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Talking with parents of children with learning disabilities: Parents’ ideas about the Circle of Security parenting programme
Author(s) -
Muddle Sarah,
McElwee Jennifer,
Vincent Regine,
Birdsey Nicola,
Best Lara
Publication year - 2022
Publication title -
british journal of learning disabilities
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.633
H-Index - 39
eISSN - 1468-3156
pISSN - 1354-4187
DOI - 10.1111/bld.12371
Subject(s) - thematic analysis , psychology , learning disability , intellectual disability , developmental psychology , promotion (chess) , qualitative research , psychiatry , politics , political science , law , social science , sociology
Accessible SummaryThe 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.