PROMOTING CHILD-CARE SKILLS AMONG PARENTS WITH LEARNING DIFFICULTIES

Abstract

The investigation was designed to evaluate a training intervention to increase child-care skills among parents with learning difficulties. Twenty six participants took part in the study. These were divided into three groups: group “A”, experimental group (n=8), group “B”, experimental group (n=8) and group c, control group (n=10). Training consisted of six one hour sessions conducted in the parents' home over a period of six weeks. The ability of parents to acquire and maintain knowledge of basic behavioural principles was examined and behavioural outcome measures were taken to test for the application and generalisation of the knowledge in question. The impact of the intervention on the parent-child relationship was also evaluated and parental stress levels were recorded throughout the investigation. The findings suggest that parents with learning difficulties are able to acquire and maintain knowledge of basic behavioural principles as they apply to children. Their ability to transform knowledge into skill however, is less clear with no , significant behavioural changes being recorded and no evidence of generalisation. The impact of the intervention on the parent-child relationship suggests that parents' adjustment towards their children following intervention had improved. Stress levels among parents in all three groups were relatively high. These levels for the experimental groups however, increased significantly during the intervention. These findings are discussed in relation to past research and their respective hypotheses. Their implications for present practice and future research are also reviewed.