Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.614651
Title: A study of the experiences of parents with 22q11, of children with 22q11
Author: Fraser, Julie Anne
Awarding Body: University of East London
Current Institution: University of East London
Date of Award: 2007
Availability of Full Text:
Access from EThOS:
Access from Institution:
Abstract:
This study seeks to develop understanding of the experiences of being a parent with 22q11, of children with 22q11. The participants were from the national clinic for 22q11 at a children's hospital in London, and a total of eight families agreed to take part in the research from a total of 11 approached. The problems associated with the 22q11 syndrome are numerous, however heart problems, cleft palate difficulties and learning disabilities are the three main features associated with 22q11. Currently, most parents with 22q11 learn of their diagnosis as a result of the birth of an affected child. There are many factors which may influence the experiences of parents given the hugely variable nature of the diagnosis, in addition to the added pressure of being a disempowered population within society due to the prevalence of learning disabilities within this group. Given the multiple contexts of these individuals' lives it is considered that a qualitative approach and method of research would be the most able to place the participant's accounts in a social context that will give meaning to what they say. There is also no previous research that has asked parents with 22q11 before to describe their experiences using qualitative research methods, which makes this research novel and exploratory. Interpretative Phenomenology Analysis (1PA) was used as a way to describe the different "types" and range of experience that participants have as it aims to capture the quality of the individual experience. Four main themes emerged from the analysis. The first theme "finding out you have 22q11" related to how the participants described 22q11 and how they reacted to the diagnosis. The second theme "the impact of prejudice and ignorance" represented negative attitudes the participants had experienced, in particular those associated with learning disabilities and ignorance regarding the condition of 22q11. The third and fourth themes "the challenges" and "coping with the challenges" described the multiple stresses and demands of parenting and living with 22q11 and the different ways that the participants used to cope.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (D.Clin.Psych.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.614651  DOI: Not available
Share: