This article examines the impact on parents in an Irish context whose children have experienced sexual abuse and aims to explore the pathways to distress. This is in order to understand what factors facilitate or hinder parents from supporting their child to the best of their ability, given that parental support is a crucial moderating factor in children's recoveries. Semistructured interviews were carried out with 13 parents in this context and analyzed using a grounded theory methodology. The overall concept that emerged was termed "systemic trauma" and was composed of eight categories that help to explain the pathways of impact for parents. This model can help clinicians understand and respond to the needs of parents in the aftermath of CSA.

These findings support the utility of screening patients with IBD for psychological difficulties and estimates of QOL. Further research and group interventions are recommended.

Background This study explores the quality of life (QoL) of individuals with a severe intellectual disability (ID) who had recently moved from an institutional setting (i.e., "residential campus") to independent housing in the community (i.e., "community living") and whether aspects of their QoL were perceived to have changed over the course of this move. Method A qualitative approach was adopted by interviewing the key workers of 8 individuals with an ID (M age = 37.38, range: 26-44, male n = 6, female n = 2). An interview tool focusing on aspects of QoL was utilised and the interviews were analysed using thematic analysis (Braun & Clarke, 2006). Results Ten themes emerged from the analysis that provided insight into the experience of transitioning to community living. Conclusions The emotional wellbeing, health, privacy, freedom, and material wellbeing of all the individuals were perceived to have improved, as well as independence, choice, and social opportunities for many.

This pilot study examines the effectiveness of the Parents Together Community Course(i) (a six week preventative version of the Parents Plus Early Years Programme) in reducing parent-reported behaviour problems in pre-school and school aged children. It also investigates if there is an association between process ratings on a weekly session rating form (WSRF) and client outcome. Thirty-one parents who completed the course filled out pre and post outcome measures (namely the Strengths and Difficulties Questionnaire (SDQ) and a specially designed Client defined Problem and Goals form (CPG)), and a process measure during the course of the group. It was found that 45% of children in the community sample had behavioural problems in the borderline or clinical range, and significant reductions in these problem behaviours and gains towards parent-defined goals were observed following the course. Results also showed a number of correlations between high ratings on the WSRF and positive outcome as measured by the CPG and SDQ indicating a possible link between this process measure and outcomes. This highlights the importance of early community interventions in dealing with childhood behaviour problems and the possible utility of a process measure for identifying contributing factors to change.

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