Search results for ‘Subject term:"learning disabilities"’ Sort:
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Attribution theory applied to helping behaviour toward people with intellectual disabilities who challenge
- Authors:
- WILLNER Paul, SMITH Mark
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 21(1), March 2008, pp.150-155.
- Publisher:
- Wiley
Attribution theory posits that helping behaviour is determined in part by the potential helper’s attributions and emotions regarding the behaviour that requires help. Specifically, helping is considered to be more likely if stability is perceived as low, generating optimism for change, and if controllability is perceived as low, engendering high levels of sympathy and low levels of anger. A systematic literature search was conducted to identify studies that have tested these predictions in relation to carers’ propensity to help people with intellectual disabilities who display challenging behaviour. The literature is inconsistent and provides at best partial support for the theory. This situation differs from that seen in the general population, where the predictions of attribution theory are broadly supported. Three potential explanations for this discrepancy are considered: the reliability of the largely vignette-based methodology, the fact that most studies fail to define ‘helping’ explicitly and the possibility that attribution theory might apply only to low-frequency behaviours.
Staff ability to carry out behavioural strategies for individuals with intellectual disabilities and challenging behaviours
- Authors:
- KLAVER Marian, et al
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 10(4), 2016, pp.248-257.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to give an overview of studies that focused on variables likely to affect staff ability to carry out behavioural strategies for challenging behaviours in individuals with intellectual disabilities. Design/methodology/approach: Literature review: studies that were published in a peer reviewed journal, between 1999 and 2016, were selected for this review. Findings: In total, 29 articles were selected. Several factors likely affect staff ability to appropriately carry out behavioural interventions were identified: staff assumptions, distressing emotions elicited by challenging behaviours, reciprocal reinforcement systems, service characteristics and cultural systems. Originality/value: These findings raise the question what staff need in order to be able to change their naturally occurring behaviours in response to challenging behaviours and to carry out behavioural interventions. Future research may identify barriers and facilitators underlying the provision of effective interventions, taking into account the possible role of staff beliefs, their emotions, service characteristics and cultural systems. (Publisher abstract)
Changing attitudes to learning disability: a review of the evidence
- Authors:
- SCIOR Katrina, WERNER Shirli
- Publisher:
- Mencap
- Publication year:
- 2015
- Pagination:
- 25
- Place of publication:
- London
Examines research into public attitudes towards people with a learning disability. The report analyses: what attitudes exist towards people with a learning disability; how negative attitudes are having a harmful effect on people’s lives; and key actions that can be taken to improve how society treats people with a learning disability. The report finds that there are many ways that have been successful in improving attitudes towards people in society that should be introduced for people with a learning disability. These include: an increase in direct contact with people with a learning disability; greater indirect contact via the positive media portrayals of learning disability; fighting for the rights of people with a learning disability to have equal participation in education, employment, social and leisure pursuits; and education at an early age in schools on learning disability. (Edited publisher abstract)
How people with intellectual disabilities view their social identity: a review of the literature
- Authors:
- BEART Suzie, HARDY Gillian, BUCHAN Linda
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 18(1), March 2005, pp.47-56.
- Publisher:
- Wiley
This review aims to show how people who are categorized as having intellectual disabilities view their social identity, and the impact that this identity has on them. It is felt that research in this area gives valuable insights that are directly applicable to, and raise important questions about, clinical work with people with intellectual disabilities. The diagnostic criteria for and the process of gaining the identity of intellectual disabilities are considered. The literature on stigma and social identity is reviewed and methodological difficulties within these studies are highlighted. It is argued that having intellectual disabilities is a powerful and stigmatizing identity. There is a consistent finding in the literature that many people with intellectual disabilities appear unaware of this identity. The possible reasons put forward for this finding are considered, and the clinical implications of the studies reviewed are discussed. The few studies that have been undertaken offer useful insights into the effects that having an identity of intellectual disabilities has on an individual. It is argued that further research is needed and that this will be particularly applicable to intellectual disabilities services, where many questions concerning the possible impact of an intellectual disabilities identity remain unanswered.
Is satisfaction a valid concept in the assessment of quality of life of people with intellectual disabilities? A review of the literature
- Author:
- HENSEL Elizabeth
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 14(4), 2001, pp.311-326.
- Publisher:
- Wiley
This review examines the definitions of quality of life (QoL) which have developed over the past 3 decades and which reflect the increased awareness of the need to take into account individuals' own perceptions of their life. The concept of satisfaction is frequently used as an important subjective variable in QoL studies, despite the evidence of stability of satisfaction over individuals and over time, which suggests that it should be a measure insensitive to change. This evidence is examined and the idea of such stability being an adaptive psychological mechanism is considered. The use of satisfaction as a measure of QoL in people with intellectual disabilities (IDs) is discussed. The methodological difficulties encountered in assessing the subjective experiences of people with IDs are also discussed. Finally, it is argued that there is a strong argument for the abandonment of measures of QoL in general, and subjective ones in particular, for people with IDs. An alternative approach is suggested.
A systematic review of the literature on the benefits for employers of employing people with learning disabilities
- Authors:
- BEYER Stephen, BEYER Annie
- Publisher:
- Mencap
- Publication year:
- 2017
- Pagination:
- 42
- Place of publication:
- London
This report reviews the literature on the business case for employers of employing people with a learning disability. For the review, systematic searches for research and grey literature were conducted on five databases, including Social Care Online. The results are presented broadly under the following areas: economic benefit to employers, in terms of work quality and reliability; improvements to workforce cohesion and staff morale; benefits from customer reaction and reputation; and perceived additional costs for employers, such as the need for additional support supervisors and making ‘reasonable adjustments’ in the workplace. Although the review found limited research literature on the financial costs and benefits to employers, it found that with the right support and job matching, people with a learning disability are valuable employees. It identifies research that people with a learning disability generally do stay in work longer, are sick less; are reliable time-keepers; and help promote good relationships with, and between co-workers. In addition, many of the ‘reasonable adjustments’ employers need to make are often cost neutral. The report concludes by highlighting the need for good supportive government policies and for job coach supported employment to be more widely available, for employers to deliver good employment opportunities for people with learning disabilities. (Edited publisher abstract)
Creative ways of talking: a narrative literature review concerning emotional support for adults with mild or moderate learning difficulties
- Author:
- MacDONALD Dee
- Journal article citation:
- British Journal of Learning Disabilities, 44(3), 2016, p.233–239.
- Publisher:
- Wiley
Background: Adults with mild or moderate learning difficulties identified a need for more opportunities to access appropriate emotional support. Materials and Methods: A narrative literature review was undertaken. Factors associated with dealing with emotional unrest, such as self-esteem/self-awareness, a person's attitude to having learning difficulties, emotional competency and friendship issues are discussed. Results: The review provides evidence that emotional unrest exists but receives little attention from supporters due to an emphasis on practical issues associated with an inclusion agenda. The review highlights a lack of research on emotional support for adults and explores reasons for this. Conclusion: The value that people with learning difficulties place on support from others with learning difficulties, that is peer support, emerges as a theme and an argument is presented for further inclusive research in this area. (Publisher abstract)
Experiences of prison inmates with autism spectrum disorders and the knowledge and understanding of the spectrum amongst prison staff: a review
- Author:
- ALLELY Clare
- Journal article citation:
- Journal of Intellectual Disabilities and Offending Behaviour, 6(2), 2015, pp.55-67.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to explore the research which has examined the link between autism spectrum disorders (ASDs) and offending behaviour and the impact of prison on individuals with ASDs. Studies suggest that inmates with ASDs may be at an increased risk of bullying, confrontations, exploitation, anxiety and social isolation as a result of their ASD traits such as obsessions, social naivety and impaired empathy. Design/methodology/approach: An extensive review of the literature. Findings: The review identifies a modest amount of studies (n=4) which have explored the experience of individuals with ASD in prison and highlights that inmates with ASDs face a multitude of problems when they enter prison. Despite an extensive literature search only one study was identified which investigated the knowledge and understanding of ASDs amongst prison staff. Research limitations/implications: Further research is urgently needed to consider the specific problems faced by inmates with ASD, to identify how to make the prison environment safer and more supportive for inmates with ASD and how to reduce the likelihood of re-offending. Practical implications: This review highlights that, to date, there has been relatively little to guide service design in order to develop support services for individuals with ASD in prison. There has been a scarcity of studies investigating the effectiveness of various treatment models to target offending behaviour in individuals with ASD. Originality/value: This paper fulfils an identified need to study and identify the specific problems faced by inmates with ASD and to identify changes which are required to provide an environment in prison which is safer and more supportive. (Publisher abstract)