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An ecological approach to seeking and utilising the views of young people with intellectual disabilities in transition planning
- Authors:
- SMALL Neil, RAGHAVAN Raghu, PAWSON Nicole
- Journal article citation:
- Journal of Intellectual Disabilities, 17(4), 2013, pp.283-300.
- Publisher:
- Sage
- Place of publication:
- London
Transition planning using a person-centred approach has, in the main, failed to shape service provision. The authors offer an alternative to based on an ecological understanding of human development linked to public health approaches that prioritise whole system planning. A total of 43 young people with intellectual disabilities, in Bradford, England, who were approaching transition from school or college were recruited to a qualitative study. Their ethnic breakdown was as follows: 16 white British, 24 Pakistani, 2 Bangladeshi and 1 Black African. Each young person was interviewed twice, at recruitment and a year later, to observe any changes in their social networks during transition. Interviews were undertaken with a semi-structured interview schedule and with the pictorial approach of Talking Mats. Both the networks the young people live within, and their sense of what the future might hold for them, are described and linked to Bronfenbrenner’s ecological model of human development. The importance of the family and school is emphasised, as is the absence of engagement in leisure activities and work. The authors conclude that transition planning needs to start with mapping the systems individuals live within, areas of strength should be supported and parts of the system, which are not fit for purpose for these young people, should be prioritised for interventions. (Edited publisher abstract)
Prevalence of anxiety disorder in children and young people with intellectual disabilities and autism
- Authors:
- GOBRIAL Ereny, RAGHAVAN Raghu
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 6(3), 2012, pp.130-140.
- Publisher:
- Emerald
Anxiety disorder has frequently been reported in association with intellectual disabilities and autism in children and young people; comorbidity may increase this susceptibility further. However this belief that children and young people with intellectual disabilities and autism may experience symptoms of anxiety at a greater level than the general population is not supported with research evidence. This study was designed to further investigate the observations about prevalence. A total of 150 children and young people (age range of 5-18 years) with intellectual disabilities and autism from a metropolitan district in the North of England were screened for mental health problems using the Reiss Scales for Children's Dual Diagnosis and the Glasgow Anxiety Scale. Overall 61.3 per cent tested positive for mental health problems. The prevalence of anxiety was 32.6 per cent on the Glasgow Anxiety Scale. This group consisted of 47 males and seven females with mean age of 11.85 years. The study raises the issue of risk factors for the high prevalence of anxiety in children and adolescents with autism.
Commentary on "A qualitative exploration of the life experiences of adults diagnosed with mild learning disabilities from minority ethnic communities"
- Author:
- RAGHAVAN Raghu
- Journal article citation:
- Tizard Learning Disability Review, 16(5), 2011, pp.14-17.
- Publisher:
- Emerald
In this article, the author provides a commentary on an article by Claudio Pestana reporting on a study about the life experiences of black and minority ethnic adults with mild learning disabilities. The commentary notes the importance of hearing the views and experiences of people with learning disabilities from minority ethnic communities and the context of the Valuing People White Paper outlining the government's strategy for improving the lives of people with a learning disability. It discusses inclusion and social networks for people with learning disabilities. The author argues that professionals, service providers and commissioners should have a clear understanding of the population that they are serving, and stresses the need for cultural awareness and cultural knowledge amongst health and social care professionals working with people with learning disabilities and their families.
Services for young people with learning disabilities and mental health needs from South Asian communities
- Authors:
- RAGHAVAN Raghu, WASEEM Fozia
- Journal article citation:
- Advances in Mental Health and Learning Disabilities, 1(3), September 2007, pp.27-31.
- Publisher:
- Emerald
Children and young people with learning disabilities and mental health problems from black and minority ethnic communities face barriers in accessing services. This article describes a mapping of services used by young people with learning disabilities and mental health problems from Pakistani and Bangladeshi communities in Bradford city. Overall the participants accessed primary health care services through their GPs, had contact with social services for support and benefits and the voluntary sector for culturally appropriate services. Most participants did not access statutory child or adult mental health services, or professionals such as psychologists or behaviour nurse specialists. Families reported key barriers such as lack of awareness of services, language difficulties in communication and lack of culturally sensitive services.