Search results for ‘Subject term:"learning disabilities"’ Sort:
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Belonging and reciprocity amongst people with intellectual disabilities: a systematic methodological review
- Authors:
- FULTON Lauren, KINNEAR Deborah, JAHODA Andrew
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 34(4), 2021, pp.1008-1025.
- Publisher:
- Wiley
Background: Social inclusion has been explored using a wide range of theories and methods. Belonging and reciprocity have been identified as key components of social inclusion. This systematic methodological review identifies and evaluates the theoretical frameworks and qualitative approaches adopted to explore belonging and reciprocity in the lives of adults with intellectual disabilities. Method: A systematic search was conducted across ten databases. Screening and quality appraisal were carried out independently by two researchers, and data were extracted to provide detailed accounts of the theories and methods employed. Results: Seventeen papers met inclusion criteria. Clear conceptualisations of belonging and reciprocity were lacking, and these concepts were rarely the focus of the research. Theoretical and methodological shortcomings across this literature were identified and discussed. Conclusions: More nuanced conceptualisations of belonging and reciprocity may be helpful in future research, to better capture the context and meaning of individual lives and relationships. (Edited publisher abstract)
The experience of being a father of a son or daughter with an intellectual disability: older fathers’ perspectives
- Authors:
- DUNN Kirsty, JAHODA Andrew, KINNEAR Deborah
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 34(1), 2021, pp.118-128.
- Publisher:
- Wiley
Background: As life expectancy for people with an intellectual disability increases, there is a growing cohort of older father carers. This study aimed to gain a more in‐depth understanding of older father carers’ experiences of parenting. Methods: Semi‐structured interviews were conducted with 7 older fathers (M = 63.9 years) and analysed using constructivist grounded theory. Results: Three conceptual categories were identified. “Wearing different hats: how fathers’ sense of identity had altered over the years. “Family comes first”: importance placed on the family unit. “Getting on in years”: the challenges faced by ageing fathers parenting their son/daughter. Conclusions: Fathers re‐evaluated their priorities and found a new identity in their parenting role, although they continued to see themselves as secondary carers. Fathers worried about the future as their health declined but drew strength from the benefits they had derived and the challenges that they had overcome to do their best for their son/daughter and their family. (Edited publisher abstract)
The Social Information Processing Model as a framework for explaining frequent aggression in adults with mild to moderate intellectual disabilities: a systematic review of the evidence
- Authors:
- LARKIN Peter, JAHODA Andrew, MacMAHON Ken
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 26(5), 2013, pp.447-465.
- Publisher:
- Wiley
There is an established evidence base con-cerning the use of anger management interventions with violent offenders who have intellectual disabilities. However, there has been limited research investigating the role of social cognitive factors underpinning problems of aggression. Psychosocial sources of agg-ression in the non-disabled population are generally discussed using Social Information Processing (SIP) models. A systematic review of the available evidence was carried out to establish whether SIP offers a useful explanatory model for understanding the contribution of social cognitive factors to problems of aggression presented by people with intellectual disabilities. Whilst research relating to the SIP model remains sparse for this population, there was evidence for different patterns of processing between aggressive and non-aggressive individuals. Group diff-erences included interpretation of emotional cues, inter-personal attributions and beliefs about the outcomes of aggressive behaviour. The future direction of SIP research with people who have intellectual disabilities is discussed, along with the possibility of using this framework to help build on current initiatives to develop individually tailored interventions to work at a cognitive level with those who are aggressive and offend. (Edited publisher abstract)
An anxious time? Exploring the nature of worries experienced by young people with a mild to moderate intellectual disability as they make the transition to adulthood
- Authors:
- FORTE Marisa, JAHODA Andrew, DAGNAN Dave
- Journal article citation:
- British Journal of Clinical Psychology, 50(4), November 2011, pp.398-411.
- Publisher:
- Wiley
Transition to adulthood can be particularly challenging time for young people with mild intellectual disabilities (IDs) because they are often more socially marginalised, remain more dependent upon their family, and have fewer options for future careers than their typically developing peers. The aim of this study was to examine the content and salience of worries experienced by young people with mild ID during their transition to adulthood. The participants were 26 young people with mild ID and 26 typically developing young people all recruited from a Further Education college in the West of Scotland. The participants underwent a semi-structured interview about their worries and completed self-report assessments concerning anxiety and self-efficacy. The findings showed that that the ID group's most salient worries were largely different from their non-disabled peers at this stage of transition. The ID group worried about: being bullied; losing someone they are dependent upon; failing in life; and making and keeping friends. The non-disabled group worried about: getting a job; not having enough surplus money; failing; and having to make decisions about their future choices. Not only was there a difference in the nature of worries expressed, but the intellectually disabled group also reported ruminating significantly more about their worries and being more distressed by them.
Starting a new job: the social and emotional experience of people with intellectual disabilities
- Authors:
- JAHODA Andrew, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 22(5), September 2009, pp.421-425.
- Publisher:
- Wiley
Thirty-five individuals with mild to borderline intellectual disabilities were recruited from supported employment agencies in Scotland. The participants were interviewed around the time of starting their jobs, and again 9-12 months later. The content analyses of the semi-structured interviews indicated that the participants perceived continuing benefits from entering mainstream employment, including more purposeful lives and increased social status. However, over the follow-up period the participants reported few social opportunities that extended beyond the workplace, and an anxiety about their competence to meet employers' demands remained a concern for some. The discussion addresses the importance of understanding work in relation to the participants' wider lives, along with the longer-term role for supported employment agencies to help people achieve their social and emotional goals in a vocational context.
Cognitive-behavioural intervention for people with intellectual disability and anxiety disorders
- Authors:
- DAGHAN Dave, JAHODA Andrew
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 19(1), March 2006, pp.91-97.
- Publisher:
- Wiley
Distinct cognitive models and treatments have been developed for people without intellectual disability with a wide range of anxiety disorders. However, these have not been reported as applied to people with intellectual disabilities. In fact, much of the cognitive therapy literature for people with intellectual disabilities does not distinguish between different presentations of anxiety. The authors take the particular example of social phobia and describe the specific cognitive model and associated intervention developed for people without intellectual disabilities. They then consider research on the social context of people with intellectual disability and research on developmental factors predictive of anxiety and make suggestions for adaptation of treatment approaches. It is suggested that such an approach would be useful to apply to other anxiety presentations and to identify areas for further clinical and research development.
Working for a change?
- Authors:
- JAHODA Andrew, BANKS Pauline, DAGNAN Dave
- Journal article citation:
- Learning Disability Today, 10(8), October 2010, pp.35-37.
- Publisher:
- Pavilion
- Place of publication:
- Hove
Supported employment is a common route to work for people with learning disabilities. In theory, it involves careful job assessment to match individual’s strengths and wishes to potential jobs. This article provides an overview of a study which examined the impact of moving into supported employment on the quality of life and emotional well-being of people with learning disabilities. The 49 participants were recruited from 24 supported employment schemes in Scotland. They worked between 3 and 38 hours a week, with an average of 16 hours. Their jobs were mainly entry level posts in retail, catering, office/administration, factory and domestic work. A number of self-report measures were completed to examine whether there were any changes to the participants’ mental health, social lives, and quality of life when they started work. In addition, the participants took part in 2 semi-structured interviews; the first when they started supported employment and the second 9 months later. The results of the self-report measures showed no changes of note at follow-up. However, the semi-structured interviews provided insight into the participants’ perceptions of work and how their views about employment changed. The article concludes that there was little evidence of people with learning disabilities in work experiencing increased social interaction either within or outside of the work setting. Struggles with work can also raise people’s awareness of the limits of their abilities.
Depression, social context and cognitive behaviour therapy for people who have intellectual disabilities
- Authors:
- JAHODA Andrew, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 19(1), March 2006, pp.81-89.
- Publisher:
- Wiley
This paper examines how the life experience of people with intellectual disabilities may influence the nature of their self-perceptions and their vulnerability to depression. In addition to considering the impact of experience on the content of participants' self-perceptions, evidence concerning the mediating role played by cognitive factors in the genesis and maintenance of depression is also reviewed. These strands of research are discussed in the light of existing CBT models of depression, along with potential adaptations of interventions for people with intellectual disabilities.
Depression and people with a learning disability: a way forward
- Author:
- JAHODA Andrew
- Journal article citation:
- Tizard Learning Disability Review, 25(1), 2020, pp.13-21.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to outline what is known about the prevalence, causes and treatment of depression for people with learning disabilities, with a focus on psychosocial interventions. Design/methodology/approach: This is a narrative review, and will provide evidence-based guidance for practitioners and those managing service delivery. Findings: Depression is just as prevalent among people with learning disabilities as it is in the wider population and they are frequently exposed to known vulnerability factors for low mood such as lack of social support and purposeful activity. Yet there remains a paucity of evidence about effective interventions for depression. Originality/value: Growing evidence about the effectiveness of psychological interventions for people with learning disabilities and depression is promising but insufficient. To make meaningful change, there also needs to be an implementation strategy that encompasses the broader context of people’s lives, including family, care and work settings. (Edited publisher abstract)
Health knowledge and the impact of social exclusion on young people with intellectual disabilities
- Authors:
- POWNALL Jaycee, WILSON Sarah, JAHODA Andrew
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 33(1), 2020, pp.29-38.
- Publisher:
- Wiley
Background: Cognitive impairments are often assumed to underlie individuals’ difficulties with understanding health issues. However, it was predicted that socially excluded individuals would have greater difficulty gaining understanding of sensitive topics related to sexuality than other public health messages, such as alcohol use. Method: The health knowledge of 31 typically developing young people, 29 young people with mild intellectual disabilities (ID) and 23 participants with physical disabilities but no cognitive impairments was compared. Results: The largest group differences were related to more private and personal health issues, such as pregnancy/contraception. Both groups of young people with disabilities had less knowledge of pregnancy/contraception than their non‐disabled peers. Thus, deficits in this sexual knowledge did not just appear to be the result of cognitive deficits. Conclusions: The findings suggest social exclusion may contribute to young people with intellectual disabilities’ poorer knowledge of pregnancy and contraception. The results have implications for interventions. (Publisher abstract)