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Supported Loving – developing a national network to support positive intimate relationships for people with learning disabilities
- Author:
- BATES Claire
- Journal article citation:
- Tizard Learning Disability Review, 24(1), 2019, pp.13-19.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to outline the work of the Supported Loving Network from its origin in academic research to the practical development of a national Network supporting relationships for people with learning disabilities. Design/methodology/approach: First, the need for the Network is established through a review of the research literature. The paper goes on to critically discuss the Network’s progress to date including its limitations and difficulties encountered, concluding by considering plans for future growth and development. Findings: There is evidence that having a national Network is helpful in supporting intimate relationships for people with learning disabilities. The Network is having a positive impact on professionals who support people with learning disabilities by providing a space for discussion, inspiration and to share positive practice. However, an increase in resources would enable Supported Loving to have a wider reach and possibly a greater influence on organisations that provide social care to adults with learning disabilities. Originality/value: The research indicates that people with learning disabilities are still less likely to have a loving relationship. The level of interest and engagement with Supported Loving implies that the Network is of value to people with learning disabilities and the professionals who work with them. (Edited publisher abstract)
What influences practice educators in determining appropriate learning opportunities for social work students on their final practice learning placement?
- Author:
- BATES Claire
- Journal article citation:
- Journal of Practice Teaching and Learning, 15(1), 2018, pp.39-62.
- Publisher:
- Whiting and Birch
Within social work education in the UK practice education has been subject to regular and substantive change and continues to have the potential to be fragmented as a result of practice learning taking place in a variety of organisations and settings as well as students having on site and off site practice educators. In this pilot research study individual semi structured interviews were used to gather data from 6 experienced practice educators who supervised students across both the statutory and voluntary sector, including those practising independently as ‘off site’, to establish what influences practice educators when determining appropriate learning opportunities for social work students on their final placement. Findings indicated that practice educators draw on a variety of influences to determine appropriate learning opportunities for final year social work students, not relying on a single tool or mechanism. The research was undertaken in order to hear the voice of Practice educators and develop a better understanding of the process of supervising students on placement and to work towards enhancing future practice. (Edited publisher abstract)
Never leave a man behind
- Author:
- BATES Claire
- Journal article citation:
- Learning Disability Today, 15(6), November/December 2015, pp.23-24.
- Publisher:
- Pavilion
- Place of publication:
- Hove
People with learning disabilities have poorer health outcomes than the general population, and men fare worse than women. This article looks at the problem and highlights initiatives developed by Choice Support that are helping to address this problem. They include drama-based health and sexual health workshops delivered with co-trainers with learning disabilities; and gender specific workshops - 'Jack' and 'Josephine' - focusing on specific health issues, such as prostrate and breast cancer. (Edited publisher abstract)
Dying for things to change
- Author:
- BATES Claire
- Journal article citation:
- Learning Disability Today, 14(3), March/April 2014, pp.24-25.
- Publisher:
- Pavilion
- Place of publication:
- Hove
Drawing on the findings from recent reports, and a health survey from the charity Choice Support, this article discusses the inequalities people with learning disabilities can face in primary health care settings. Choice Support surveyed its staff to investigate the experiences of supporting a person with a learning disability who had an unplanned stay in hospital. The results found a lack of understanding and training for NHS staff relating to the needs of people with learning disabilities. Choice support staff also considered the support they gave to a person in hospital as fundamental to a positive outcome. (Original abstract)
Check it out
- Author:
- BATES Claire
- Journal article citation:
- Learning Disability Today, June 2012, pp.16-17.
- Publisher:
- Pavilion
- Place of publication:
- Hove
Breast cancer can affect any woman regardless of age, race and disability. But research has shown that woman with a learning disability are less likely to access breast screening, possibly delaying the early identification of lumps or changes to breast tissue. This article makes a number of recommendations on how to help women with learning disabilities check for breast cancer, and highlights several groups that are offering support in this area. It also calls for the rapid introduction of formal guidelines for those that lack capacity.
How many people have got a proper job?
- Author:
- BATES Claire
- Journal article citation:
- Community Connecting, 19, March 2009, pp.20-23.
- Publisher:
- Community Connecting
Attitudes towards people with learning disabilities have changed, but they still make up a very small percentage of the UK workforce. Discusses some of the findings of a recent survey of over 400 people with learning disabilities currently supported by Choice Support to find out how many people were employed, and what type of work they were doing (work placement; paid employment and voluntary employment).
‘She misses the subtleties and I have to help ‐ help to make the invisible visible’: parents’ role in supporting adults with intellectual and developmental disabilities with intimate relationships
- Authors:
- BATES Claire, et al
- Journal article citation:
- International Journal of Care and Caring, 5(3), 2021, pp.489-507.
- Publisher:
- Policy Press
People with intellectual and developmental disabilities often need support to develop and maintain intimate relationships; however, little is known regarding the role of family carers in this area. Focus groups were conducted with 19 family members to explore the support they provide to people with intellectual and developmental disabilities to find a potential partner and any support they may have to provide to support/develop an existing relationship. Family members provided similar support in this area as support staff, including both practical and emotional support. More needs to be done to support the family members providing this support, such as access to specialist resources and advice, as well as facilitated opportunities to discuss concerns. (Edited publisher abstract)
“Always trying to walk a bit of a tightrope”: the role of social care staff in supporting adults with intellectual and developmental disabilities to develop and maintain loving relationships
- Authors:
- BATES Claire, et al
- Journal article citation:
- British Journal of Learning Disabilities, 48(4), 2020, pp.261-268.
- Publisher:
- Wiley
Background: People with intellectual and developmental disabilities face challenges in developing and maintaining intimate relationships, frequently requiring support from staff. Method: Focus groups were conducted with 26 social care staff members to explore the support they provided to people with intellectual and developmental disabilities to find a potential partner and/or develop an existing relationship. Results: Staff reported that many people with intellectual and developmental disabilities wanted to be in a relationship and that they did what they could to facilitate this, sometimes providing substantial support. Some staff had to address complex issues relating to sexuality, often with no training and with a lack of clear organisational policies. Conclusion: The need for external inspection and regulatory bodies to prioritise relationship support is emphasised. (Edited publisher abstract)
‘Cautiously optimistic’: older parent-carers of adults with intellectual disabilities – Responses to the Care Act 2014
- Authors:
- GANT Valerie, BATES Claire
- Journal article citation:
- Journal of Intellectual Disabilities, 23(3), 2019, pp.432-445.
- Publisher:
- Sage
- Place of publication:
- London
This article discusses potential opportunities for best practice in the United Kingdom that may be brought about by the Care Act (2014). Carers in the United Kingdom were given new rights within this legislation with a focus on needs led assessment. The underpinning philosophy of the Care Act is to streamline the previous legislation and offers a framework for carers and people in receipt of care, to enable a more personalized approach to care and support. Offering a discussion of likely opportunities brought about by provisions of the Care Act, this article draws on a small study involving older parent/carers of sons or daughters with intellectual disabilities. Exploring the extent to which such parents of adults with intellectual disabilities were aware of the details of this legislation and the potential impact it may have on their lives highlighted other significant areas, some of which are discussed below. Semi-structured interviews were conducted with five parents over the age of 60 of sons or daughters with intellectual disabilities in North West England. The study adds to the body of knowledge and understanding about parents of adults with intellectual disabilities and explores and provides a deeper understanding of parents’ experiences of the implementation of this specific piece of legislation and their perception of the relevance of it to themselves. Findings include some awareness of the legislation and some feelings of optimism about its likely implications, although participants appeared less clear about the specificities and the impact of these upon them and/or their sons or daughters. Findings from the semi-structured interviews also showed parent’s articulation of the extent of reciprocal care manifest between them and their son or daughter with an intellectual disability, as well as an awareness of the fragility of their own emotional well-being. (Edited publisher abstract)
The importance of romantic love to people with learning disabilities
- Authors:
- BATES Claire, TERRY Louise, POPPLE Keith
- Journal article citation:
- British Journal of Learning Disabilities, 45(1), 2017, pp.64-72.
- Publisher:
- Wiley
Background: Love is important aspect of life, including to people with learning disabilities both historically and more recently. Participants value the companionship, support and social status associated with a partner. Relationships are considered mechanisms to meet certain needs including feeling loved, company, intimacy and enabling individuals to marry and have children. This article examines the importance of romantic love to people with learning disabilities. Methods: A hermeneutic phenomenological study, guided by the theory of Van Manen was conducted using interviews with eleven people with learning disabilities examining the importance of romantic love. Results: The analysis revealed that love was important to them, specifically the companionship and support a loving partner provided. The physical expression of love by a partner was valued highly, especially kissing and cuddling. Most participants had experienced some form of abuse, but it appeared that the love of a partner was reparative and they were able to form satisfying relationships. Conclusion: Participants’ narratives highlighted the role staff play in supporting them to fulfill their romantic needs. The romantic relationship needs of people with learning disabilities were examined in relation to Maslow's hierarchy of needs. The hierarchy was revised to reflect the value of having a loving relationship to people with learning disabilities and to identify the support they required to facilitate and maintain this. (Publisher abstract)