Search results for ‘Subject term:"learning disabilities"’ Sort:
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Beyond friendship: the nature and meaning of close personal relationships as perceived by people with learning disabilities
- Authors:
- LAFFERTY Attracta, McCONKEY Roy, TAGGART Laurence
- Journal article citation:
- Disability and Society, 28(8), 2013, pp.1074-1088.
- Publisher:
- Taylor and Francis
This study uses a combination of dyadic and one-to-one interviews with eight couples with learning disabilities in Northern Ireland to gain a better understanding of the meaning and value these relationships bring to their lives. Data collection and analysis was informed and guided by the core principles of grounded theory. Five significant types of benefits were identified from having close personal relationships, namely: comradeship, a sense of contentment, availability of mutual support, coping with the ups and downs of relationships, and a continuing commitment. Service providers could do more to facilitate the formation of close meaningful relationships, and strategies for doing this need to be identified and evaluated. (Edited publisher abstract)
How do people described as having a learning disability make sense of friendship?
- Authors:
- MASON Paul, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 26(2), 2013, pp.108-118.
- Publisher:
- Wiley
Eleven adults with learning disabilities age aged between 24 and 62 years (mean = 42) were interviewed to explore what they thought of friendship . All participants were interviewed on a one-to-one basis, with interviews following a semi-structured format. Interpretative Phenomenological Analysis was used to analyse the interview data. Four superordinate themes were identified: the significance of friendship, the effects of friendship on well-being, power dynamics and autonomy. In the social lives of people with learning disabilities, friendships have an important role. Other relationships also have significance. Greater efforts are required to support people with learning disabilities to be able to maintain friendships and follow social pursuits of their own choosing. (Edited publisher abstract)
Friendship quality in adolescents with and without an intellectual disability
- Authors:
- TIPTON Leigh A., CHRISTENSEN Lisa, BLACHER Jan
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 26(6), 2013, pp.522-532.
- Publisher:
- Wiley
In order to examine differences in friendship quality between children with and without intellectual disabilities and early indicators of friendship development, 103 13-year-old adolescents with or without intellectual disabilities in the United States and their mothers took part participated in an open-ended interview of friendship quality. They also completed measures of social skills and behaviour problems. Adolescents with intellectual disabilities (ID) had friendships characterized by significantly lower levels of warmth/closeness and positive reciprocity than their typically developing peers. Likewise, adolescents with ID spent less time with friends outside of school and were less likely to have a cohesive group of friends. Social skills and behaviour problems at age 9 predicted friendship quality at age 13 above and beyond disability status, with higher levels of social skills and lower levels of behaviour problems related to higher ratings on measures of friendship quality. It appears that adolescents with intellectual disabilities have friendships that are characterized by less warmth/closeness and less positive reciprocity than the friendships of their typically developing peers. This discrepancy appears to be impacted by early social skills and behaviour problems in addition to the presence of the intellectual disability. (Edited publisher abstract)
A descriptive examination of the types of relationships formed between children with developmental disability and their closest peers in inclusive school settings
- Authors:
- WEBSTER Amanda A., CARTER Mark
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 38(1), 2013, pp.1-11.
- Publisher:
- Taylor and Francis
One of the most commonly cited rationales for inclusive education is to enable the development of quality relationships with typically developing peers. In order to examine the range of relationships that children with developmental disability form in inclusive school settings interviews were conducted with 25 children with developmental disability, aged 5 and 12 years, their 3 closest peers, and parents and teachers. Six types of relationship were examined. Behaviours associated with general friendship and acquaintance were the most commonly reported. Few dyads reported high rates of behaviour associated with special treatment, helping, ignoring, or intimate best friend relationships. The relationships of the majority of dyads were characterised by friendship or acceptance, but evidence of more intimate relationships was limited. An important direction for future research is the examination of ways to encourage more intimate relationships. (Edited publisher abstract)
What things make people with a learning disability happy and satisfied with their lives: an inclusive research project
- Authors:
- HAIGH Anna, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 26(1), 2013, pp.26-33.
- Publisher:
- Wiley
This article describes a study about what makes people with a learning disability happy and satisfied with their lives. The research was conducted by a group of researchers, some of whom have a learning disability. Twenty people with a learning disability who said they were very happy and satisfied with their lives were interviewed. They were asked about the things that enable them to lead happy lives, and the things that disable them. The findings are discussed using 3 themes: environmental factors (choice and independence, activities, valuable social roles, and relationships); enabling and disabling (staff, family, and boundaries); and personal characteristics. The results show that there are lots of things that people with a learning disability think is important to be happy and satisfied. The findings may be useful to people who want to help people with learning disabilities lead happy, fulfilling lives.
Inclusive research: making a difference to policy and legislation
- Authors:
- JOHNSON Kelley, MINOGUE Gerard, HOPKLINS Rob
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 27(1), 2013, pp.76-84.
- Publisher:
- Wiley
While inclusive research has become an important stream in research with people with intellectual disabilities, there is a tension between the possibly empowering research process and the strength of the research itself to make social change happen. This paper explores the contribution of two inclusive qualitative research studies in Australia and the Republic of Ireland to change in policy and legislation. Both studies used qualitative methods including life stories and focus groups to explore the issue of sexuality and relationships. In both studies, people with intellectual disabilities were actively involved in undertaking the research. Both studies revealed that it was difficult for people with intellectual disabilities to express their sexuality openly or to form adult relationships. Both studies were used by people with intellectual disabilities and their supporters to promote change in which they had a heard voice. (Publisher abstract)
Consent and sex in vulnerable adults: a review of case law
- Authors:
- CURTICE Martin, MAYO Jonathan, CROCOMBE Juli
- Journal article citation:
- British Journal of Learning Disabilities, 41(4), 2013, pp.280-287.
- Publisher:
- Wiley
The introduction of the Mental Capacity Act 2005 has brought to the fore issues regarding capacity in various clinical settings. One important area where capacity assessment is often vital is regarding vulnerable people being able to consent to sexual relations. Case law from courts has evolved with regard to this sometimes complex and emotive issue both before and after the implementation of the Mental Capacity Act 2005. This article describes and analyses the evolution of such case law which predominantly involves people with learning disabilities. In doing so, it explains key principles and tests both for consenting to sexual relations and for the use of contraception which can be applied and used in clinical practice. The article also discusses the associated human rights issues for vulnerable adults in trying to balance the right to sexual relations as part of an individual's private life whilst managing potential abuse issues. (Publisher abstract)