naam van de presentatie 19 mei 2015 pagina 1 - lul.se · 19 mei 2015 pagina 2 support children:...

19 mei 2015Naam van de presentatie pagina 1

19 mei 2015 pagina 2

Support children:Empower their parents

Residential family homes in the Netherlands

Drs. M. (Marja) W. HodesASVZ – Capelle a/d IJsselVU – AmsterdamMay 2015

What is important in your life:

- good health- happiness- many friends- love- money- a job- a house- a family- a child.................


Convention on rights for disabled persons United Nations (2006)....Persons with disabilities shall have the equalopportunity to experience parenthood, to marry and tofound a family, to decide on the number and spacing of children, to have access to reproductive and family planning education....... (Article 23).

• Signed by the Dutch goverment: March 2007• Ratified by The European Community: November 2009• Ratified by the Dutch goverment: Intention: July 2015

Ratified by Sweden: 2008


Convention on the rights of the childUnited Nations (1989)

….Parents or, as the case may be, legal guardians, have the primary responsibility for the upbringing and development of the child. The best interests of the child will be their basic concern." …(Convention on the Rights of the Child: article 18 – United Nations, 1989)


Vision on parenting by intellectuallydisabled persons

• National discussion in the Netherlands: should people with intellectual disabilities have children?

• Daily reality: it’s a fact that there are parents with intellectual disabilities

• Government: discouraging of intellectually disabled persons to take children (AND blaming intellectually disabled parents when something happens with the child)(AND blaming the professionals supporting these parents when something happens with the child)


Samenspel van factoren Drs. J.N. de Vries, Prof.dr. D.L. Willems, Dr. J. Isarin, Prof.dr. J.S. Reinders Amsterdam, april 2005

Research: aroud 1500 families with oneor both parents having anintellectual disability

Results:- 33% good enough

parenthood- 16 % doubtful- 51 % not good enough

Definition ‘Good enough parenthood’

- No out of home placement- No intervention of child protection services- No signs of abuse or neglect


Good enough parenthood:

Protective factors:• Asking and Accepting support• Effective intervention• Supportive Network

Intellectual disability ≠ determining factor fornot good enough parenthood

N.B. Poverty is an important riskfactor!

VU study : Three protective factors

1. Asking and accepting support: the role of working alliance and mindset

2. Effective intervention for improvingparenting

3. Experiences of social networkmembers


Support of intellectually disabled parents

• In the family at home: we’re supporting around 300 families

• In residential family homes:The parent(s) and their child(eren) are living in an ownappartmentThey can get support whenever needed, 24 hours a dayFive residential family homes: around 60 families(amount of children: 1>4)


Who are those parents?

• Mainly mothers• Proud of their child• Proud to be a mother• Wishing to give the child a better future than they had

themselves


Who are those parents? II• They are quite poor• Most of them have no jobs• They have a lot of debts• (Sexual) abuse in their own childhood• No good examples from home• Limited or ‘not good’ supporting social network• Most of them have a lot of personal (psychiatric)

problems• ……….And they have a ‘mild intellectual disability’

(IQ 50-85 + difficulties with social adaptive behavior)


Who are those parents? III

Have on average:• more mental and physical health problems• more psychological stress

Report themselves high levels of parental stress


What is our goal?

In general:

To learn parents to get their lifes back on track in such a way that taking care and raising their child will be becomean important part of their lifes.

Working toward ‘good enough parenthood’

Family Home: just a quick look inside


(separate videoclip – my videos)


Support in more details: Attachment: support in how to build up a close and safe

relationship with the child Teaching knowledge about childdevelopment and raising

children. Practicing parental skills belonging to developmental age of the

child Support in organizing and running a household Support in managing money and administration Support in building up and maintaining a safe social network Support with personal problems > working to personal grow and

stability of the parent Supporting in vocational training / work (paid or voluntary) ……………………………………….


Basic attitude (every staffmember needs to have)

• Respect for parents• Family orientated• Focus on the development of the child in this family• Positive attitude (and humor!)• Parents can learn!• Every parent and family is different• Be reflective: you can learn from parents as wel• Work together as a team

• PARENTS ARE PARTNERS AND STILL IN CONTROL

METHOD:

For every family:

an individual family plan

with:> Objectives for parent(s)> Objectives for children> Objective for the family as a whole


Programs/Tools

1. Toolkit: Talking about children2. VIPP-LD – Videofeedback intervention > attachment3. Early Intervention program: Small Steps4. Intervention Programs for older children5. Specialized programs for 6. Kids Skills/Mission Possible7. Mission Possible8. Additional programs for managing household,

administration9. ……………………………………………………..



TOOLKIT: Talking about childrenI wish I had a child……

EXPERIENCES:Persons with intellectual disabilities:- If I say I want a child, the only thing I hear: you’re not

able to become a good parent- Professionals won’t listen to me- Professionals run away- …………


I wish I had a child……

EXPERIENCES: Professionals:- ‘I don’t know how to talk about it…’- Clients with ID won’t listen, when we give

them advice- They don’t understand how hard it is to raise

a child- …………


Support?

Professionals react with fear, working from a risk model

Result:Possible future parents are avoiding professional help and becomes excluded from information and support to take a thoughtful decision about having a child.

TOOLKIT: TALKING ABOUT CHILDREN


VIDEOCLIP COMPLETE TOOLKIT

Do I know what that involves?


VIDEOCLIP

Who’s there to support you?


VIDEOCLIP

ATTACHMENT: BUILDING UP A CLOSE AND SAVE RELATIONSHIP

> Parents do benefit from parenting support and are able tolearn important skills to safeguard their children’s safety, health, cognitive development, wellbeing.

> Very often training is mainly focussed on concrete (caring) tasks. Little is known about the effectiveness of trainingparents with LD to be sensitive and responsive in interactionwith their children.


VIPP-LD Videofeedback Intervention to Promote Positive Parenting for Parents with Learning Difficulties

• Adaptation evidence based interventionVIPP- SD (Juffer, Bakermans-Kranenburg & van IJzendoorn, 2008 )

• Intervention based on:> attachment theory (Bowlby / Ainsworth)> Coercion theory (Patterson)

• Focus on use of sensitive discipline• Positive interactions between parent and child• Standardized intervention• Use of video-feedback• Providing personal feedback - sensitive interactions


VIPP-LD - MAIN GOAL

A sensitive mother/father meaning a parent who accurately observes, interprets the signals of her/his child and reacts to them promptly and appropriately.

More generally speaking: a mother/father who reacts responsively to the seeking of (physical) contact by her/his child, who doesn’t interfere when the child is exploring, who is responsive / affectionate when playing with the child and who is sensitive / empathic when disciplining her/his child.


VIPP –LD for parents with ID and Learning Difficulties Homebase short Videofeedback treatment of 3 months Total of 15 homevisits Separate homevisit for videotaping and separate

homevisit for video-feedback Short video episodes Easy to understand language Build up along a protocol Including real lif situations Supporting visual materials (pictures, personal

scrapbook)


TRAINING- Professional caregivers and psychologists- Basictraining of 6 days- Supervision of caregiver and psychologist during the

treatment of the first family (10 weeks) - Supervision - Continuing education in VIPP-LD- VIPP-LD: treatment >> always conducted by

psychologist or combination psychologist andprofessional caregiver


Small Steps Early Intervention Program:

Main Principles:

- All children can learn- Parents are the most important teachers- The early years are crucial for learning- Well designed assessment and teaching techniques

promote efficient learning- Every child and family is unique: a successful program

must meet the needs of the child, the parents and the family


Small Steps with ID parents:

- You’re important for your child!- You can teach your child new skills!- Having fun!- Be proud!- Boost for your self esteem

And: because of working together so closely on the development of the child >>> you can monitor Something wrong with the child: parents recognize and are able (even asking for) to accept support!


Results Residential Family Homes

- Parents are able to ask and accept support- Children can be monitored during their development- Better quality of life- Families can continu with less support after being trained in

a residential family home


Results:

- Parents are able to ask and accept support- Children can be monitored during their development- Better quality of life- Families can continu with less support after being trained in

a residential family home

CHALLENGES……………….(FOR WHOM???)


[email protected]@vu.nl

www.asvz.nl/kinderwensenouderschap.nl www.watwerktvoorouders.nl


naam van de presentatie 19 mei 2015 pagina 1 - lul.se · 19 mei 2015 pagina 2 support children:...

Documents