Decision-making around moving on from full-time education: the roles and experiences of parents of disabled young people with degenerative conditions

Health & Social Care in the Community
Jane Maddison, Bryony Beresford

Abstract

Little is known about the decision-making processes that take place within families when a disabled young person is moving on from full-time education and, particularly, parents' roles and experiences. This paper reports the analysis of data collected from a subsample of parents (representing seventeen families) participating in the Choice and Change Project who had discussed choices associated with their child leaving full-time education. (The Choice and Change Project is a longitudinal, qualitative study of choice-making by four different groups of service users including disabled young people with degenerative conditions and their parents.) The data were collected from parents during up to three semi-structured interviews conducted over a thirty-month period. Descriptive theories of decision-making informed the analysis. Parents differed in the extent to which they were actively involved in making choices about the 'destination' of their child after leaving full-time education. To some extent, the ability of the young person to make choices themselves influenced this. Parents who were assuming responsibility for making choices stressed the importance of having relevant information and felt professionals had a key role to pla...Continue Reading

References

Nov 6, 2004·Child: Care, Health and Development·B Beresford
Dec 17, 2010·Health & Social Care in the Community·Kate Baxter, Caroline Glendinning

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Citations

Aug 11, 2017·Child: Care, Health and Development·P McNeillyB Kelly

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