Search results for ‘Subject term:"learning disabilities"’ Sort:
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The role of personality in the relationship between criminal social identity and criminal thinking style within a sample of prisoners with learning difficulties
- Authors:
- BODUSZEK Daniel, et al
- Journal article citation:
- Journal of Learning Disabilities and Offending Behaviour, 3(1), 2012, pp.12-23.
- Publisher:
- Emerald
Social Identity Theory states that identity and thinking style are strongly related. This study explored the nature of personality in the relationship between criminal social identity and criminal thinking style. Data were obtained on a sample consisting of 312 male Polish prisoners with learning disabilities incarcerated in Nowogard High Security Prison in Poland. Findings indicated the unique effect of extraversion, psychoticism, in-group affect, and in-group ties on criminal thinking style. In terms of the moderating role of personality, the in-group affect was more strongly associated with criminal thinking for low levels of extraversion, whereas high levels of extraversion moderated the positive relationship between in-group ties and criminal thinking style. The findings suggest the moderating role of personality in the relationship between criminal identity and criminal thinking style of offenders with learning difficulties.
Remote support for adults with intellectual disability during COVID-19: from a caregiver's perspective
- Authors:
- WOS Klaudia, KAMECKA-ANTCZAK Celina, SZAFRANSKI Mateusz
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 18(4), 2021, pp.279-285.
- Publisher:
- Wiley
The reality of people with ID changed during the pandemic COVID-19. Most institutions supporting people with ID switched to remote work. This required some major adaptation to these individuals' new realities, their immediate families, and facility staff. Supporting and monitoring the quality of life of individuals with disabilities and their family members during a crisis is an essential topic of current research. This research project aimed to explore the experiences of parents of adults with ID in relation to remote support provided by public support agencies. In a qualitative study, the authors used semistructured individual interviews with caregivers of people with ID. Data analysis distinguished the following categories: parents as therapists, organization difficulties, material problems, lack of social contacts, positive solutions, and difficult behavior. The results show the difficulties of parents in balancing professional, domestic, and supporting tasks. The study was the first in Poland to report on the qualitative assessment of remote support for people with ID during COVID-19. Further, more extensive research is needed to search for solutions that respect the rights of people with disabilities to professional support. (Edited publisher abstract)
Predictors of success and quality of life in people with borderline intelligence: the special school label, personal and social resources
- Authors:
- SZUMSKI Grzegorz, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 31(6), 2018, pp.1021-1031.
- Publisher:
- Wiley
Background: This longitudinal study examines the extent to which personal factors (intelligence and health status), social resources (family socioeconomic status, SES), special school placement and being labelled as a pupil with a disability in childhood predict subjective quality of life and objective life success 23 years later. Materials and Methods: The sample consisted of 49 individuals with borderline intellectual functioning (BIF), 21 of whom attended special schools and were labelled as having special educational needs; the remaining 28 attended regular schools and were not labelled in this way. Results: Parental SES predicted both subjective quality of life and objective successes in adult life. As hypothesized, the interaction between parental SES and placement in mainstream schools was associated with success in adulthood. Conclusion: The authors discuss the results in light of labelling theory. Implications for educational policies and the provision of support for families of children with BIF are also considered. (Edited publisher abstract)
Parenting stress and coping styles in mothers and fathers of pre-school children with autism and Down syndrome
- Authors:
- DABROWSKA A., PISULA E.
- Journal article citation:
- Journal of Intellectual Disability Research, 54(3), March 2010, pp.266-280.
- Publisher:
- Wiley
This study examined the profile of stress for 162 parents of pre-school children with autism, Down syndrome and typically developing children, and to assess the association between parenting stress and coping style. Findings indicated a higher than average level of stress in parents of children with autism. Also, an interaction effect was revealed between the child’s diagnostic group and parent's gender for two scales of parenting stress: dependency and management; and limits of family opportunities. Mothers of children with autism scored higher than fathers in parental stress, whereas no such differences were found in the group of parents of children with Down syndrome and typically developing children. It was found that parents of children with autism differed from parents of typically developing children in social diversion coping. Emotional coping was the predictor for parental stress in the samples of parents of children with autism and Down syndrome, and task-oriented coping was the predictor of parental stress in the sample of parents of typically developing children. The results strongly supported earlier findings on parenting stress in parents of children with autism, and also shed light on the relationship between coping styles and parental stress.