The experiences of parents with learning disabilities receiving formal support : the interpersonal context of parenting

Background: Traditionally parental learning disability has been understood through an individual perspective. As a result, much of the focus of clinical practice and research has been on factors pertinent to the individual, such as, parental competence. Given that the majority of parents with learning disabilities receive support in parenting, research has started to emerge exploring parents’ views on how support is delivered. This study aims to explore, from the parents’ point of view, what it is like to be a parent with learning disabilities receiving formal support, how parents make sense of the relationship with a professional and the impact of that relationship. Method: Using semi-structured interviews 10 parents with learning disabilities were interviewed about their experiences. The data were collected and analysed using Interpretative Phenomenological Analysis: IPA. Results: Four superordinate themes emerged from the data with accompanying subordinate themes: “Stepping up”: Expectations; Partnership and perceived experiences of support; “Getting through it”: Coping, and “Who is the parent here?”: Identity. Conclusions: The findings revealed the need to think about the interpersonal contexts of parenting, in particular the context of acceptance, and the impact of receiving formal support on shaping the identity of parents with learning disabilities. Parents’ perceived experience of support was influenced by their experience of working in partnership with the professional. Implications and recommendations for future research, clinical practice and service delivery are made.