"Framed": Terminating the Parenting Rights of Parents with Intellectual Disability in Iceland

Autor/inn/en	Sigurjónsdóttir, Hanna Björg; Rice, James Gordon
Titel	"Framed": Terminating the Parenting Rights of Parents with Intellectual Disability in Iceland
Quelle	In: Journal of Applied Research in Intellectual Disabilities, 30 (2017) 3, S.543-552 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2322
DOI	10.1111/jar.12301
Schlagwörter	Foreign Countries; Child Rearing; Parent Rights; Parents with Disabilities; Intellectual Disability; Child Custody; Grounded Theory; Court Litigation; Disability Identification; Ambiguity (Semantics); Child Caregivers; Iceland + Suchen Sie Ihr Suchwort? Ausland; Kindererziehung; Elternrecht; Intellect; Disability; Disabilities; Verstand; Behinderung; Rechtsstreit; Caregiver; Caregivers; Carer; Child; Children; Kinderbetreuung; Island
Abstract	Background: The aim was to investigate the role of measured intellectual function in framing parents as 'unfit' in child custody deprivation cases. Method: Grounded theory was used to analyse a national sample of custody deprivation cases in Iceland 2002-2014. Results: The terminology used to evaluate and describe the intellectual and developmental status of parents in child deprivation custody cases served as a device to define and shape the 'unfit parent'. Intellect itself, whether as low, average or even above average at times acts as a master narrative which informs and explains all manner of perceived parental deficiencies. Conclusion: The intellectual and developmental status served as a yardstick of identifying, understanding and interpreting the unfit parent. As a tool to achieve an end, parents were framed in language and culture using underlying belief set to make sense of events and issues. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01