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Afraid to leave the house: issues leading to social exclusion and loneliness for people with a learning disability
- Author:
- TILLY Liz
- Journal article citation:
- Tizard Learning Disability Review, 24(4), 2019, pp.168-175.
- Publisher:
- Emerald
Purpose: Tackling social exclusion, which can lead to social isolation and loneliness, is an important current issue. People with a learning disability have a right to be full members of their communities, yet often experience social exclusion. Community connections play a key role in people developing reciprocal relationships. It is therefore important to know the barriers to full inclusion. The paper aims to discuss this issue. Design/methodology/approach: This paper builds on an inclusive research project exploring these issues (Mooney et al., 2019) and aims to place that study’s main findings in a broader academic, policy and practice context. Findings: Whilst there is a wide range of literature about social exclusion, lack of friendships and loneliness experienced by people with a learning disability, there is a gap in knowledge regarding some of the specific social barriers that prevent wider social inclusion, and therefore opportunities to make and keep friends. Originality/value: This paper relates the findings of an inclusive research project to the current literature. It identifies the social barriers that limit community involvement and draws on the experience of people with a learning disability to find possible ways forward. (Publisher abstract)
Exploring the ethical underpinnings of self-advocacy support for intellectually disabled adults
- Authors:
- CHAPMAN Rohhss, TILLY Liz
- Journal article citation:
- Ethics and Social Welfare, 7(3), 2013, pp.257-271.
- Publisher:
- Taylor and Francis
- Place of publication:
- Abingdon
Self-advocacy organisations support people in a wide range of political activities, alongside providing key social networks. The emergence of formalised self-advocacy for intellectually disabled people marked an important cultural shift. These groups soon became associated with the pursuit of social change and the attainment of rights. The role of the self-advocacy support worker, working together with self-advocates, has been pivotal. However, studies have shown there has been concern over the relationship between self-advocates and those who advise or support them. Both parties are aware of the potential tensions of supporters teaching people skills to take control, to manage their workers, whilst, perhaps inadvertently, assuming a powerful position in the relationship. This interesting paradox hints at ethical complexities inherent in the role. A key challenge facing these support workers is how they can support their employers to run successful organisations, without ‘taking over’. Using material from both Chapman and Tilley's research of self-advocacy organisations in the UK, this article problematises some key ethical issues within the role. (Edited publisher abstract)
Being researchers for the first time: reflections on the development of an inclusive research group
- Author:
- TILLY Liz
- Journal article citation:
- British Journal of Learning Disabilities, 43(2), 2015, pp.121-127.
- Publisher:
- Wiley
Money, Friends and Making Ends Meet was an inclusive research project; it enabled a group of people with a learning disability who do not receive specialist support services to explore their own lives. This group are often labelled as having a mild learning disability. The research project focused on the strategies they used to cope with day to day living, their experiences of poverty and the support received from their social networks and social capital. The group members found participation in the research project enabled them to have a voice, identify the social barriers in their lives and gave them support and confidence to take action about them and so resolve some of their difficulties. They also embraced the label of learning disability and wanted staff in front-line services to be aware of this, so they had greater understanding and support. This article is written by the instigator of the research group, but with a central part written by the group members in their own words. It focusses on how participation in the research project had a major impact on the group members as they moved from individuals involved in a short term research project to an established research group with its own motivation and direction. The group has since received further grant funding to research the effects of the welfare reform on their lives, and some have completed a bespoke accredited course on doing inclusive research. (Publisher abstract)
An introduction to supporting people with a learning disability
- Authors:
- HARDIE Elaine, TILLY Liz
- Publisher:
- Learning Matters
- Publication year:
- 2012
- Pagination:
- 125p.
- Place of publication:
- London
This textbook is designed to support the unit “Understanding the context of supporting individuals with learning disabilities” which forms part of the syllabus for Level 2 and 3 health and social care diplomas in the UK. The authors explore the impact on a person and their family of having a label of learning disability. It explains the possible causes of learning disability and the history of support for people with learning disabilities. The person with a learning disability is placed firmly at the centre of the support described. Real life stories, activities, thinking points and practical examples are included to cover all of the learning outcomes required for the Unit. Chapter headings cover: understanding the nature and characteristics of learning disability; understanding the historical context of learning disability; understanding how views and attitudes impact on the lives of people and their family carers; promoting communication with people with learning disabilities; understanding the principles of advocacy, empowerment and active participation; and understanding the legislation and policies that support the human rights and inclusion of people with learning disabilities.
Person centred approaches when supporting people with a learning disability
- Author:
- TILLY Liz
- Publisher:
- Learning Matters; British Institute of Learning Disabilities
- Publication year:
- 2011
- Pagination:
- 123p.
- Place of publication:
- Exeter
This book is aimed at practitioners starting to work with people with a learning disability who are undertaking induction training (Common Induction Standards) or studying for the Level 2 or 3 Diplomas in Health and Social Care. It focuses on the requirements of the unit covering person centred approaches. The author explains person centred values, how they must influence all aspects of care work and shows how to support active participation and choice. The text is clearly set out with each chapter covering one of the learning outcomes within the unit. The book puts the person with a learning disability at the centre of the support provided. It uses real life stories, activities and thinking points to cover all of the learning outcomes and includes practical examples of how to apply the ideas in practice. The chapters cover: understanding person centred approaches when supporting people with a learning disability; implementing person centred approaches when supporting people with a learning disability; establishing consent when providing support; encouraging active participation; supporting a person's right to make choices; promoting a person's wellbeing; the role of risk assessment in enabling a person centred approach; and recognising possible signs of dementia.