Search results for ‘Subject term:"learning disabilities"’ Sort:
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Interpersonal relationships of older adults with an intellectual disability in Ireland
- Authors:
- McCAUSLAND Darren, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 31(1), 2018, pp.e140-e153.
- Publisher:
- Wiley
Background: People with intellectual disability tend to have smaller social networks than other groups, with even those living in community-based residences comparatively worse off. Materials and methods: Analysis of data from the Intellectual Disability Supplement to The Irish Longitudinal Study on Ageing (IDS-TILDA) (n = 701) examined measures of interpersonal relationships and interactions. Predictors of family contact and having non-resident friends were also explored. Results: Social networks of older people with intellectual disability differ considerably from the general older population, with a reliance on support staff and co-resident friends in place of their own immediate family structures and wider friendships. Proximity to family most strongly predicted family contact. Residence in independent or family residences was most strongly linked to having non-resident friends. Conclusions: While family proximity and community living are associated with improved social networks and contacts, older people with intellectual disability remain worse off than the general older population. (Publisher abstract)
How do people with learning disabilities experience and make sense of the ageing process?
- Authors:
- NEWBERRY Gayle, MARTIN Carol, ROBBINS Lorna
- Journal article citation:
- British Journal of Learning Disabilities, 43(4), 2015, pp.285-292.
- Publisher:
- Wiley
Background: This article draws on the first author's doctoral research study which explores how people with learning disabilities experience and make sense of the ageing process and old age. Materials and Methods: Seven people with learning disabilities aged 60 or more were interviewed, and their accounts were analysed using interpretative phenomenological analysis. This approach allows the participant's lived experience to be explored in detail. Participants' accounts were analysed individually, followed by a group analysis. This article presents the results of the group analysis, illustrated by quotes from individuals. Results: The master themes arising from the group analysis were as follows: quality of relationships is central to enjoyment of life, including subthemes on the importance of affection and companionship, distress at lack of closeness and anxiety about ability to satisfy others; powerlessness; needing a sense of purpose; and making sense of getting older, including subthemes on reactions to changes with age, life review and looking to the future. Conclusions: Clinical implications of the findings include the need for services to support older people with learning disabilities in maintaining friendships and meaningful activities. This study demonstrates that some older people with learning disabilities can engage in a process of life review and raises the possibility that learning disability services could play a useful role in facilitating this process. Understanding of the ageing process varied between participants and tended towards a negative, stereotypical view of ageing. The findings suggest that people with learning disabilities could benefit from psychoeducation on the ageing process to aid them in making sense of the changes they experience as they get older. (Edited publisher abstract)
Unhappy anniversary?
- Authors:
- HANLEY Joe, MARSLAND David
- Journal article citation:
- Journal of Adult Protection, 16(2), 2014, pp.104-112.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to explore the importance and nature of relationships of trust in care settings. The paper addresses the central question of what is it about these kinds of relationships that is associated with harm and abuse? Design/methodology/approach: The paper takes a discursive approach, based, implicitly, on an ecological framework of analysis. The analysis draws on the broad array of enquiries, studies, reports and serious case reviews (SCRs) that are available on specific adult safeguarding issues. Findings: The conclusion is that the relationships between staff and service users in residential care settings are characterised by non-mutual dependency, isolation and unequal decision-making powers. Therefore such relationships deserve special focus and attention in order to safeguard and protect the people concerned. Practical implications: The paper implies that practitioners and policy makers should find ways to ensure that they listen more closely to people living in residential settings. Practitioners should ask more about the quality of relationships that people enjoy with the staff that support them. Originality/value: The paper suggests that in order to safeguard people more effectively, practitioners and policy makers should reconsider the central focus of their energies and revisit issues such as isolation, in the lives of disabled and older people living in residential care. (Edited publisher abstract)
Supporting older people with learning disabilities: a toolkit for health and social care commissioners
- Authors:
- TURNER Sue, BERNARD Caroline
- Publisher:
- British Institute of Learning Disabilities
- Publication year:
- 2014
- Pagination:
- 40
- Place of publication:
- Birmingham
Older people with a learning disability often experience health inequalities as a result of factors sitting outside of health services eg poverty, poor housing, social exclusion, lifestyle factors and barriers to accessing health services. This toolkit brings together information from policy and practice to support commissioners in developing services for older people with learning disabilities and their family carers. The seven sections of the toolkit cover: knowing about the local population; planning for the local population; information and advice; accommodation and support; support to remain active and maintain relationships; support with health; and support at the end of life. Each section includes details of the rationale, good practice examples, and self-assessment questions to measure progress. Although the policy and legislation referred to relate to England only, many of the the broad issues discussed are relevant to the UK as a whole. (Original abstract)
Supporting relationships and friendships: a workbook for social care workers
- Author:
- COLLINS Suzan
- Publisher:
- Jessica Kingsley
- Publication year:
- 2010
- Pagination:
- 112p.
- Place of publication:
- London
Receipt of care in residential services or their own homes can result in service user becoming very isolated. This workbook is designed to provide social care staff with the knowledge and skills to understand what friendships and relationships mean to these service users' health and well being. The author looks at how to assess social skills and the qualities needed in a friend. Sharing interests can provide companionship and promote self-esteem but other relationships and friendships can become negative or burdensome. Guidance is offered on how to help service users manage these relationships. The workbook book is appropriate for all staff supporting people with mental health needs, people with a learning or physical disability, older people and people with dementia. It can also be used as a cost effective training resource in both residential and domiciliary settings. Topics covered include: defining friendship; friendship and social skills; maintaining existing friendships; supporting the establishment of a new friendship; supporting self-esteem and feelings; the practicalities of going out; friendship and professional boundaries; monitoring, recording, reporting and risk; confidentiality; professional values; sexual relationships and their risks; and ending friendships and relationships, moving on. A self-assessment tool and links to legislation and other useful resources are provided.
'He will finish up caring for me': people with learning disabilities and mutual care
- Authors:
- WILLIAMS Val, ROBINSON Carol
- Journal article citation:
- British Journal of Learning Disabilities, 29(2), June 2001, pp.56-62.
- Publisher:
- Wiley
Reports on a research study of the impact of the UK Carers Act 1995 on families with someone with a learning disability. It involved canvassing the views of people with learning disabilities about their experience of assessments and their relationships within the family. The authors found that many people with learning disabilities expressed empathy for their carer's point of view and that several people (including some who had high support needs themselves) were performing care tasks for their elderly parents. However, no one appeared to recognise the situation as one of mutual care, and parents generally carried on defining themselves as carers since they took responsibility and exercised control. The authors conclude that mutual caring is far more common than is recognised and includes people with severe learning disabilities. A more holistic approach to assessment of needs is required that can take into account the complex web of interdependence within a family. Rather than categorising people into 'carers' and 'cared-for', the authors suggest a model that recognises mutually supportive partnerships within the family.