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Journal article

Whose terms?

Authors:
BOOTH Tim, SIMONS Ken
Journal article citation:
Community Care, 5.10.89, 1989, pp.19-22.
Publisher:
Reed Business Information

Considers the debate of the usage of mental handicap/learning disability, and how people with learning difficulties/mental handicap perceive themselves and how they would like others to see them.

Journal article

‘Being friends means helping each other, making coffee for each other’: reciprocity in the friendships of people with intellectual disability

Author:
CALLUS Anne-Marie
Journal article citation:
Disability and Society, 32(1), 2017, pp.1-16.
Publisher:
Taylor and Francis,

Friendship is an issue of concern for many people with intellectual disability. The aim of the research presented in this paper is to understand how people with intellectual disability experience friendship and what friendship means for them. A focus group was held with seven people with intellectual disability, who are members of a self-advocacy group. An inductive thematic analysis approach was used to analyse the data. The people that the research participants identified as their friends were fellow self-advocates, family members, support workers and co-workers. They also identified behaviours and actions that foster friendship and those that undermine it. The analysis shows how the research participants identified as friendships those relationships which had an element of reciprocity, while linking a lack of reciprocity with the absence of friendship. It is very important for non-disabled people to understand the perspectives of people with intellectual disability they live and work with. (Edited publisher abstract)

Journal article

‘I don't feel trapped anymore…I feel like a bird’: people with learning disabilities' experience of psychological therapy

Authors:
LEWIS Nicola, LEWIS Karin, DAVIES Bronwen
Journal article citation:
Journal of Applied Research in Intellectual Disabilities, 29(5), 2016, pp.445-454.
Publisher:
Wiley-Blackwell

Background: This current research was developed in response to a clinical psychology service recognising the need to evaluate their psychological service for and, as part of this evaluation, the importance of consulting with service users about their experience of psychological therapies. Methods: Six service users with a learning disability were interviewed about their experience of individual psychological therapy. The interviews were analysed using interpretative phenomenological analysis. Results: Themes were generated from the interviews which highlighted both positive and negative feedback on the psychological therapy process. The feedback covered areas such as access to therapy, feelings about therapy, preparing for therapy, skill development and collaborative working, accessibility and making therapy fun, challenges to confidentiality, positive feelings towards the therapist, aspects of the therapeutic relationship, therapy being challenging but helpful, and positive outcomes. Conclusions: These results have contributed to the evidence base that people with a learning disability are able to meaningfully engage in research and provide essential feedback on the services that they receive. (Edited publisher abstract)

Journal article

Systematic review of restraint interventions for challenging behaviour among persons with intellectual disabilities: focus on experiences

Authors:
HEYVAERT Mieke, et al
Journal article citation:
Journal of Applied Research in Intellectual Disabilities, 28(2), 2015, pp.61-80.
Publisher:
Wiley-Blackwell

Background: The second in a two-part series, this article focuses on experiences with restraint intervention for challenging behaviour among people with intellectual disabilities. Methods: A mixed methods research synthesis involving statistical meta-analysis and qualitative meta-synthesis techniques was applied to synthesize 76 retrieved articles. This second article reports on the qualitative meta-synthesis of 17 articles on experiences with restraint intervention for challenging behaviour among people with intellectual disabilities. Results: The 17 included articles report on important variables relating to the persons receiving restraint intervention, to the persons giving restraint intervention and to their interactions and relationship, as well as variables situated at the meso- and macro-level. Conclusions: The developed model can assist in reflecting on and improving of current restraint intervention practices among people with intellectual disabilities. (Edited publisher abstract)

Journal article

Finding the sparkle: storytelling in the lives of people with learning disabilities

Author:
GROVE Nicola
Journal article citation:
Tizard Learning Disability Review, 20(1), 2015, pp.29-36.
Publisher:
Emerald

The ability to tell a story, whether personal or fictional, is a skill which can enable people to build a sense of identity, friendship, community and self-advocacy. However, narrative is rarely prioritised in services. This paper describes two approaches to the development of storytelling for people with learning disabilities used by the charity Openstorytellers - Learning to Tell and StorysharingTM. Reflections from interviews are used to illustrate how individuals view their experiences as storytellers, and the benefits that come in the wake of learning to tell and listen to stories. Storytelling led to an increased sense of purpose, confidence, communication and value. The findings are based on subjective perceptions by the people concerned, and were not obtained through independent research. However, they represent a first step towards evaluating the impact of multidimensional interventions. (Edited publisher abstract)

Journal article

Experiences of people with learning disabilities in the criminal justice system

Authors:
HYUN Elly, HAHN Lyndsey, McCONNELL David
Journal article citation:
British Journal of Learning Disabilities, 42(4), 2014, pp.308-314.
Publisher:
Wiley-Blackwell

The aim of this review is to synthesise findings from research about the experiences of people with learning disabilities who have faced arrest and jail time. After an extensive search of the literature, four relevant articles were found. The first-person accounts presented in these four studies were pooled, and a thematic analysis was undertaken. Three common themes were identified: (i) study participants did not understand what was happening to them, or why, (ii) they felt alone, and they did not know where to turn, or to whom for support and (iii) they were uncertain about what to say or do. Overall, the findings raise concerns about the treatment of people with learning disabilities in the criminal justice system and their access to procedural justice. Further research is needed to improve understanding of their experiences and support needs. There is unequivocal evidence that persons with learning disabilities are over-represented in the prison population. To date however, few studies have investigated their first-hand experience, including their experiences of being interrogated, of standing trial, serving time and transitioning back into the community. The purpose of this review is to draw what insights we can from the limited available data and to identify directions for future research. (Publisher abstract)

Journal article

Systemic family therapy using the reflecting team: the experiences of adults with learning disabilities

Author:
ANSLOW Katherine
Journal article citation:
British Journal of Learning Disabilities, 42(3), 2014, pp.236-243.
Publisher:
Wiley-Blackwell

This research aimed to illuminate the experiences of adults with learning disabilities of the reflecting team, in the context of their systemic family therapy. A reflecting team is when a family therapists uses a team of other therapists to give the family other ideas. Five adults with learning disabilities were recruited from one community learning disability team. A qualitative design using interpretative phenomenological analysis (IPA) was appropriate to gather participants' views using semi-structured interviews. The interviews used DVD-assisted recall of the reflecting team. Various validation strategies were employed, including respondent feedback and a focus group with the therapists. Insights were gained in the areas of ‘therapists’ focus on strengths and difficulties’, ‘differences in metacognition’, ‘finding a voice in therapy’, ‘frustration with the outcome of therapy’ and ‘managing an unusual experience’. The research has indicated some important factors to consider in the successful inclusion of adults with learning disabilities in systemic family therapy. (Edited publisher abstract)

Journal article

Personal experience and perception of abuse in people with intellectual disabilities

Authors:
LEUTAR Zdravka, VITLOV Josipa, LEUTAR Ivan
Journal article citation:
Journal of Intellectual Disabilities, 18(3), 2014, pp.249-269.
Publisher:
Sage
Place of publication:
London

This article presents a qualitative study designed to gain insight into personal experience and perception of abuse in people with intellectual disabilities. Ten members of the organization for people with intellectual disabilities in Zadar, Croatia, who have a diagnosis of light or moderate intellectual disability, were included in the research. Analysis of responses showed that most participants had experienced psychological, physical and financial abuse. The most frequent perpetrators of abuse were identified by participants as friends, acquaintances and volunteer carers. Typical sites for the experience of abuse were school, social clubs/support institutions, the street and the urban environment. Most participants seek assistance and support in cases of abuse through discussion with their loved ones, mostly their parents and friends. In addition to such informal relationships, some participants mentioned the importance of formal forms of support. (Publisher abstract)

Journal article

Social inclusion through employment: the marketisation of employment support for people with learning disabilities in the United Kingdom

Author:
HUMBER Lee Anderson
Journal article citation:
Disability and Society, 29(2), 2014, pp.275-289.
Publisher:
Taylor and Francis,

Employment for people with learning difficulties is considered key to their social inclusion. This contradicts the perceived un-employability of people with learning difficulties that has been part of their social identities throughout their history hitherto. The national rate of employment for people with learning difficulties remains extremely low and has barely changed in the 20  years between 1990 and 2010. This paper investigates links between learning disabilities and employment, drawing on interview-based research. It analyses the quality of experience of the minority in employment to consider whether employment can serve the inclusive purpose expected of it. (Publisher abstract)

Journal article

Beyond friendship: the nature and meaning of close personal relationships as perceived by people with learning disabilities

Authors:
LAFFERTY Attracta, McCONKEY Roy, TAGGART Laurence
Journal article citation:
Disability and Society, 28(8), 2013, pp.1074-1088.
Publisher:
Taylor and Francis,

This study uses a combination of dyadic and one-to-one interviews with eight couples with learning disabilities in Northern Ireland to gain a better understanding of the meaning and value these relationships bring to their lives. Data collection and analysis was informed and guided by the core principles of grounded theory. Five significant types of benefits were identified from having close personal relationships, namely: comradeship, a sense of contentment, availability of mutual support, coping with the ups and downs of relationships, and a continuing commitment. Service providers could do more to facilitate the formation of close meaningful relationships, and strategies for doing this need to be identified and evaluated. (Edited publisher abstract)

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