Tolerating Uncertainty: Perceptions of the Future for Ageing Parent Carers and Their Adult Children with Intellectual Disabilities

Autor/inn/en	Pryce, Laura; Tweed, Alison; Hilton, Amanda; Priest, Helena M.
Titel	Tolerating Uncertainty: Perceptions of the Future for Ageing Parent Carers and Their Adult Children with Intellectual Disabilities
Quelle	In: Journal of Applied Research in Intellectual Disabilities, 30 (2017) 1, S.84-96 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2322
DOI	10.1111/jar.12221
Schlagwörter	Aging (Individuals); Parents; Adults; Intellectual Disability; Attitude Measures; Semi Structured Interviews; Parent Role; Barriers; Planning + Suchen Sie Ihr Suchwort? Aging; Altern; Eltern; Intellect; Disability; Disabilities; Verstand; Behinderung; Parental role; Elternrolle; Ablaufplanung; Planungsprozess
Abstract	Background: Improved life expectancy means that more adults with intellectual disabilities are now living with ageing parents. This study explored older families' perceptions of the future. Methods: Semi-structured interviews were conducted with nine older parents and three adults with intellectual disabilities and analysed to produce an explanatory thematic framework. Results: "Tolerating uncertainty" was the major theme in participants' attempts to manage anxieties about the future, encompassing sub-themes of "accepting the parenting role", "facing challenges", "being supported/isolated", "positive meaning making", "re-evaluating as time moves on" and "managing future thinking". Some participants expressed preferences for their future which were in contrast to their parents' views, and provide a unique perspective that has often been neglected in prior research. Conclusions: This research has found commonalities in how families tolerate the uncertainty of the future, but also unique differences that require tailored interventions and prospective action by services. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01