Parenting Interventions for Parents of Adolescents with Intellectual Disabilities

Intellectual disability (ID) emerges during the developmental stage of a child's life and is defined by cognitive and adaptive deficits which have a lasting impact on development (Department of Health, 2001; Carulla et al., 2011). Having a child with ID is often associated with additional stressors for parents (Amaral, Dawson and Geschwind, 2011; Peer and Hillman, 2014). Further, adolescence is a significant time in development, with physical, social, emotional and cognitive changes, all of which can contribute to increased vulnerability of emotional and behavioural problems for adolescents. In addition, the onset and prevalence of mental health problems peaks during adolescence and early adulthood (Kessler et al., 2007). Therefore, the period of adolescence adds further challenges for parents of individuals with ID.
Compared to their typically developing peers, adolescents with ID are more likely to exhibit emotional, behavioural and mental health problems (Ageranioti-Belanger et al., 2012; Baker et al., 2002). Increases in behavioural problems have been associated with decreases in parental well-being (Baker, 2005; Cohen et al., 2016; Giallo et al., 2015). There is a growing evidence-base to suggest that parenting interventions are effective in improving parenting, adolescent behavioural and emotional problems, family relationships and mental health and wellbeing of parents of children with ID (Brereton, Tonge, and Kiomall, 2009; Mazzucchelli, Jenkins and Sofronoff, 2018; Ward, Theule, and Cheung, 2016; Webster-Stratton and Reid, 2017). However, there is a lack of research focusing on parenting interventions for adolescents with ID. In collaboration with Herefordshire and Worcestershire Health and Care (HWHC) NHS Trust and Triple P International, this PhD aims to evaluate parenting interventions for adolescents with ID and to contribute to the evidence base in this neglected area.
The aim of Study 1 is to synthesise the existing evidence on the use of parent-based interventions for adolescents with ID, by completing a systematic review of existing parenting programmes and outcomes for adolescents with ID and their parents. Study 2 aims to review and model the Building Bridges Triple P programme. We will undertake a series of consultation workshops with parents of adolescents with ID and professionals who work with these families. We will also conduct a modelling study of the Building Bridges Triple P programme to try out the programme and seek feedback from participants. Information collected will be summarised and consolidated. Study 3 aims to investigate how behavioural and emotional problem trajectories change during adolescence for individuals with ID and the relationship between parenting behaviour and the parent-child relationship and behavioural and emotional problems for adolescents with ID. To do this, we will conduct a secondary data analysis of the 1,000 Families Study dataset, using a linear mixed model to analyse the data.
The overarching goal of this research is to help provide parents of adolescents with ID with appropriate support in order to improve outcomes for these families. Academically, this project will offer an in-depth understanding of parental interventions for parents of adolescents with ID, an area of research previously overlooked. The proposed research will also inform future research into the Building Bridges Triple P programme. Equally, this research will offer a valuable insight for our collaborative partners, subsequently enabling Triple P and HWHC NHS Trust to effectively tailor the support it provides to families.