parentswithpromise denice mock, lcsw 2012 rocking the cradle national council on disability
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ParentsWithPromiseParentsWithPromise
Denice Mock, LCSWDenice Mock, LCSW
2012 Rocking the Cradle2012 Rocking the Cradle
National Council on DisabilityNational Council on Disability
Rocking the Cradle FindingsRocking the Cradle FindingsFINDINGS: There are few accurate and comprehensive sources of information on the prevalence of parents with disabilities.The child welfare system is ill-equipped to support parents with disabilities and their families, resulting in a disproportionately high rates of involvement with child welfare services and devastatingly high rates of parents with disabilities losing their childrenParents with disabilities who are engaged in custody or visitation disputes in the family law system regularly encounter discriminatory practices
FINDINGS: There are few accurate and comprehensive sources of information on the prevalence of parents with disabilities.The child welfare system is ill-equipped to support parents with disabilities and their families, resulting in a disproportionately high rates of involvement with child welfare services and devastatingly high rates of parents with disabilities losing their childrenParents with disabilities who are engaged in custody or visitation disputes in the family law system regularly encounter discriminatory practices
Definition of IDDefinition of IDDSM-5 vs. AAIDD
DSM-5 Intellectual Disability
DSM-5 Intellectual Disability
Deficits in intellectual functions, such as reasoning, problem-solving, planning, abstract thinking, judgment, academic learning and learning from experience, and practical understanding confirmed by both clinical assessment and individualized, standardized intelligence testing.
Deficits in intellectual functions, such as reasoning, problem-solving, planning, abstract thinking, judgment, academic learning and learning from experience, and practical understanding confirmed by both clinical assessment and individualized, standardized intelligence testing.
Deficits in adaptive functioning that result in failure to meet developmental and sociocultural standards for personal independence and social responsibility. Without ongoing support, the adaptive deficits limit functioning in one or more activities of daily life, such as communication, social participation, and independent living, and across multiple environments, such as home, school, work, and recreation.
Deficits in adaptive functioning that result in failure to meet developmental and sociocultural standards for personal independence and social responsibility. Without ongoing support, the adaptive deficits limit functioning in one or more activities of daily life, such as communication, social participation, and independent living, and across multiple environments, such as home, school, work, and recreation.
Onset of intellectual and adaptive deficits during the developmental period.
Onset of intellectual and adaptive deficits during the developmental period.
AAIDDAAIDD
Intellectual disability is a disability characterized by significant limitations in both intellectual functioning and in adaptive behavior, which covers many everyday social and practical skills.
This disability originates before the age of 18.
Intellectual disability is a disability characterized by significant limitations in both intellectual functioning and in adaptive behavior, which covers many everyday social and practical skills.
This disability originates before the age of 18.
AAIDD Intellectual DisabilityAAIDD Intellectual Disability
Intellect - general mental capacity, such as learning, reasoning, problem solving, and so on.
IQ test score of around 70 or as high as 75 Lynn vs. Melissa
Intellect - general mental capacity, such as learning, reasoning, problem solving, and so on.
IQ test score of around 70 or as high as 75 Lynn vs. Melissa
Adaptive BehaviorsAdaptive Behaviors Conceptual skills
language and literacy Money Time Number concepts Self-direction
Conceptual skills language and literacy Money Time Number concepts Self-direction
Practical skills Activities of daily living
(personal care) Occupational skills Healthcare Travel/Transportation Schedules/Routines Safety Use of money and
telephone
Practical skills Activities of daily living
(personal care) Occupational skills Healthcare Travel/Transportation Schedules/Routines Safety Use of money and
telephone
Social/Interpersonal skills Social responsibility Self-esteem Gullibility, naiveté Social problem solving Ability to follow rules/obey
laws and to avoid being victimized
Social/Interpersonal skills Social responsibility Self-esteem Gullibility, naiveté Social problem solving Ability to follow rules/obey
laws and to avoid being victimized
AAIDD Facts to Take into Account
AAIDD Facts to Take into Account
Community environment typical of the individuals peers and culture
Linguistic diversity and cultural differences in the way people communicate, move, and behave.
Assume limitations coexist with strengths Level of life functioning will improve if
appropriate personalized supports are provided over a sustained period.
Community environment typical of the individuals peers and culture
Linguistic diversity and cultural differences in the way people communicate, move, and behave.
Assume limitations coexist with strengths Level of life functioning will improve if
appropriate personalized supports are provided over a sustained period.
Social RelationshipSocial Relationship
Most Important “Normal” thingsMost Important “Normal” things
Characteristics of ParentsCharacteristics of Parents
Reliant on others to make decisions and obey without question Limited Income Low self-concept/lack parenting confidence Live in isolation/socialize less Some limited communication skills Difficulty remembering Limited understanding of child development May distrust people May try to compensate or hide disability Limited awareness of child safety Over protective and less likely to allow children to take chances Experience problems in controlling feelings and responses Feel overwhelmed by too much input, demands or hectic pace Have trouble understanding when and how to set limits
Reliant on others to make decisions and obey without question Limited Income Low self-concept/lack parenting confidence Live in isolation/socialize less Some limited communication skills Difficulty remembering Limited understanding of child development May distrust people May try to compensate or hide disability Limited awareness of child safety Over protective and less likely to allow children to take chances Experience problems in controlling feelings and responses Feel overwhelmed by too much input, demands or hectic pace Have trouble understanding when and how to set limits
Environmental VulnerabilityEnvironmental Vulnerability
Low SES Poor Housing Potential for DV or Controlling Relationship Unemployment Lack of Social Support History of Maltreatment Transportation Barriers Exploitation Lack of Trust
Low SES Poor Housing Potential for DV or Controlling Relationship Unemployment Lack of Social Support History of Maltreatment Transportation Barriers Exploitation Lack of Trust
Stats of Child Welfare Involvement
Stats of Child Welfare Involvement
National Center for Parents With Disabilities
2010 American Communities Survey 6.2% Parents Have a Disability = 9.1 million children Higher in subgroups
13.9% American Indian/Native American 8.8% African American
Of the 6.2% - 2.3% have an intellectual disability
National Center for Parents With Disabilities
2010 American Communities Survey 6.2% Parents Have a Disability = 9.1 million children Higher in subgroups
13.9% American Indian/Native American 8.8% African American
Of the 6.2% - 2.3% have an intellectual disability
BiasesBiases
Perceptions of those who are Disabled Dis/abled vs. Accommodations Developmentally appropriate Expectations Can’t learn vs Won’t learn Crystal Ball Outcomes
Perceptions of those who are Disabled Dis/abled vs. Accommodations Developmentally appropriate Expectations Can’t learn vs Won’t learn Crystal Ball Outcomes
Minimum Parenting StandardsMinimum Parenting Standards
A parent or other person responsible for the child’s welfare sees that the child is adequately fed, clothed appropriately for the weather conditions, provided with adequate shelter, protected from physical, mental and emotional harm, and provided with necessary medical care and education as required by law. (R 302, 315)
A parent or other person responsible for the child’s welfare sees that the child is adequately fed, clothed appropriately for the weather conditions, provided with adequate shelter, protected from physical, mental and emotional harm, and provided with necessary medical care and education as required by law. (R 302, 315)
Protective FactorsProtective Factors
Ability to Grow stronger and more flexible reflect on the actions they took in response, what happened as a result, and what
they learned. Listening to each other, they realize that everyone faces difficult events but survives them and gets stronger as a result.
Build friendships and relationships of mutual support in the process of having conversations with other parents and family-serving
staff. Learn about resources and get support
by reflecting on their barriers to receiving help, becoming more open to accessing help, and learning from other parents about support that has been helpful to them.
Add to their parenting knowledge by listening to other parents and sharing ideas and approaches to their issues.
Build their appreciation for the essential role they play with each of their children in helping them to reach their potential.
Ability to Grow stronger and more flexible reflect on the actions they took in response, what happened as a result, and what
they learned. Listening to each other, they realize that everyone faces difficult events but survives them and gets stronger as a result.
Build friendships and relationships of mutual support in the process of having conversations with other parents and family-serving
staff. Learn about resources and get support
by reflecting on their barriers to receiving help, becoming more open to accessing help, and learning from other parents about support that has been helpful to them.
Add to their parenting knowledge by listening to other parents and sharing ideas and approaches to their issues.
Build their appreciation for the essential role they play with each of their children in helping them to reach their potential.
CompetenciesCompetencies
Strengths Based Trauma Informed
Strengths Based Trauma Informed
What To look forWhat To look for
Social Supports Accommodations & Compensations Strengths Attachment Attunement to child needs Community Competencies Healthy Intimate Relationships Mental Health Community Resources
Social Supports Accommodations & Compensations Strengths Attachment Attunement to child needs Community Competencies Healthy Intimate Relationships Mental Health Community Resources
What Are Other States DoingWhat Are Other States Doing
In-home Support Care Visiting Nurses Parent Mentoring Education Support Groups Shared Parenting Time
In-home Support Care Visiting Nurses Parent Mentoring Education Support Groups Shared Parenting Time
IllinoisIllinois
Removal “Shared parenting” Termination Foster care Lifers Removing Parents as a support to children
Removal “Shared parenting” Termination Foster care Lifers Removing Parents as a support to children
EducationEducation Professionals Professionals
Attorneys Recognize up front
Requirements of ADA Title II 504 CAPTA ASFA
Attorneys Recognize up front
Requirements of ADA Title II 504 CAPTA ASFA
Child WelfareHow toWhat’s AvailableThere is no crystal ballAppointed DD unit that focuses on
Needs of ParentsEmphasis on Shared ParentingModeling
Hospital StaffHotline is not the Be All; but can End All
JudgesExpedited TerminationTime frame
When Working WithWhen Working With
Working with the Family as a Unit Teaching parenting skills Parent coaching Mentoring Building support systems Modeling and teaching healthy relationships Self- Advocacy Addressing history of trauma Building relationships
Working with the Family as a Unit Teaching parenting skills Parent coaching Mentoring Building support systems Modeling and teaching healthy relationships Self- Advocacy Addressing history of trauma Building relationships
What’s AvailableWhat’s Available
Brookfield IllinoisCommunity Support Services
Keeping families healthy and safe
Providing clean and nurturing homes
Managing household bills
Parenting with love and respect
Having caring friends
Brookfield IllinoisCommunity Support Services
Keeping families healthy and safe
Providing clean and nurturing homes
Managing household bills
Parenting with love and respect
Having caring friends
What’s AvailableWhat’s Available
ParentsWithPromise
DeKalb, IL Parenting Classes Parent Coaching Individual/Family Counseling Trauma Focused Therapy Intimacy & Self Advocacy Goups Life Skills
ParentsWithPromise
DeKalb, IL Parenting Classes Parent Coaching Individual/Family Counseling Trauma Focused Therapy Intimacy & Self Advocacy Goups Life Skills
If I is humane to step in, in order to prevent child neglect or abuse,
then it is also arrogant and inhumane to withhold out
support, due to faulty beliefs, misinformation or lack of
knowledge and then wait for people to fail
If I is humane to step in, in order to prevent child neglect or abuse,
then it is also arrogant and inhumane to withhold out
support, due to faulty beliefs, misinformation or lack of
knowledge and then wait for people to fail
ResourcesResources The Association for Successful Parenting
http://www.achancetoparent.net Healthy Start
http://www.healthystart.net.au Comprehensive, Competence- based Parenting Assessment for
Parents with Learning Difficulties and their Children Maurice Feldman and Marjorie Aunos
Parents with Intellectual Disabilities Past, Present and Futures Gwynnyth Llewellyn, Rannveig Traustadottir,
David McConnell & Hanna Bjorg Sigurjonsdottir Disability & Discrimination in the Child Welfare System: parents
with intellectual disabilities David McConnell
The Association for Successful Parenting http://www.achancetoparent.net
Healthy Start http://www.healthystart.net.au
Comprehensive, Competence- based Parenting Assessment for Parents with Learning Difficulties and their Children
Maurice Feldman and Marjorie Aunos Parents with Intellectual Disabilities Past, Present and Futures
Gwynnyth Llewellyn, Rannveig Traustadottir, David McConnell & Hanna Bjorg Sigurjonsdottir
Disability & Discrimination in the Child Welfare System: parents with intellectual disabilities
David McConnell
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