Talking with parents of children with learning disabilities: Parents’ ideas about the Circle of Security parenting programme

Muddle, Sarah, McElwee, Jennifer, Vincent, Regine, Birdsey, Nicola and Best, Lara 2022. Talking with parents of children with learning disabilities: Parents’ ideas about the Circle of Security parenting programme. British Journal of Learning Disabilities 50 (1) , pp. 19-28. 10.1111/bld.12371

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Abstract

<p>The Circle of Security Parenting (COS-P) programme can be helpful for some parents of children with learning disabilities to think about their relationship with their child. Parenting a child with learning disabilities is different, and COS-P can highlight this difference. This can feel painful for parents and may stop them engaging with the programme. Abstract: Background Background: The promotion of secure attachment relationships in childhood leads to better outcomes in later life (British Psychological Society 2017, Incorporating Attachment Theory into Practice: Clinical Practice Guideline for Clinical Psychologists Working with People who have Intellectual Disabilities). The Circle of Security Parenting Programme (COS-P) provides a clear framework for reflecting on attachment relationships (Cooper et al 2009, Zero to Three, 37, 27). Methods Methods: Semi-structured interviews were conducted with parents of children with learning disabilities who attended a COS-P programme to find out about their experiences of the course and how applicable it was to them. The data were analysed using thematic analysis. Findings Findings: Four key themes were identified: these related to (1) COS-P concepts are relevant to all children but (2) parenting a child with a learning disability is different and (3) COS-P can create a focus on their child as different, which can be painful, and (4) changes recommended to make COS-P suitable for parents of children with learning disabilities. Conclusions Conclusions: This paper outlines the benefits and challenges of COS-P in sharing concepts related to attachment, whilst highlighting differences for parents of children and young people with learning disabilities, which can be painful.</p>

Item Type:	Article
Date Type:	Publication
Status:	Published
Schools:	Psychology
Publisher:	Wiley
ISSN:	1354-4187
Date of First Compliant Deposit:	22 November 2023
Date of Acceptance:	18 January 2021
Last Modified:	22 Nov 2023 12:24
URI:	https://orca.cardiff.ac.uk/id/eprint/164017

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