Relationships and growth in families of children with developmental disabilities : new ways of intervening

This research examined relationships and positive growth in families of children who have a developmental disability. Chapter one is a critical review of the literature relating to positive growth in parents of children who have a developmental disability. Past studies have indicated that having a child with a developmental disability can be both stressful for parents and place increased pressures on their time, energy and resources. However, this review of more recent research about the experience of having a child with a developmental disability highlights the range of positive growth experiences parents undergo and some of the possible processes involved. Positive growth experiences reported included changes in parental perceptions of their growth, changes in belief systems, increased sense of coherence and increased hope. Resilience, reframing coping strategies, meaning-making and social support were all implicated in this positive growth process. Clinically, the value of strengths-based services for families emerged. Chapter two is an empirical study, focusing on the maternal experience of a family based Lego Therapy intervention amongst five families who have a child who is on the autism spectrum. Qualitative analysis of interview data resulted in themes of family specific factors (communication, new perspectives, deeper relationships), child-specific factors (impact of the child's ASD, child-specific developments) and intervention-specific factors (ambivalence about the intervention, time). Methodological· and clinical implications are discussed, alongside recommendations for future research. Chapter three is a reflective paper focusing on the individual differences to emerge amongst families and the clinical and methodological implications of this

Relationships and growth in families of children with developmental disabilities : new ways of intervening

This research examined relationships and positive growth in families of children who have a developmental disability. Chapter one is a critical review of the literature relating to positive growth in parents of children who have a developmental disability. Past studies have indicated that having a child with a developmental disability can be both stressful for parents and place increased pressures on their time, energy and resources. However, this review of more recent research about the experience of having a child with a developmental disability highlights the range of positive growth experiences parents undergo and some of the possible processes involved. Positive growth experiences reported included changes in parental perceptions of their growth, changes in belief systems, increased sense of coherence and increased hope. Resilience, reframing coping strategies, meaning-making and social support were all implicated in this positive growth process. Clinically, the value of strengths-based services for families emerged. Chapter two is an empirical study, focusing on the maternal experience of a family based Lego Therapy intervention amongst five families who have a child who is on the autism spectrum. Qualitative analysis of interview data resulted in themes of family-specific factors (communication, new perspectives, deeper relationships), child-specific factors (impact of the child's ASD, child-specific developmentd) and intervention-specific factors (ambivalence about the intervention, time). Methodological and clinical implications are discussed, alongside recommendations for future research. Chapter three is a reflective paper focusing on the individual differences to emerge amongst families and the clinical and methodological implications of this

Maternal experience of Lego Therapy in families with children with autism spectrum conditions: What is the impact on family relationships?

This study aimed to explore mothers’ experience of implementing Lego Therapy (LeGoff, 2004) at home within the family. Following a Lego Therapy training session, mothers carried out hourly sessions with their child with an autism spectrum condition and the child’s sibling, once a week, for six weeks. Mothers were interviewed following the intervention, and the data was analysed using Interpretative Phenomenological Analysis (Smith, Flowers and Larkin, 2009). Themes emerged around improved family relationships, a positive impact on the child as an individual, and changed maternal, sibling and child perspectives. Challenging and facilitative aspects also emerged, as did some ambivalence about the impact of the intervention in the wider context. The findings are supportive of previous Lego Therapy studies and have implications for strengths-based service provision

Priority questions to shape the marine and coastal policy research agenda in the United Kingdom

United Kingdom (UK) and European Union policy is rapidly developing to meet international targets for the sustainable use and protection of the marine environment. To inform this process, research needs to keep pace with these changes and research questions must be focused on providing robust scientific evidence. Thirty four priority research questions within six broad themes were identified by delegates who attended the 1st marine and coastal policy Forum, hosted by the Centre for Marine and Coastal Policy Research at Plymouth University in June 2011. The priority questions formed through this research are timely and reflect the pace and change of marine policy in the UK in response to international, European and national policy drivers. Within the data theme, the majority of questions seek to find improved procedures to manage and use data effectively. Questions related to governance focus on how existing policies should be implemented. The marine conservation questions focus entirely upon implementation and monitoring of existing policy. Questions related to ecosystem services focus on research to support the conceptual links between ecosystem services, ecosystem function, and marine management. Questions relating to marine citizenship are fundamental questions about the nature of societal engagement with the sea. Finally, the marine planning questions focus upon understanding the general approaches to be taken to marine planning rather than its detailed implementation. The questions that have emerged from this process vary in scale, approach and focus. They identify the interdisciplinary science that is currently needed to enable the UK to work towards delivering its European and international commitments to achieve the sustainable use and protection of the marine environment