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Using workshops on loss for adults with learning disabilities: a second study
- Authors:
- READ Sue, PAPAKOSTA-HARVEY Vicky
- Journal article citation:
- Journal of Learning Disabilities, 8(2), June 2004, pp.191-208.
- Publisher:
- Sage
This article is the second in a series that catalogues the experiences of both facilitators and participants involved in a group work opportunity to explore loss and change for 10 adults with learning disabilities. Building upon previous research, the article discusses general issues surrounding loss and change and introduces group work as a vehicle that promotes learning. The rationale inherent in developing and establishing the group is explained, and the methods and procedures used within a qualitative framework to evaluate the group work are introduced. Key emerging themes include issues surrounding the importance of group facilitation (such as boundaries and endings); the diverse loss responses experienced by participants; the powerful stories of loss evoked and associated coping strategies; and how group work can be a powerful medium for learning.
Getting older: feeling good
- Authors:
- BRADLEY Alice, et al
- Publisher:
- British Institute of Learning Disabilities
- Publication year:
- 2004
- Pagination:
- 12p.
- Place of publication:
- Kidderminster
This easy read booklet about growing older by people with learning disabilities can be used with individuals or groups and enhanced with other activities.
'Why are my friends changing?' Explaining dementia to people with learning disabilities
- Authors:
- LYNGAARD Henrik, ALEXANDER Natasha
- Journal article citation:
- British Journal of Learning Disabilities, 32(1), March 2004, pp.30-34.
- Publisher:
- Wiley
This article is based on group work with people with learning difficulties who were residents in a group home and had expressed bewilderment at the gradual changes they were witnessing in two of their housemates with dementia. Explains how using a wide range of visual aids, equipment, role plays and exercises, the researchers sought to make the explanation of dementia as accessible and concrete as possible. The group also provided a forum for the residents to talk about the effects of living with others who develop dementia. Evaluation showed how a relatively short intervention can result in positive changes for both the people with learning disabilities who develop dementia and their peers.
Attitudes and emotions of trainees in learning disability psychiatry
- Authors:
- GRAHAM Simon, et al
- Journal article citation:
- Psychiatric Bulletin, 28(7), July 2004, pp.254-256.
- Publisher:
- Royal College of Psychiatrists
The article aimed to formally examine the attitudes and emotions engendered in a group of senior house officers (SHOs) working in learning disability, by means of focus groups held both during and immediately after placement. Three hour-long focus group sessions, facilitated by a consultant psychotherapist, were recorded on audio- and video-tape. Transcripts of the audiotapes were examined in order to identify themes and categorise them in terms of attitudes, behaviours and emotions. Many of the thoughts, feelings and behaviours identified showed negative themes originating from the trainees, particularly towards themselves and patients. The trainees only twice perceived themselves to be the recipients of any positive themes. Addressing these negative experiences as a potential problem might enrich and enhance trainees’ experiences of their learning disability placements. A Balint group could be a starting point for this. If the problem were addressed, recruitment to and retention within the specialty might improve.
Funzone: using groupwork for teaching and learning
- Authors:
- WILSON Mary, et al
- Journal article citation:
- Groupwork, 14(1), 2004, pp.9-29.
- Publisher:
- Whiting and Birch
Describes the development and use of groupwork as a strategy for inclusion and social skills training in the curriculum of a special school, which is also the site of a fieldwork practice teaching unit for social workers in training. The groupwork model was developed for work with 16-18 year olds with learning disabilities, as one day a week in their school curriculum. The article examines the groupwork model. The issues that arose are explored, as are the implications and applications of such collaborative ways of working.
Helpgiving styles and parent empowerment in families with a young child with a disability
- Authors:
- DEMPSEY Ian, DUNST Carl J.
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 29(1), March 2004, pp.40-51.
- Publisher:
- Taylor and Francis
Despite a substantial conceptual literature demonstrating a significant relationship between helpgiving practices and personal control, there are relatively few empirical studies that have examined this relationship beyond a single cultural group, and few studies that have made use of more complex measures of empowerment. This study reports the results of a survey completed by two groups of families with a young child attending early intervention programmes in the US and in Australia. Although there were major differences in the personal characteristics of the two groups, and differences in their reported levels of empowerment and helpgiving practices, the relationship between helpgiving practices and empowerment was the same in both groups. In particular, the use of both a "relational" as well as a "participatory" helpgiving style was crucially associated with empowerment in both groups.
Using literature as a therapeutic tool with people with moderate and borderline learning disabilities in a forensic setting
- Authors:
- COCKING Andy, ASTILL Jackie
- Journal article citation:
- British Journal of Learning Disabilities, 32(1), March 2004, pp.16-23.
- Publisher:
- Wiley
In the past, it was rare for services for people with learning disabilities to focus on meeting the emotional and personal development needs of their clients, concentrating instead on interventions that aimed to improve self-care, develop appropriate social skills and reduce challenging behaviours. Discusses the use of an art-based therapy, using literature (often termed Biblio-therapy and Poetry Therapy in published research) with a client group of men with learning disabilities who have offended, on account of their lack of literacy skills and likely lack of understanding of the use of metaphor. Describes the background to the work, the preparation of materials, the presentation of the psychotherapeutically-based group work and it's effectiveness in encouraging the development of emotional maturity and self-expression within a mixed-ability client group of young men in a high security setting.