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Children of parents with intellectual disability: facing poor outcomes or faring okay?
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- BACKGROUND
- CONCLUSIONS
- An evolutionary concept analysis of school violence: from bullying to death.
- Parenting styles and attachment in school-aged children who stutter.
- A prospective longitudinal study of childrens theory of mind and adolescent involvement in bullying .
- Source MRC Social, Genetic, and Developmental Psychiatry Centre, Institute of Psychiatry, Kings College London, London, UK. Abstract
- CONCLUSION
Children of parents with intellectual disability: facing poor outcomes or faring okay?Collings S, Llewellyn G. SourceFaculty of Health Sciences, University of Sydney, Lidcombe, NSW 1825, Australia. susan.collings@sydney.edu.au AbstractBACKGROUND:Children of parents with intellectual disability are assumed to be at risk of poor outcomes but a comprehensive review of the literature has not previously been undertaken. METHOD:A database and reference search from March 2010 to March 2011 resulted in 26 studies for review. RESULTS:Two groups of studies were identified. The first investigated an association between parental intellectual disability and child outcomes where there was significant disadvantage. Some findings suggest low parental intellectual capacity can negatively impact child outcomes, but others indicate child development approaches population norms. A second, small group of studies explored narrative accounts of childhood to find that social exclusion, bullying, and stigma are commonplace. Removal from parental care emerged as a significant risk for this group of children. CONCLUSIONS:Studies focusing on child development represent 85% of the literature but reach no consensus about likely developmental or behavioural outcomes. Children studied usually come from clinical populations or other high-risk groups, and are typically young children. J Forensic Nurs. 2012 Mar;8(1):4-12. doi: 10.1111/j.1939-3938.2011.01121.x. Epub 2012 Jan 6. An evolutionary concept analysis of school violence: from bullying to death.Jones SN, Waite R, Clements PT. SourceDoctoral Nursing Candidate, Certified Gang Specialist, Drexel University, College of Nursing and Health Professions, Philadelphia, Pennsylvania, USA. sjones9090@aol.com AbstractSchool violence has evolved into an identifiably pervasive public health problem. Adverse consequences of school violence vary from bullying to death. In 2007, 457,700 youth (ages 12-18) were victims of serious crimes with 34% occurring on school grounds or on the way to school. A concept analysis of school violence can expand and enhance awareness of the pervasive phenomenon of school violence. Rodgers and Knafl (1993) evolutionary concept analysis method was used to provide a guiding framework for examination of school violence. Related manuscripts from the extant interdisciplinary school violence literature were obtained from relevant health science databases, the Education Resources Information Center, and various governmental and specialty websites within the contemporary time frame of 2000-2010. Analysis revealed the enormous scope and complexity of the problem of school violence including bullying, physical fighting, weapon carrying, alcohol/substance use and street gang presence on school property, school-associated violent death, safe schools legislation, and violence prevention strategies. Forensic nurses across practice settings are uniquely positioned to intervene to improve health of these youth through identification, assessment, treatment, and referral. J Commun Disord. 2012 Mar-Apr;45(2):98-110. doi: 10.1016/j.jcomdis.2011.12.002. Epub 2011 Dec 9. Parenting styles and attachment in school-aged children who stutter.Lau SR, Beilby JM, Byrnes ML, Hennessey NW. SourceSchool of Psychology and Speech Pathology, Curtin Health Innovation Research Institute, Curtin University, GPO Box U 1987, Perth, Western Australia 6845, Australia. AbstractParental input has been described as influential in early childhood stuttering yet the exact nature of this influence remains equivocal. The present study aimed to examine whether quantitative measures of parenting styles, parent and peer attachment patterns, and parent- and self-reported child behaviour could differentiate between school-aged children who stutter (CWS) (n=10) and their fluent peers (n=10). In addition, qualitative individual semi-structured interviews with all CWS were conducted to gain insight into their life experiences and reflections in relation to stuttering. The interviews were classified into ancillary themes of school, peers and parents. Quantitative findings revealed that CWS perceived their parents with significantly lower attachment, particularly in relation to trust, and parents of CWS perceived their children with significantly higher maladjustments than fluent counterparts. Qualitative themes emerged pertaining to attitudes, perceptions and relationships with teachers, peers and parents, with consistent experiences of teasing and bullying reported as a consequence of the stutter. The majority of participants recounted frustration with the nature in which their parents attempted to remediate their stuttering. Collectively, these findings highlight imperative management considerations for school-aged CWS and their parents. The usefulness of quantitative and qualitative research paradigms is also emphasised. Learning outcomes: The reader will be able to: (1) identify themes associated with the impact a childhood stutter has on parent and peer relationships; (2) identify how the quality of the parent child relationship is influenced by parenting styles and attachment; and (3) discuss the clinical implications of the results for children who stutter and their families. J Child Psychol Psychiatry. 2012 Mar;53(3):254-61. doi: 10.1111/j.1469-7610.2011.02488.x. Epub 2011 Nov 14. A prospective longitudinal study of children's theory of mind and adolescent involvement in bullying.Shakoor S, Jaffee SR, Bowes L, Ouellet-Morin I, Andreou P, Happé F, Moffitt TE, Arseneault L. SourceMRC Social, Genetic, and Developmental Psychiatry Centre, Institute of Psychiatry, King's College London, London, UK. AbstractBACKGROUND:Theory of mind (ToM) allows the understanding and prediction of other people's behaviours based on their mental states (e.g. beliefs). It is important for healthy social relationships and thus may contribute towards children's involvement in bullying. The present study investigated whether children involved in bullying during early adolescence had poor ToM in childhood. METHOD:Participants were members of the Environmental Risk (E-Risk) Longitudinal Twin Study, a nationally representative sample of 2,232 children and their families. We visited families when children were 5, 7, 10 and 12 years. ToM was assessed when the children were 5 years using eight standardized tasks. Identification of those children who were involved in bullying as victims, bullies and bully-victims using mothers', teachers' and children's reports was carried out when they were 12 years' old. RESULTS:Poor ToM predicted becoming a victim (effect size, d = 0.26), bully (d = 0.25) or bully-victim (d = 0.44) in early adolescence. These associations remained for victims and bully-victims when child-specific (e.g. IQ) and family factors (e.g. child maltreatment) were controlled for. Emotional and behavioural problems during middle childhood did not modify the association between poor ToM and adolescent bullying experiences. CONCLUSION:Identifying and supporting children with poor ToM early in life could help reduce their vulnerability for involvement in bullying and thus limit its adverse effects on mental health. J Am Acad Child Adolesc Psychiatry. 2012 Mar;51(3):271-282.e3. doi: 10.1016/j.jaac.2012.01.001. Epub 2012 Feb 8. Directory: documents documents -> Concept stage documents -> Concept stage documents -> The great global switch-off documents -> Nonprofit grant application documents -> The Truth about the Rwandan Genocide documents -> Annual InStructional unit plan documents -> Chaos equipment included Download 2.3 Mb. Share with your friends:
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