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Transitions from school to sheltered employment in Norway – experiences of people with intellectual disabilities
- Authors:
- WASS Sofie, et al
- Journal article citation:
- British Journal of Learning Disabilities, 49(3), 2021, pp.373-382.
- Publisher:
- Wiley
Background: Nordic welfare models are characterised by emphasising both social security and labour market participation. Nevertheless, most people with intellectual disability either receive a disability pension or work in sheltered workshops. While transitions into integrated employment have been studied, transitions from school to sheltered employment have received less attention. We therefore explore the views of people with intellectual disabilities, transitioning from school to a sheltered employment programme. Methods: We interviewed nine adults with intellectual disabilities that had made the transition into a service centre that provides both competitive employment with support, and employment in sheltered workshops. The interviews were analysed thematically. Findings: The thematic analysis revealed two main themes: involvement during the transition and adapting to a new role. Most participants described transitions where they had been involved, in varying degrees, in identifying their work preferences, participated in transition activities and made personal choices. Some participants, however, shared experiences where they had not participated in activities, where personal choices were restricted to predefined options, or decisions were made by someone else. The participants further shared experiences of navigating into new contexts, characterised by new situations and new interactions. To navigate successfully in such environment, the support network was important. The participants advised future “transitioners” to be brave and utilise opportunities to find suitable employment even in challenging situations. Conclusions: Our study emphasises the importance of tailoring the transition to individual preferences and perspectives rather than aiming for a uniform, one size fits all type of transition. It is important to build on the positive aspects of sheltered employment as well as to further develop innovative ways of transitioning into integrated employment. (Edited publisher abstract)
User-controlled personal assistance: the case of persons with intellectual disabilities
- Authors:
- HANSSEN Anne-Britt, MAXWELL Grasli Sidsel
- Journal article citation:
- International Journal of Care and Caring, 2(2), 2018, pp.273-277.
- Publisher:
- Policy Press
This article is based on professional as well as family carer experiences with different social care services for persons with intellectual disabilities. The focus is on differences between traditional welfare services in group homes and alternative services with ‘user control’ as the main principle. The aim of the article is to present the circumstances under which user-controlled services became an option for persons with intellectual disabilities, and to argue that this option is pivotal for enhancing quality of life. To provide insight into the issues, the authors present the case of Elvira (pseudonym). (Edited publisher abstract)
Qualities in friendship: within an outside perspective: definitions expressed by adolescents with mild intellectual disabilities
- Author:
- SIGSTAD Hanne Marie Hoybraten
- Journal article citation:
- Journal of Intellectual Disabilities, 21(1), 2017, pp.20-39.
- Publisher:
- Sage
- Place of publication:
- London
Background: This study examined how adolescents with mild intellectual disabilities define qualities of friendship and discussed the extent to which these definitions adhere to established definitions of close friendship. Materials and Methods: The study was based on qualitative interviews with 11 adolescents in secondary school. The interviews were supplemented with information from six parents. A thematic structural analysis was used to identify themes. Results: Qualities of friendship were categorised as mutual preference, mutual enjoyment, shared interactions, care, mutual trust and bonding. The criteria for close friendship seem to be fulfilled, albeit to a moderate degree. Closeness and reciprocity appear to be significant in this study, although these features have been considered less relevant within this target group in previous research. Conclusions: Differences in definitions may explain divergent results compared with other studies, and the need to achieve equivalence in friendship may be another. (Edited publisher abstract)
A critical comparison of welfare states and their relevance to people with an intellectual disability
- Authors:
- de CHENU Linda, DAEHLEN Dag, TAH Jude
- Journal article citation:
- Journal of Intellectual Disabilities, 20(4), 2016, pp.397-415.
- Publisher:
- Sage
- Place of publication:
- London
This article compares the welfare services for adults with an intellectual disability in three European countries: England, Norway and Sweden. The purpose of the comparison is to develop an understanding of the welfare state and institutional contexts of the country-specific policies and to develop a critical analysis through a comparative method based on selected secondary literature. Typological frameworks of European welfare states are applied as analytic frameworks to enable comparison between the countries. It is argued that there are international policy developments but these are shaped at a national level by different types of welfare states and histories. Through a comparison of similarities and differences, the article suggests that international policy ideas that impact on the lives of people with intellectual disabilities are mediated by different types of welfare states and institutions.
The rights of spring
- Author:
- HUTCHINSON Gunn Strand
- Journal article citation:
- Community Care, 8.5.03, 2003, p.43.
- Publisher:
- Reed Business Information
For the past 3 years people with learning difficulties in a town in Norway have marched on May Day to protest against their lack of employment rights. Looks at the reasons for the march.
Concerns regarding the use of the vulnerability concept in research on people with intellectual disability
- Author:
- SNIPSTAD Oyvind Ibrahim Maroy
- Journal article citation:
- British Journal of Learning Disabilities, 50(1), 2022, pp.107-114.
- Publisher:
- Wiley
Background: People with intellectual disability are often defined as a vulnerable group. The feminist philosopher Jackie Scully argues that vulnerability is often associated with qualities such as immaturity, helplessness, victimhood, passivity and so forth. As research is a social activity, the qualities associated with vulnerability affect researchers' decisions about who to include and exclude from their research project as well as influencing their interpretations of the research participants' answers, behaviour and actions. This may result in excluding people with intellectual disability from research or that their ways of being becomes interpreted as mere symptoms of their diagnosis rather than subjective opinions and experiences. Conclusion: By addressing these issues through the work of Norwegian philosopher Hans Skjervheim, this paper contests traditional interpretations of vulnerability and instead argues that vulnerability should be related more specifically to each individual research project and prompt questions such as: How do we protect these particular participants from harm? (Edited publisher abstract)
Forensic intellectual disability services: differences in staff perspectives in the Danish and Norwegian systems
- Authors:
- NYHUS Eskil, et al
- Journal article citation:
- Journal of Intellectual Disabilities and Offending Behaviour, 12(2), 2021, pp.75-83.
- Publisher:
- Emerald
Purpose: Persons with intellectual disabilities (ID) who offend are treated differently depending on the national jurisdiction. Norway and Denmark are two such examples. The differences in care models may also have an impact on staff perspectives. This paper aims to study the differences between Norwegian and Danish staff members within secure forensic ID services. Design/methodology/approach: A cross-sectional study involving Norwegian (n = 145) and Danish staff (n = 279) in secure forensic learning disabilities services was conducted. The response rates were 50% in Denmark (n = 147) and 69% in Norway (n = 98), respectively. An electronic survey covering five sets of topics (demographic characteristics, working conditions, workplace culture, work motivation and work resilience) was used. The findings was statistically analysed using SPSS. Findings: This study confirmed that staff in the two neighbouring countries have common conceptions of their employment. Danish staff were more exposed to violent incidents (t = 4.1(237); p < 0.001). There was greater concern with workplace safety in Denmark (t = 5.2(237); p < 0.001) compared to more team-based and rigid working conditions in Norway (t = −2.6(237); p < 0.01). Originality/value: These differences are discussed in relation to some important national differences in a professional culture, educational systems, service organisation and legal issues that possibly add realistic explanations to the findings. (Edited publisher abstract)
Parental experiences with behavioural problems in Smith-Magenis syndrome: the need for syndrome-specific competence
- Authors:
- NAG Heidi Elisabeth, HOXMARK Lise Beate, NAERLAND Terje
- Journal article citation:
- Journal of Intellectual Disabilities, 23(3), 2019, pp.359-372.
- Publisher:
- Sage
- Place of publication:
- London
The experience of having a rare disorder was summarised in a large study as ‘falling outside the vast field of knowledge of the professionals’. Parents (31 mothers and 17 fathers) of 32 persons with Smith–Magenis syndrome (SMS) participated in this study. A phenomenological approach was used to analyse the data into topics and themes. Four themes emerged: behavioural challenges displayed, parents’ strategies for meeting the challenging behaviours, parents’ experiences of their own competence and parents’ experiences of professionals’ competence and understanding regarding children with SMS and their behaviour challenges. This study found that parents of children with SMS experience that they are exposed to severe challenging behaviours from their child. The parents believe that they experience more misunderstandings with professionals and that the challenging behaviours increase because there are some specific characteristics of SMS that professionals are not aware of or do not consider in their support services. (Edited publisher abstract)
Vignette selection for ethical reflections: a selection procedure for vignettes to investigate staff reflections on the ethical challenges in interaction with people with intellectual disabilities
- Authors:
- ØSTBY May, BJØRKLY Stål
- Journal article citation:
- Ethics and Social Welfare, 5(3), 2011, pp.277-295.
- Publisher:
- Taylor and Francis
- Place of publication:
- Abingdon
Care staff in Norway normally work in the private homes of people with intellectual disabilities. Staff experience ethical challenges daily in their interactions with their clients. The aim of this paper is to introduce a vignette validation procedure for selection of practice-close vignettes that can be used to elicit and explore staff reflections on ethical challenges in their work. Twenty staff participants were recruited from different municipalities in one county of Norway. To develop vignettes with good internal validity, the validation process consisted of: a field study to identify situations to be included as vignettes; a six-step categorization process to select vignettes with good internal validity; transforming the situations into vignettes; including removal of elements that were too leading or constricting; testing the familiarity and relevance of the preliminary sample of vignettes; final selection of four vignettes to be included in the investigation; and a validation of the four vignettes’ familiarity and practical relevance as ethical challenges by the final sample of interviewees. Preliminary experience indicates that the validation procedure enhanced the selection of vignettes to elicit staff perceptions and reflections on daily ethical challenges.
Learning difficulties and academic competence among children in contact with the child welfare system
- Authors:
- IVERSEN Anette C., et al
- Journal article citation:
- Child and Family Social Work, 15(3), August 2010, pp.307-314.
- Publisher:
- Wiley
Children who have been in the welfare system tend to have poor social and health outcomes as adults. The aim of this study was to examine learning difficulties, as well as academic competence, among children in contact with child welfare service, and to compare this group to their same-age peers. The data stem from a population-based study of children in all elementary schools in Bergen. The participants consisted of 4114 children in fifth to seventh grade, of whom 101 were in contact with child welfare services. Information on learning difficulties and academic competence was obtained through questionnaires to teachers and parents/caregivers. As expected, there were significantly more children with learning difficulties in the child welfare group than the peer group; 12% of child welfare clients had general learning difficulties compared to only 0.4% of their peers, and 31% had specific learning difficulties in relation to mathematics or reading and writing, compared to 10% of their peers. The majority of child welfare children received assistance from pedagogical–psychological services. While half the child welfare client without general learning disability had low academic competence, there were also 15% who had high academic competence. The results show that although many of the children in contact with child welfare service have learning difficulties, there is also heterogeneity and potential for academic achievement.