Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here for FREE ACCESS to this landmark database

Click here for more information on The Virtual Advisor

Sign In to gain access to subscriptions and/or personal tools.
Clinical Child Psychology and Psychiatry
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Turk, J.
Right arrow Search for Related Content
PubMed
Right arrow Articles by Turk, J.
Social Bookmarking
Add to CiteULike   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati  
What's this?

Working with Parents of Children who have Severe Learning Disabilities

Jeremy Turk

St George's Hospital Medical School

Having a child with severe learning disabilities produces a multiplicity of challenges for the family: medical, psychodynamic, cognitive, behavioural, educational and social. Inevitable anticipation of an `average' family development is suddenly replaced by a very different reality which must be adjusted to if the family are going to function optimally in the long term. Child mental-health professionals have a major role in facilitating this adjustment, evaluating the special medical, psychological, educational and social needs of all individuals, and undertaking appropriate intervention and consultative work while being mindful of inevitable differences from families who do not have a severely learning disabled member. Fulfilment in this area of work arises out of the demands it makes on all areas of a child mental-health professional's knowledge and skills and the integration of these for the benefit of not only the child and family but also the broader environment within which they function.

Key Words: biopsychosocial • childhood • family • learning disability • multidisciplinary

Clinical Child Psychology and Psychiatry, Vol. 1, No. 4, 581-596 (1996)
DOI: 10.1177/1359104596014010
Add to CiteULike CiteULike   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati    What's this?


This article has been cited by other articles:


Home page
 Clin Child Psychol PsychiatryHome page
J. Turk
The Developmental Psychiatry Manifesto
Clinical Child Psychology and Psychiatry, October 1, 2005; 10(4): 617 - 621.
[PDF]

Home page
 Psychiatr. Bull.Home page
K. Green, C. Williams, B. Wright, and I. Partridge
Developing a child and adolescent mental health service for children with learning disabilities
Psychiatr. Bull., July 1, 2001; 25(7): 264 - 267.
[Abstract] [Full Text] [PDF]

Home page
 Clin Child Psychol PsychiatryHome page
F. Barlow and J. Turk
Adolescents with Learning Disability and Psychiatric Illness: Two Case Reports
Clinical Child Psychology and Psychiatry, January 1, 2001; 6(1): 125 - 135.
[Abstract] [PDF]