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