Beth Tarleton
Biographic Data
| ID | 6023470 |
|---|---|
| NAME | Beth Tarleton |
| GIVEN NAMES | Beth |
| FAMILY NAME | Tarleton |
| SIGNATURE | TARLETON B |
| AFFILIATIONS | University of Bristol |
| ORCID | 0000-0003-1289-8818 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 29 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2003 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 2 |
If We Know What Works, Why Aren't We Doing It
High rates of child removal from parents with learning disabilities persist despite substantial evidence that parents with learning disabilities can provide their children with satisfactory care given appropriate support. Child welfare interventions disproportionality based on disability status presents a compelling social issue deserving urgent attention. Co-operative inquiry was used to analyse attitudinal and structural barriers that perpetuat…
Mellow Futures – An adapted parenting programme for mothers with learning difficulties in England and Scotland. Professionals' views on the outcomes
The Mellow Futures programme is a specially adapted parenting programme for mothers with learning difficulties that combines group work with home-based support. This paper reports on the findings of prospective and retrospective interviews with professionals who had referred mothers to the programme in England or Scotland between 2013 and 2015. The aim was to explore their perceptions of the programme as a whole, and its impact on the mothers the…
Understanding ‘Successful Practice/s’ with Parents with Learning Difficulties when there are Concerns about Child Neglect
Social practice theory (SPT) investigates how meanings (socially available understandings/attitudes) work together with competences and materials / resources to develop shared (social) practices. SPT was used as a theoretical and analytical framework in a study which investigated ‘successful’ professional practices when working with parents with learning difficulties where there are concerns about child neglect. The research took place in three l…
Understanding disabling barriers
Disabled people are regularly denied their human rights, since policies and laws are hard to translate literally into practice. This article aims to make connections between social practice theories and Disability Studies, in order to understand the problems faced by disabled people, using different methods to look in detail at how practices are shaped and how disabled people get excluded. Disabled people are active agents in making change, both …
Involving Young Disabled People in the Research Process
Young disabled people are still rarely involved in the research process, despite an increasing emphasis on their inclusion as participants. The Participation in Education ( PIE ) project examined how disabled children with little or no speech could be involved in their education. The project team worked with an existing group of young disabled people to develop ways in which they could take part in the research process. The group was involved in …
Expanding the Engagement Model
The quality of the relationship between parents and professionals, during the child protection process, is key to ensuring the welfare of the children involved. This article discusses the role of the specialist crisis advocate when supporting parents with learning disabilities during the child protection process. It provides an insight into the hostile environment of child protection, as discussed by the child protection professionals, and the ro…
Crossing no man's land
This paper discusses the key role played by a specialist Parents with Learning Disabilities team in supporting parents with learning disabilities who are involved with child protection services. This team is recognized as working through three levels of relationships to enable parents to engage firstly with this service and then with services concerned with the welfare of their children. The team also promotes positive multi‐agency relationships.…
Supported living through Supporting People
This article reports the findings of research which examined the impact that the Supporting People programme has had on housing and support for adults with learning disabilities. The issue was explored from the perspectives of local Supporting People teams, commissioners and providers of specialist learning disability social care services, and people with learning disabilities themselves
Committed to Caring
Short-break carers are short-term foster carers who provide regular care, often one weekend a month, for disabled children. Beth Tarleton reports on a study of 53 short-break carers offering short breaks for children with high support needs. The research found that short-break carers provided short breaks because they enjoyed it and developed real relationships with the children, but that the way in which they were recruited, assessed, trained, p…
Understanding disabling barriers
Disabled people are regularly denied their human rights, since policies and laws are hard to translate literally into practice. This article aims to make connections between social practice theories and Disability Studies, in order to understand the problems faced by disabled people, using different methods to look in detail at how practices are shaped and how disabled people get excluded. Disabled people are active agents in making change, both …
Crossing no man's land
This paper discusses the key role played by a specialist Parents with Learning Disabilities team in supporting parents with learning disabilities who are involved with child protection services. This team is recognized as working through three levels of relationships to enable parents to engage firstly with this service and then with services concerned with the welfare of their children. The team also promotes positive multi‐agency relationships.…
Understanding ‘Successful Practice/s’ with Parents with Learning Difficulties when there are Concerns about Child Neglect
Social practice theory (SPT) investigates how meanings (socially available understandings/attitudes) work together with competences and materials / resources to develop shared (social) practices. SPT was used as a theoretical and analytical framework in a study which investigated ‘successful’ professional practices when working with parents with learning difficulties where there are concerns about child neglect. The research took place in three l…
Expanding the Engagement Model
The quality of the relationship between parents and professionals, during the child protection process, is key to ensuring the welfare of the children involved. This article discusses the role of the specialist crisis advocate when supporting parents with learning disabilities during the child protection process. It provides an insight into the hostile environment of child protection, as discussed by the child protection professionals, and the ro…
Committed to Caring
Short-break carers are short-term foster carers who provide regular care, often one weekend a month, for disabled children. Beth Tarleton reports on a study of 53 short-break carers offering short breaks for children with high support needs. The research found that short-break carers provided short breaks because they enjoyed it and developed real relationships with the children, but that the way in which they were recruited, assessed, trained, p…
Committed to Caring
Short-break carers are short-term foster carers who provide regular care, often one weekend a month, for disabled children. Beth Tarleton reports on a study of 53 short-break carers offering short breaks for children with high support needs. The research found that short-break carers provided short breaks because they enjoyed it and developed real relationships with the children, but that the way in which they were recruited, assessed, trained, p…
Supported living through Supporting People
This article reports the findings of research which examined the impact that the Supporting People programme has had on housing and support for adults with learning disabilities. The issue was explored from the perspectives of local Supporting People teams, commissioners and providers of specialist learning disability social care services, and people with learning disabilities themselves
Crossing no man's land
This paper discusses the key role played by a specialist Parents with Learning Disabilities team in supporting parents with learning disabilities who are involved with child protection services. This team is recognized as working through three levels of relationships to enable parents to engage firstly with this service and then with services concerned with the welfare of their children. The team also promotes positive multi‐agency relationships.…
Expanding the Engagement Model
The quality of the relationship between parents and professionals, during the child protection process, is key to ensuring the welfare of the children involved. This article discusses the role of the specialist crisis advocate when supporting parents with learning disabilities during the child protection process. It provides an insight into the hostile environment of child protection, as discussed by the child protection professionals, and the ro…
Involving Young Disabled People in the Research Process
Young disabled people are still rarely involved in the research process, despite an increasing emphasis on their inclusion as participants. The Participation in Education ( PIE ) project examined how disabled children with little or no speech could be involved in their education. The project team worked with an existing group of young disabled people to develop ways in which they could take part in the research process. The group was involved in …
Understanding disabling barriers
Disabled people are regularly denied their human rights, since policies and laws are hard to translate literally into practice. This article aims to make connections between social practice theories and Disability Studies, in order to understand the problems faced by disabled people, using different methods to look in detail at how practices are shaped and how disabled people get excluded. Disabled people are active agents in making change, both …
Understanding ‘Successful Practice/s’ with Parents with Learning Difficulties when there are Concerns about Child Neglect
Social practice theory (SPT) investigates how meanings (socially available understandings/attitudes) work together with competences and materials / resources to develop shared (social) practices. SPT was used as a theoretical and analytical framework in a study which investigated ‘successful’ professional practices when working with parents with learning difficulties where there are concerns about child neglect. The research took place in three l…
Mellow Futures – An adapted parenting programme for mothers with learning difficulties in England and Scotland. Professionals' views on the outcomes
The Mellow Futures programme is a specially adapted parenting programme for mothers with learning difficulties that combines group work with home-based support. This paper reports on the findings of prospective and retrospective interviews with professionals who had referred mothers to the programme in England or Scotland between 2013 and 2015. The aim was to explore their perceptions of the programme as a whole, and its impact on the mothers the…
If We Know What Works, Why Aren't We Doing It
High rates of child removal from parents with learning disabilities persist despite substantial evidence that parents with learning disabilities can provide their children with satisfactory care given appropriate support. Child welfare interventions disproportionality based on disability status presents a compelling social issue deserving urgent attention. Co-operative inquiry was used to analyse attitudinal and structural barriers that perpetuat…
Psychology (8 works) · Medicine (7 works) · Developmental psychology (5 works) · Nursing (5 works) · Political science (5 works) · Medical education (4 works) · Welfare (4 works) · Business (3 works) · Children's Rights and Participation (3 works) · Family and Disability Support Research (3 works)