Title: A qualitative study of the potential for asset based approaches to support parents with learning difficulties
Funder: Department of Health and Social Care

Abstract: Background Parents with learning difficulties are disproportionately likely to have children removed from their care and often require support to successfully retain family life. At the same time recent policy developments, in combination with budget constraints, have necessitated a reappraisal of how local authorities manage their responsibilities to protect children and support families. Asset-based-approaches aim to increase individual and community capacity to achieve social change, and have been adopted by adult health and social care services to develop locally tailored and sustainable provision for their communities. There is some evidence to suggest that asset-based approaches can be effective in improving outcomes for individuals in the community. However, very little is known about how asset-based-approaches can support parents who have learning difficulties. Aims and objectives This two-year collaborative project, involving the University of York, self-advocacy groups based in York and Calderdale, in partnership with City of York and Calderdale Councils, seeks to understand how asset based approaches can engage with and support parents who have learning difficulties. It will investigate: What asset-based-approaches are used with people with learning difficulties and parents with learning difficulties? How do asset-based-approaches used in the two sites engage with people with learning difficulties? What are professionals views of a) the community assets used and needed by parents with learning difficulties and b) the potential for asset-based-approaches to inform practice in this area? What individual and community assets do parents with learning difficulties in the two sites draw upon in their daily life and which assets do they rely on in their parenting? How can asset-based-approaches be adapted or expanded in order to support parents with learning difficulties and to promote positive parenting outcomes? Methods The project will take place across two field sites, and has been co-designed with York People First (self-advocacy group). One self-advocacy group in each site will be involved in all stages of the project including data collection, analysis and outputs. The project utilises multiple innovative and accessible qualitative methods, including key informant interviews, community mapping focus groups, narrative interviews, go along interviews and photo-voice. These methods will elicit the perspectives of a range of participants, including parents with learning difficulties (n=40), and professionals (n=34), both regionally and nationally. A range of analytical approaches will be applied to the different kinds of data, including thematic, narrative, concept cluster and spatial analysis. These will then be synthesised using the Following the thread approach (Cronin et al,2007). Anticipated impact and dissemination Community asset maps will be developed and made available to parents and professionals in the research sites. A good practice guide will be produced which will share the learning from the project and will be aimed at professionals and organisations that work with parents with learning difficulties nationally. There will also be a final report and related academic/professional publications. The study will inform further research into asset-based-approaches with parents with LD, including the feasibility of adapting asset-based-approaches to meet the needs of this population, and evaluation of implementation in diverse geographical communities.

Lay abstract: Background to the research Local Authorities have a responsibility to protect children and support families. It is generally agreed that offering early help and support to families is the best way to ensure that children are safe and families feel supported to overcome difficulties. There are many different services available to children and their families, however local communities and community groups are also an important source of support. Some Local Authorities are developing community supports and networks to help people meet their social care needs. However, little is known about how these community supports and networks can assist parents who have learning difficulties, who may be in need of a range of support. Aims The aim of this project is to explore how local community supports and networks can assist parents with learning difficulties. The project will take place in two different places. We want to find out about the groups and networks that are available in these areas and how useful they are for parents with learning difficulties. In the longer term, this project will inform future research to help to find out the best ways to support parents with learning difficulties. We hope that this will help Local Authorities to recognise the needs of parents with learning difficulties and make sure that accessible services and community based support is available. Design and methods Our project will be based in two places in the north of England. We will have conversations with parents with learning difficulties and professionals who work with them. We will hold focus groups in which we will make maps of all the places, groups, organisations and networks that are helpful to parents with learning difficulties. We will also talk with the parents about their lives and experiences of being a parent, using walking tours and photographs as part of the conversations. Patient and public involvement This project has been planned with York People First who are an organisation lead by people who have learning difficulties. York People First campaign for the rights of people with learning difficulties and have been concerned about the lack of support for parents with learning difficulties for many years. York People First is a research partner and members will be involved in conducting the research and in producing two practical resources Dissemination We will produce two practical resources. These will be i) local community maps of the sources of support available to parents with learning difficulties in the areas, and ii) a good practice guide that will make our findings available nationally. The guide will provide information about how to make these communities more accessible for parents with learning difficulties.

Research activity codes: 7.1 INDIVIDUAL CARE NEEDS
Health categories: MENTAL HEALTH