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The potential for inclusion: young people with learning disabilities experiences of social inclusion as they make the transition from childhood to adulthood
- Author:
- MACINTYRE Gillian
- Journal article citation:
- Journal of Youth Studies, 17(7), 2014, pp.857-871.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
This paper explores the experiences of a group of 20 young people (aged 18-21) with moderate learning disabilities about their transition from childhood to adulthood. The young people were aged between 18 and 21. Nine had attended mainstream schools and 11 had attended special schools for young people with moderate learning disabilities. As well as interviewing young people with learning difficulties, a total 70 interviews were conducted with ‘significant others’ including parents or other carers, employers, college lecturers and a range of other professionals. The paper focuses in particular on young people's experiences of further education, training and employment and highlights the ways in which they negotiate (or not) a range of barriers and challenging situations. (Original abstract)
If the support's right, she's right: an evaluation of Partners for Inclusion
- Author:
- MACINTYRE Gillian
- Publisher:
- Scottish Consortium for Learning Disability
- Publication year:
- 2011
- Pagination:
- 58p., bibliog.
- Place of publication:
- Glasgow
Partners for Inclusion is a voluntary organisation that provides support for adults with learning disabilities and mental health problems. It has adopted a person-centred approach to supporting people with ‘high’ or ‘complex’ support needs in order to provide services based on individual needs, wants and desires. This report presents the findings of an evaluation aiming to measure the progress made in the 4 years since the service was last evaluated. Specifically, it aimed to address: whether people are living the life they choose; whether people are living in the place that makes sense for them now; in what ways people’s lives have changed since receiving a service from Partners for Inclusion; and the experiences of staff who work for Partners for Inclusion. The research included a total of 50 interviews with individuals who receive services, support staff, family members, friends, and other professionals. The findings show that, for some people, lives have changed in significant ways since receiving support from Partners for Inclusion. However, further work is needed in areas of social inclusion, such as participating in education and employment. In common with other person-centred organisations, the staff often experience lone working with a resultant reduction in collegial support. A number of recommendations are provided in the areas of: personalisation; creating opportunities; and organisational capacity.
Learning disability and social inclusion
- Author:
- MACINTYRE Gillian
- Publisher:
- Dunedin Academic Press
- Publication year:
- 2008
- Pagination:
- 96p., bibliog.
- Place of publication:
- Edinburgh
People with learning disabilities, in Scotland and across the UK as a whole, have been the target of considerable legislative and policy change over the last five years. A key theme relates to the inclusion of people with learning disabilities in the community - in education, in training and employment and in relation to accessing health, housing and leisure services. This is perhaps best exemplified by the review of learning disability services Gillian McIntyre acknowledges and addresses this complexity by mapping and reviewing critically these relevant policy developments. Drawing on the available research evidence, the author adopts a life cycle approach, tracing the journey taken by young adults with learning disabilities upon leaving school and making the transition to adulthood and beyond. Focusing on the major areas identified she identifies key messages in the fields of education, training and employment, health and social work. The book thus contributes an inter-professional perspective to the field of learning disability.
Working with women with learning disabilities who have experienced gender-based violence
- Authors:
- MACINTYRE Gillian, STEWART Ailsa
- Publisher:
- IRISS
- Publication year:
- 2022
- Pagination:
- 22
- Place of publication:
- Glasgow
This Insight summarises the evidence on women with learning disabilities who have experienced gender-based violence, the policy context, prevalence of abuse, risk factors, profiles of victims and perpetrators, and types of abuse and their impact. The paper also looks at the support that is available for this group of women, accessibility to mainstream services, barriers to seeking help, lack of awareness of available support, and the implications for the social service workforce. Key points include: the evidence base is limited due to inconsistencies around definitions, as well as a lack of research involving women with learning disabilities; very few studies in Scotland on gender-based violence (GBV) have looked in-depth at the experiences of women with learning disabilities; evidence suggests that women with learning disabilities are disproportionately likely to experience GBV, but are often a hidden population; abuse experienced by women with learning disabilities is often pervasive, leading to a normalisation of abuse - this makes it difficult for women to identify abusive behaviours and is a significant barrier to accessing services; support that includes educational components is vital for women to understand and identify abuse; trusting relationships and longevity of engagement are critical to enabling women to access appropriate support and to ensure that women feel believed and reassured that they are not to blame for the abuse; other preventative strategies, such as building social networks, developing peer support and challenging other areas of disadvantage in women's lives, are also important. (Edited publisher abstract)
Citizens defining citizenship: a model grounded in lived experience and its implications for research, policy and practice
- Authors:
- MACINTYRE Gillian, et al
- Journal article citation:
- Health and Social Care in the Community, 30(3), 2022, pp.e695-e705.
- Publisher:
- Wiley
Citizenship is gaining currency in health and social care internationally as a way of making sense of the lived experiences of people with major life disruptions who face exclusion, marginalisation and discrimination, but the concept is often contested, poorly defined and understood. This paper charts the development of an empirical model of citizenship within Scotland, UK. A mixed-method, community-based participatory research approach using 10 focus groups (n = 77), concept-mapping exercises (n = 45) and statement clarity and relevant ratings (n = 242) was used to develop a model of citizenship that is grounded in the lived experience of participants, which is absent from current conceptualisations of citizenship. Multidimensional scaling and hierarchical cluster analysis revealed five core domains emerging from our work: 'building relationships', 'autonomy and acceptance', 'access to services and supports', 'shared values and social roles' and 'civic rights and responsibilities' representing the personal meanings of citizenship for participants. We argue that the value of this model is that it is draws upon the personal understandings and experiences of participants who emphasised the 'banal ordinariness' of its core elements. We suggest that the model makes an original contribution by clearly illustrating the practical applicability of citizenship as a concept; thus, enhancing existing theories of citizenship. Our model highlights the interplay between the relational and structural aspects of citizenship and acknowledges the barriers that marginalised groups face in claiming their citizenship rights. It offers a call to action for policy makers and practitioners to set goals that contribute to the social inclusion of those who have experienced major life disruptions. (Edited publisher abstract)
Commentary on “What are the experiences of professionals working with parents with learning disabilities? A meta-ethnography”
- Authors:
- MACINTYRE Gillian, STEWART Alisa
- Journal article citation:
- Tizard Learning Disability Review, 26(1), 2021, pp.28-33.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to provide a commentary on Pytlowana and Stenfert Kroese’s article on the experiences of professionals working with parents with learning disabilities by exploring challenges and good practice in this area. Design/methodology/approach: Key areas of practice were identified for further exploration by drawing on research studies with parents with learning disabilities. Findings: While there is growing evidence of good practice around working with parents with learning disabilities, a number of challenges around communication and relationship-based practice remain. The paper recommends further training and education for those working in this complex area of practice. Originality/value: The paper adds value by bringing together evidence from across a number of studies to highlight good practice. (Edited publisher abstract)
Teaching research in social work: capacity and challenge
- Authors:
- MACINTYRE Gillian, PAUL Sally
- Journal article citation:
- British Journal of Social Work, 43(4), 2013, pp.685-702.
- Publisher:
- Oxford University Press
This paper presents the findings of an audit of research teaching in UK-qualifying social work education. The audit was part of a wider ESRC-funded study that provides baseline data for setting progress objectives towards building research capacity in the discipline and profession. This paper offers observations from the audit, based on a survey of undergraduate and postgraduate (Masters) qualifying social work programmes across all four countries, with in-depth enquiry into a smaller sample from each. The survey examined what research methods were taught, how, where, when and by whom. Most importantly, it considered why these choices were made, and the challenges and possibilities were presented for building research capacity and research-mindedness at qualifying level. The audit highlighted a range of factors that contributed to the marginalisation of research teaching. These included not only lack of time, staff skill and resource, but also more fundamental reservations and resistance on the part of educators, students and practitioners towards engaging with research. It is suggested that at the heart of such ambivalence lies a fundamental debate about the nature of the social work discipline, and the relationship between research and practice.
Advocacy: models and effectiveness
- Authors:
- STEWART Alisa, MACINTYRE Gillian
- Publisher:
- Institute for Research and Innovation in Social Services
- Publication year:
- 2013
- Pagination:
- 16
- Place of publication:
- Glasgow
This Insight draws on evidence in relation to advocacy with both children and adults and on literature from the fields of health and social care. It outlines the key elements of the most prevalent models of advocacy, identifies good practice, as well as the limitations of advocacy models. The Insight will provide an overview of the evidence base of what works in relation to advocacy provision. (Publisher abstract)
Care management in the twenty-first century: Persistent challenges in implementation in the context of the emergence of self-care
- Authors:
- STEWART Ailsa, MACINTYRE Gillian
- Journal article citation:
- Journal of Integrated Care, 21(2), 2013, pp.91-104.
- Publisher:
- Emerald
Purpose – The purpose of this paper is to examine the persistent challenges in implementing care management within the context of integration. In addition the appropriateness of the care management model will be considered within the current, personalisation focused, health and social care policy landscape. The paper draws upon a recent evaluation of a care management and assessment pilot project within a health and social care partnership in Scotland. Design/methodology/approach – A multi-method approach was adopted, including interviews, vignettes and focus groups, in order to capture data around expectations in relation to the pilot as well as exploring processes and outcomes for those involved. Findings – This paper argues that whilst progress has been made with regard to care management, specific and persistent challenges remain. Professional and organisational boundaries, communication and information sharing remain key challenges. Policy imperatives have shifted the emphasis in community care services towards self-care, co-production and personalisation contributing to a lack of clarity over the place of care management within the broader integration agenda. Research limitations/implications – This research was undertaken in one partnership locality in Scotland and as such the findings are related to that particular area. However, the key messages arising from this paper resonate with the broader academic literature on care management and as such are likely to be of interest to a broader audience. Originality/value – This paper brings together integrated working, care management and the developing policy framework of self-care to consider the challenges for care management in this context. (Publisher abstract)
For the record: the lived experience of parents with a learning disability – a pilot study examining the Scottish perspective
- Authors:
- MACINTYRE Gillian, STEWART Ailsa
- Journal article citation:
- British Journal of Learning Disabilities, 40(1), March 2012, pp.5-14.
- Publisher:
- Wiley
There are increasing numbers of parents with a learning disability living in the community. Research suggests that this group of parents faces disadvantage on multiple levels relating to poverty, social exclusion and discrimination. This small pilot study aimed to examine the lived experiences of 5 parents with a learning disability, to identify the needs of these parents, and to explore the potential role of advocacy in assisting these parents. The 5 parents had all been referred for advocacy support following the instigation of child protection proceedings. The study adopted a mixed methods approach including: a survey of relevant local organisations; interviews with the 5 parents; interviews with their 5 advocates; and interviews with 4 stakeholders. The findings showed that the parents faced a number of challenges not only in relation to their parenting role but also in the circumstances characterising their lives more generally. Parents were likely to be socially isolated and had limited support networks. Support services did not always meet the needs of parents with a learning disability, and joint working between agencies appeared to be particularly problematic. The study concludes that there is a clear role for advocacy in enabling these parents to have their voices heard.