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‘It's been adapted rather than impacted’: a qualitative evaluation of the impact of Covid-19 restrictions on the positive behavioural support of people with an intellectual disability and/or autism
- Authors:
- MCKENZIE Karen, MURRAY George C., MARTIN Rachel
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 34(4), 2021, pp.1089-1097.
- Publisher:
- Wiley
Background: We used a qualitative approach to explore the experiences of social care staff regarding the provision of positive behavioural support (PBS) to people with an intellectual disability at the height of the Covid-19 restrictions. Method: We conducted semi-structured interviews with 19 staff who had recently completed a PBS workforce development programme. Data were analysed using thematic analysis. Results: Three themes were identified in the context of the restrictions: The challenges to maintaining quality of life and PBS of the people being supported and staff attempts to overcome these; the ways in which PBS and behaviour support plans were implemented and the impact on behaviours that challenge; the ways in which PBS principles were applied at organisational levels to help to understand and address staff stress and distress. Conclusions: Overall, the staff identified many unexpected benefits of the restrictions. The results are discussed in the context of the study limitations. (Edited publisher abstract)
‘It's been adapted rather than impacted’: a qualitative evaluation of the impact of Covid‐19 restrictions on the positive behavioural support of people with an intellectual disability and/or autism
- Authors:
- MCKENZIE Karen, MURRAY George C., MARTIN Rachel
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, early cite 22 January 2021,
- Publisher:
- Wiley
Background: We used a qualitative approach to explore the experiences of social care staff regarding the provision of positive behavioural support (PBS) to people with an intellectual disability at the height of the Covid‐19 restrictions. Method: We conducted semi‐structured interviews with 19 staff who had recently completed a PBS workforce development programme. Data were analysed using thematic analysis. Results: Three themes were identified in the context of the restrictions: The challenges to maintaining quality of life and PBS of the people being supported and staff attempts to overcome these; the ways in which PBS and behaviour support plans were implemented and the impact on behaviours that challenge; the ways in which PBS principles were applied at organisational levels to help to understand and address staff stress and distress. Conclusions: Overall, the staff identified many unexpected benefits of the restrictions. The results are discussed in the context of the study limitations. (Edited publisher abstract)
Fathers of adults who have a learning disability: roles, needs and concerns
- Authors:
- DAVYS Deborah, MITCHELL Duncan, MARTIN Rachel
- Journal article citation:
- British Journal of Learning Disabilities, 45(4), 2017, pp.266-273.
- Publisher:
- Wiley
Accessible summary: 1) This study asked fathers of adults who have a learning disability about their experiences, what helps them and any worries they may have; 2) Fathers reported different experiences of being a father to an adult with a learning disability and talked about things that were helpful, such as their wives, grandparents, having information and hobbies; 3) Fathers were worried about the person who has a learning disability in the future; 4) Fathers can be important in supporting people who have a learning disability throughout their lives. Background: There is little research that specifically relates to fathers of adults with a learning disability despite the social expectation that fathers will provide a supportive role over the lifespan. Methods: Semi-structured interviews were carried out with seven fathers of adults with a learning disability to explore their roles, needs and concerns. Data were analysed using a framework associated with interpretative phenomenological analysis (IPA). Results: Themes arising demonstrate that fathers were shocked at the diagnosis of learning disability but usually reported adaptation over time. The impact of learning disability upon men's lives, their perception of their adult child and the roles they assumed were varied. Fathers valued support from wives and grandparents, having knowledge and interests and work-type roles. All fathers were concerned about the future yet comprehensive futures planning was lacking. Some fathers reported difficulties in being emotionally open, and referred to societal stereotypes. Fathers valued positive support from service providers; however, this relationship was often in conflict. Conclusion: Although mothers are often the main carers for adults with a learning disability, fathers can make a significant contribution. The findings presented here support the results of previous studies regarding paternal response to learning disability and varied impact upon men's lives. Identified support strategies include leisure interests, volunteer/work roles, having information and support from wives and grandparents. Ongoing concerns incorporate the future and ambivalent relationships with service providers, which could have a negative impact upon the individual who has a learning disability. (Publisher abstract)
Fathers of people with intellectual disability: a review of the literature
- Authors:
- DAVYS Deborah, MITCHELL Duncan, MARTIN Rachel
- Journal article citation:
- Journal of Intellectual Disabilities, 21(2), 2017, pp.175-196.
- Publisher:
- Sage
- Place of publication:
- London
The aim of this article is to review the literature related to fathers of people who have an intellectual disability (ID). Electronic databases and citation tracking were used to collate data using key terms such as fathers, adults with an ID, learning disability, mental handicap and developmental disability. Relevant articles were analysed and compared for commonality and difference. Eight themes emerged from the literature: response to diagnosis, varied response to ID, concern for the future, work, roles and relationships, impact of fathers upon child development, fathers and service providers, fathers’ needs and coping strategies. This review of the literature presents areas of similarity and divergence and highlights the lack of information that relates specifically to fathers of adults. There are clear messages to service providers to support the inclusion of fathers and the need for further research in this area is indicated. (Publisher abstract)