
Assessment 78(1)
Young carers 79(3)
Case Example 80(2)
John
Amy
Alan
Conclusion 82(2)
Life Transitions and Barriers to Change 84(15)
Responding to change 85(2)
Diagnosis and detection: effects on parents 87(3)
Case Example 89(1)
Robert
Physical and emotional barriers 90(2)
Case Example 91(1)
Douglas
Transitions to school 92(2)
Transitions from school to adulthood 94(3)
Case Example 95(1)
Graham
Case Example 96(1)
Kevin
Conclusion 97(2)
Child Protection: Prevention and Risk 99(12)
Prevention 100(3)
Case Example 102(1)
Jonathan
Child protection matters 103(2)
Risk-taking 105(2)
Case Example 106(1)
Julian
Vulnerability in the community 107(2)
Conclusion 109(2)
Giving Power to Children and Families 111(11)
The need for empowerment 112(2)
Communication difficulties 114(2)
The locus of control 116(2)
Case Example 117(1)
Pauline
Power and independence 118(2)
Case Example 119(1)
Jackie
Conclusion 120(2)
Multi-agency Practice 122(15)
The needs of families 123(1)
The multi-agency approach 124(1)
Methodology 125(1)
Sample populations 126(1)
Family characteristics and use of services 127(1)
Multi-agency, pluridisciplinary working 128(3)
Meeting the needs of families 131(2)
Child satisfaction 133(1)
Staff views 133(1)
Overall assessment 134(1)
Reflection on multi-agency practice 135(1)
Acknowledgement 136(1)
Promoting Positive Practice 137(15)
Positive practice 137(3)
The use of respite care 140(1)
Multi-use of formal and informal support 141(3)
Case Example 142(2)
Joe
Social learning theory and helping approaches 144(2)
Regaining control 146(4)
Case Example 146(2)
Josh
Case Example 148(2)
Susan
Conclusion 150(2)
Postscript 152(2)
References 154(15)
Bibliography 169(1)
Index 170
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