Search results for ‘Subject term:"learning disabilities"’ Sort:
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Students’ attitudes towards individuals with an intellectual disability
- Authors:
- PATEL Meera, ROSE John
- Journal article citation:
- Journal of Intellectual Disabilities, 18(1), 2014, pp.90-103.
- Publisher:
- Sage
- Place of publication:
- London
The aim of the study was to investigate attitudes held by a British student population towards individuals with an intellectual disability. Students participated in focus groups addressing their attitudes, behaviours and perceptions of individuals with an intellectual disability. Thematic analysis was the method used to identify emergent themes. Results identified five main themes in relation to intellectual disabilities. The themes suggest that attitude scales fail to effectively measure the multidimensional nature of British student’s attitudes towards intellectual disabilities. One out of the five emergent attitude themes from the current study is sufficiently represented in measures of attitudes towards intellectual disability. These results suggest a need to modify current attitude scales or develop new ones to measure the British population’s attitudes towards intellectual disabilities. A lack of knowledge about intellectual disabilities was also identified. Participants recognized exposure through the media as a tool to increase knowledge. (Publisher abstract)
Experiential learning: changing student attitudes towards learning disability
- Authors:
- SMITH Carly, FORRESTER-JONES Rachel
- Journal article citation:
- Tizard Learning Disability Review, 19(3), 2014, pp.110-117.
- Publisher:
- Emerald
Purpose: This paper analyses the reflective journals kept by 62 students researching and interviewing people with learning disabilities. The aim was to explore the content and discover any themes that were generated throughout the journals as a result of the pre-, during- and post-interview process. Design/methodology/approach: The method used to analyse the journals was Interpretative Phenomenological Analysis (Smith and Osborn, 2008). Findings: The results showed that there was a shift from negative to positive reflections as the frequency of contact with people with learning disabilities increased and that the majority of students reported a change in attitude towards this group of individuals after experiencing direct contact (two to three meetings over a period of two months). Research implications: Implications of the findings are for government policies, promoting social inclusion through education, to offer the opportunity for direct contact with people with learning disabilities, (in keeping with Allport's, 1954 Contact Theory) at an earlier stage in education, fostering an environment for earlier attitude change and increased social inclusion. Social implications: Changing society's attitude through our education system may decrease marginalisation by the public as well as discriminatory and abusive behaviour found in some social and community care settings. (Edited publisher abstract)
Attitudes and self-efficacy towards adults with mild intellectual disability among staff in acute psychiatric wards: an empirical investigation
- Authors:
- MESA Sue, TSAKANIKOS Elias
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 8(2), 2014, pp.79-90.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to investigate whether acute inpatient psychiatric staffs’ attitudes and self-efficacy towards adults with mild intellectual disability, were different than towards the general mental health population. And whether their understanding of the policy for those with mental illness and intellectual disability differed. Design/methodology/approach: The study is a between-subject design, using a self-administered postal questionnaire. The sample was all qualified staff from the acute inpatient psychiatric provision of an inner London borough. Potential participants were randomly assigned to two research groups, half being given a questionnaire regarding people with intellectual disability and the other half an identical one regarding people with mental illness. Comparisons were made between the two. Findings: The majority of staff were unaware of the current policy direction for adults with intellectual disability although were on the whole in agreement to the idea that they should access mainstream services. Staff overall did not have more negative attitudes to those with intellectual disability although were less likely to empower or encourage self-advocacy. Staff were significantly less confident that they had sufficient training and experience, and in their perceived ability to be able to communicate, assess and treat adults with mild intellectual disability when compared to those with mental illness. Research limitations/implications: The response rate and small sample size is a limitation. Further research could usefully look at whether self-efficacy and attitudes differ in different models of mainstream psychiatric care. Originality/value: Government policy in the UK regarding services for people with intellectual disability advocates for inclusion and equality (Chaplin and Taggart, 2012). Those requiring psychiatric care should access this from mainstream services (Department of Health, 2001, 2009, 2011; Foundation for People with Learning Disabilities et al., 2004; Bradley, 2009.) There are, however, no UK-based studies investigating the views of mainstream acute inpatient psychiatric staff towards their role. Intellectual disability staff have concerns about their attitudes and self-efficacy and it is know that acute care is the setting where most adults with intellectual disability will come across mainstream psychiatric staff. Findings have relevance to managers and staff in both intellectual disability and psychiatric services and could be considered in the context of trying to work together as is the direction of policy. (Edited publisher abstract)
Public bus drivers and social inclusion: evaluation of their knowledge and attitudes toward people with intellectual disabilities
- Authors:
- TILLMANN Vera, et al
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 10(4), 2014, pp.307-313.
- Publisher:
- Wiley
Public bus drivers are a relevant part of the social network supporting people with intellectual disability (ID) in the independent use of public transport as their support can increase self-determination and social inclusion. This study used a standardized questionnaire to assess with a representative sample of 139 local bus drivers to assess their experiences with, knowledge of and attitudes toward people with learning disabilities. The survey was conducted in a town in Germany with rural surroundings as part of the Nordhorn Public Transportation Intervention Study. In survey 19% of the bus drivers had experiences with people with ID in their private lives. Knowledge about ID was rather moderate, differing widely according to specific items. Some drivers saw people with disabilities as passengers who are difficult and who needed more attention. Authors concluded that bus drivers are an essential part of the social support system of persons with ID and that assessment of bus drivers' attitudes, experiences, and knowledge is necessary to develop specific training programs. Valid information, communication, and social interaction skills training should be integrated in the regular training of bus drivers. Assessment and training of bus drivers could enhance the chances of persons with ID significantly to be mobile citizens in an inclusive society. (Edited publisher abstract)
A systematic review of hospital experiences of people with intellectual disability
- Authors:
- IACONO Teresa, et al
- Journal article citation:
- BMC Health Services Research, 14(505), 2014, Online only
- Publisher:
- BioMed Central Ltd
Background: People with intellectual disability are at risk of poor hospital experiences and outcomes. The aims were to conducts a content and quality review of research into the acute hospital experiences of both people with intellectual disabilities and their carers, and to identify research gaps. Method: A systematic search was conducted of primary research between 2009 and 2013 that addressed the experiences of people with learning disabilities and their carers in general acute care hospitals. Quality appraisal tools yielded scores for quantitative and qualitative studies, and overarching themes across studies were sought. Results: Sixteen studies met inclusion criteria. Quality scores were 6/8 for a survey, and 2/11-9/11 (mean =5.25) for qualitative studies/components. Content analysis revealed seven over-arching themes covering individuals fear of hospital encounters, carer responsibilities, and problems with delivery of care in hospitals including staff knowledge, skills and attitudes. Conclusions: The review of eligible papers revealed that despite 20 years of research and government initiatives, people with intellectual disability continue to have poor hospital experiences. The need for research to identify and investigate care at specific points of encounter across a hospital journey (such as admission, diagnostic testing, placement on a ward, and discharge) as well as to include people with a diversity of disabilities is discussed in terms of potential to influence policy and practice across health and disability sectors. (Publisher abstract)
'I never thought I would have to do this’: narrative study with siblings-in-law who live together with a family member with a disability
- Authors:
- VANHOUTTEGHEM Inge, et al
- Journal article citation:
- British Journal of Learning Disabilities, 42(4), 2014, pp.315-322.
- Publisher:
- Wiley
Using narrative research, the authors have aimed to gain an insight into the perspectives of 14 siblings-in-law (living in the Flemish part of Belgium) about the decision to live together with a family member who has a learning disability. The decision to live together usually begins with a crisis. However, the decision process is a complex mechanism; it involves dynamics and events within a family (between family members both with and without blood relationships) and is intensified by experiences within a society that holds different views about families and disability. To develop a deeper understanding of this complex process the article considers interpretations based on the contextual framework of Boszormenyi-Nagy. (Edited publisher abstract)
Restraint and seclusion: the perspective of service users and staff members
- Authors:
- MERINEAU-COTE Julie, MORIN Diane
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 27(5), 2014, pp.447-457.
- Publisher:
- Wiley
Background: The current study examined how restrictive measures are perceived by persons with intellectual disabilities and staff. Materials and Methods: Interviews were conducted with eight persons with intellectual disabilities who experienced a restrictive measure and their care providers. They were queried on their understanding of the restrictive measure, its impact on the relationship, their emotions and alternative interventions. Results: Restrictive measures were experienced negatively by persons with intellectual disabilities and their care providers. Service users reported feeling sad and angry, whereas staff mentioned feeling anxious. Moreover, persons with intellectual disabilities appeared to understand the goal of restrictive measures (e.g. ensuring their own and others' safety) and identified alternative interventions (e.g. speaking with a staff member or taking a walk). Conclusion: Debriefing sessions with service users and staff may help minimize negative consequences. (Edited publisher abstract)
Promoting health of people with intellectual disabilities: views of professionals working in group homes
- Authors:
- WAHLSTROM Lina, BERGSTROM Helena, MARTTILA Anneli
- Journal article citation:
- Journal of Intellectual Disabilities, 18(2), 2014, pp.113-128.
- Publisher:
- Sage
- Place of publication:
- London
Deinstitutionalisation has influenced the life situation for people with intellectual disabilities, whilst the experiences of health promotion in group homes now are limited. This study aimed to explore aspects important to consider when promoting health amongst persons with intellectual disabilities in group homes, from the perspective of professionals. Semi-structured interviews were conducted with seven professionals and were analysed with thematic analysis. The overarching theme ‘sense of security’ was identified as a prerequisite for health promotion, together with the sub-themes ‘resources in the organisation’, for example, respectful treatment of the residents, and `resources of the residents', for example, meaningfulness and social connectedness. Findings were discussed from the perspective of health assets which is defined as the factors contributing to maintain and sustain health. The importance of strengthening external assets, that is, resources in the society and the organisation, to promote internal assets, that is, residents’ individual resources, and ultimately their health, is emphasised. (Publisher abstract)
Staff perception of aggressive behaviour in community services for adults with intellectual disabilities
- Authors:
- HENSEL Jennifer M., LUNSKY Yona, DEWA Carolyn S.
- Journal article citation:
- Community Mental Health Journal, 50(6), 2014, pp.743-751.
- Publisher:
- Springer
Experiencing aggressive behaviour has been associated with increased stress and turnover among staff who support adults with intellectual disabilities. Incident perception is a strong predictor of psychological outcomes after trauma but has not been studied in this staff group. This study clustered exposure to aggression and endorsement of emotional difficulties among 386 community residential group home staff and evaluated the contribution of four behavioural topographies to staff-rated perceived severity. Staff exposure varied considerably. Perceived severity correlated with subjective emotional difficulties. High perceived severity was associated with daily exposure, aggression towards others causing injury, and property aggression causing injury or damage. Therefore, the role the staff plays, whether a witness or target, may impact their experience. (Publisher abstract)
Solicitor's experiences of representing parents with learning disabilities in care proceedings: altering practice and coping with stress
- Authors:
- COX Rachel, EVANS Roger, KROESE Biza Stenfert
- Journal article citation:
- Family Law, 44, July 2014, pp.1017-121.
- Publisher:
- Jordan
In the UK parents with learning disabilities are over represented in public law care proceedings and are at a much higher risk of having their children placed outside the birth family. This article outlines possible reasons for this and the impact on solicitors who represent parents with learning disabilities. (Edited publisher abstract)