Cardiff University | Prifysgol Caerdydd ORCA
Online Research @ Cardiff 
WelshClear Cookie - decide language by browser settings

The experiences of parents with learning disabilities receiving formal support: the interpersonal context of parenting

Moore, Hannah 2013. The experiences of parents with learning disabilities receiving formal support: the interpersonal context of parenting. ClinPsy Thesis, Cardiff University.
Item availability restricted.

PDF - Accepted Post-Print Version
Available under License Creative Commons Attribution Non-commercial No Derivatives.

Download (3MB) | Preview
[img] PDF - Supplemental Material
Restricted to Repository staff only

Download (1MB)


Background: Traditionally parental learning disability has been understood through an individual perspective. As a result, much of the focus of clinical practice and research has been on factors pertinent to the individual, such as, parental competence. Given that the majority of parents with learning disabilities receive support in parenting, research has started to emerge exploring parents’ views on how support is delivered. This study aims to explore, from the parents’ point of view, what it is like to be a parent with learning disabilities receiving formal support, how parents make sense of the relationship with a professional and the impact of that relationship. Method: Using semi-structured interviews 10 parents with learning disabilities were interviewed about their experiences. The data were collected and analysed using Interpretative Phenomenological Analysis: IPA. Results: Four superordinate themes emerged from the data with accompanying subordinate themes: “Stepping up”: Expectations; Partnership and perceived experiences of support; “Getting through it”: Coping, and “Who is the parent here?”: Identity. Conclusions: The findings revealed the need to think about the interpersonal contexts of parenting, in particular the context of acceptance, and the impact of receiving formal support on shaping the identity of parents with learning disabilities. Parents’ perceived experience of support was influenced by their experience of working in partnership with the professional. Implications and recommendations for future research, clinical practice and service delivery are made.

Item Type: Thesis (DClinPsy)
Status: Unpublished
Schools: Psychology
Subjects: B Philosophy. Psychology. Religion > BF Psychology
Uncontrolled Keywords: Learning disabilities; Parenting; Formal support; Interpretative Phenomenological Analysis
Date of First Compliant Deposit: 30 March 2016
Last Modified: 19 Mar 2016 23:25

Citation Data

Actions (repository staff only)

Edit Item Edit Item


Downloads per month over past year

View more statistics