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It is not known what interventions have been tried and which ones were most effective in helping families to build coping mechanisms and reduce stress. This is the obvious next step into developing a thorough understanding of the topic area.
This literature review revealed several key trends into research regarding families and cognitive impairment. This area continues to be an area of interest. However, the focus seems to be shifting from a psychological perspective into a sociological based approach. There is much more interest in recent years regarding the issues of cognitive disability and its impact on society at large. In the area of persons with cognitive disability, having families of their own, politics will play a factor in the direction of research in the future.
References
Anderson, V., Catroppa, C., & Haritou., M. et al. (2005). Identifying factors contributing to child and family outcome 30 months after traumatic brain injury in children. Journal of Neurology, Neurosurgery & Psychiatry. 76(3):401-408,
Family Village. (2006). Cognitive Disability/Mental Retardation. Retrieved April 9, 2009 from http://www.familyvillage.wisc.edu/lib_cdmr.htm
Feldman, M., Varghese, J., Ramsay, J., & Rajska, D. (2002). Relationships between social
support, stress, and mother-child interactions...
(2004). Promoting effective work with parents with learning disabilities. Child Abuse
Review, 13, 31-41.
Kroese, B.S., Hussein, H., Clifford, C., & Ahmed, N. (2002). Social support networks and psychological well-being of mothers with intellectual disabilities. Journal of Applied
Research in Intellectual Disabilities, 15, 324-340.
Llewellyn, G. & McConnell, D. (2002). Mothers with learning difficulties and their support networks. Journal of Intellectual Disability Research, 46(1), 17-34.
Llewellyn, G., McConnell, D., Honey, a., Mayes, R., & Russo, D. (2003). Promoting health and home safety for children of parents with intellectual disability: A randomized controlled trial. Research in Developmental Disabilities, 24, 405-431.
Reichman, N.m, Corman, H., & Noonan, K. (2008). Impact of Child Disability on the Family.
Matern Child Health J. 2008;12(6):679-683.
Trute, B. & Hiebert-Murphy, D. (2005). Predicting family adjustment and parenting stress in childhood disability services using brief assessment tools. Journal of Intellectual
Developmental Disability. 30(4), 217-225.
References
Anderson, V., Catroppa, C., & Haritou., M. et al. (2005). Identifying factors contributing to child and family outcome 30 months after traumatic brain injury in children. Journal of Neurology, Neurosurgery & Psychiatry. 76(3):401-408,
Family Village. (2006). Cognitive Disability/Mental Retardation. Retrieved April 9, 2009 from http://www.familyvillage.wisc.edu/lib_cdmr.htm
Feldman, M., Varghese, J., Ramsay, J., & Rajska, D. (2002). Relationships between social
support, stress, and mother-child interactions in mothers with intellectual disabilities.
This creates a platform for them to help each other with daily needs or simply to offer companionship and other forms of assistance. It is also found that, in the case of unmarried or childless older people, nieces and nephews can play an important role in care and companionship needs. Hence, the various family relationships the elderly are able to establish over time because they live longer allow them
Cognitive Effects of Brain Injury and Disease The care of patients with brain injury and diseases has improved substantially over the last thirty years. Nonetheless, the acute cognitive effects caused by brain injury are still a problem for the survivors. Such impairments are substantial contributors to functional disability after brain injury and reduce quality of life for affected persons and their families (Schultza, Cifub, McNameea, Nicholsb; Carneb, 2011). Accordingly, it is
The article is extracted from "Learning Disability Quarterly," a magazine specialised in researches on various aspects of learning disabilities. In addition, it has a high level credibility and is also extremely useful for researchers interested in this field, due to its amount of accurate details and pieces of information. Consequently, the intended audience consists in people that are familiar with the subject and that can use this study as a
They should also show much strength and character and in that they need immense support of their immediate families. They should not self depreciate themselves because of certain stereotypes in the society. The attitude of the society should also improve but women should not get easily bogged down by it. The have to learn and in most difficult cases taught to value their own self and sexuality more than
Sources: Snell, L. (December 1, 2002). "Special Education Confidential" How Schools Use the "Learning Disability" Label to Cover Up Their Failures." Reason. Cited in: http://www.nrrf.org/spec_ed_reason2-02.htm Westwood, P. (2003). Commonsense Methods for Children With Special Needs. Routledge Farmer. Luis and Maria brought their family to the United States because of the chronic unemployment in Puerto Rico. They both graduated from Secondary School, although monetary and family responsibilities prohibited them from college or advanced trade school. Luis
family is, the stages in the development of a child into an adult, the benefits of early education for a child, and how he develop as a result of this program. Further the paper shall also deal with the eight stages of life as defined by famous psychologists, and how one pass through them; how can an adult feel empowered and in full control of himself; what has he