Exploring the Range of Emotional Response Experienced When Parenting a Child with an Intellectual Disability: The Role of Dual Process Authors -.Sheehan and S. Guerin -St Michaels House, Ireland; University College Dublin

Issued on October 4 2019

Exploring the Range of Emotional Response Experienced When Parenting a Child with an Intellectual Disability: The Role of Dual Process

1. Sheehan¹ and S. Guerin²

¹St Michaels House, Ireland; ²University College Dublin, Ireland

Introduction: This study explored the emotions experienced by parents in the early years of managing their child's disability, with an additional aim to examine the contribution of the Dual Process Model in understanding these emotions within an adjustment process and to identify the types of support and information perceived by parents as helpful during this time.

Methods: Semi‐structured interviews were conducted with 11 parents of children (5‐7 years) who had attended early intervention services. This included six parents of children with Down syndrome and five of children with complex needs. Interviews were transcribed, and a thematic analysis undertaken.

Results: Parents report experiencing a wide range of emotions, which were particularly intense in the early months following diagnosis. There was some ambivalence in relation to discussing emotions with professionals. Reflecting the Dual Process Model, while a loss orientation was evident in descriptions of the early years, there was evidence of a restoration orientation.

Implications: Services must consider the balance of maintaining awareness that intense emotions can be experienced during this adjustment and being available, while respecting the privacy that parents may wish to preserve. One issue to address is how best to provide the necessary emotional support, mindfully and with respect for boundaries.

Keywords Intellectual disability, Early years, Emotional response, Dual Process