Having a Son or Daughter with an Intellectual Disability Transition to Adulthood: A Parental Perspective

Autor/inn/en	Codd, Jon; Hewitt, Olivia
Titel	Having a Son or Daughter with an Intellectual Disability Transition to Adulthood: A Parental Perspective
Quelle	In: British Journal of Learning Disabilities, 49 (2021) 1, S.39-51 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Codd, Jon) ORCID (Hewitt, Olivia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-4187
DOI	10.1111/bld.12327
Schlagwörter	Intellectual Disability; Autism; Pervasive Developmental Disorders; Parent Attitudes; Parent Child Relationship; Role Perception; Independent Living; Adjustment (to Environment); Aging (Individuals); Late Adolescents; Young Adults; Social Support Groups; Social Networks; Sons; Daughters; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Intellect; Disability; Disabilities; Verstand; Behinderung; Autismus; Elternverhalten; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Role conception; Rollenverständnis; Selbstverantwortung; Aging; Altern; Halbstarker; Young adult; Junger Erwachsener; Social support; Soziale Unterstützung; Social network; Soziales Netzwerk; Son; Sohn; Daughter; Tochter; Ausland; Großbritannien
Abstract	Background: Transition to adulthood is an important time for young people and may be a particularly challenging time for people with intellectual disabilities. However, there has been little research in the UK regarding the experiences of parents who have son or daughter with an intellectual disability transitioning to adulthood. Method: The study used interpretive phenomenological analysis to explore the lived experiences of ten parents who had a son or daughter (aged 18-25 years) with an intellectual disability. Half of the sample also had a diagnosis of autism. Results: Three superordinate themes were generated from the data: (a) Transition: The Good, the Bad and Unknown; (b) Striving for Independence; and (c) Supporting the Supporters. Parents experienced many difficulties and uncertainty related to their role, their son/daughter's independence, navigating services for their son/daughter and accessing support for themselves. Conclusions: Increased collaboration and consistency from statutory services is required in addition to providing emotional support to parents and facilitating parent support networks. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01