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Improving healthcare access for older adults with intellectual disability: what are the needs?
- Authors:
- NAVAS Patricia, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 32(6), 2019, pp.1453-1464.
- Publisher:
- Wiley
This qualitative study was carried out in Spain with the aim of identifying the changes that the health system should make to improve healthcare access for older adults with intellectual disability. Three hundred and sixty‐nine family members and professionals expressed their opinion on how healthcare access could be improved. Participants responded to two open‐ended questions included in a general survey about the health status of older individuals with intellectual disability. Most informants were women and professionals who had known the person with intellectual disability for more than 12 months. A system of categories, which showed good inter‐rater agreement, was developed to analyse participants’ written responses. Both family members and professionals emphasized the need to improve disability training for healthcare practitioners and highlighted the urgent need for flexibility in the structure of a healthcare system that currently overlooks the specific needs of this vulnerable population. (Publisher abstract)
Responses to bullying among individuals with intellectual and developmental disabilities: support needs and self‐determination
- Authors:
- GRIFFIN Megan M., et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 32(6), 2019, pp.1514-1522.
- Publisher:
- Wiley
Background: Compared to the general population, individuals with intellectual and developmental disabilities (IDD) more often experience bullying and its negative social and emotional impacts. Prior studies explored bullying of individuals with IDD primarily through investigations of the perspectives of others and the negative impacts of bullying. The current study examined how individuals with IDD describe their responses to experiences of bullying, with a focus on whether responses included component skills of self‐determination. Method: Eighteen adults with IDD (50% female) aged 18–63 years were interviewed about their experiences with bullying. Interviews were analysed to determine responses to bullying and the degree to which their responses demonstrated self‐determination. Results: Data analysis revealed two primary themes, outside support and self‐determination, with additional subthemes. Conclusions: Findings provide a more nuanced description of the ways in which individuals with IDD respond to bullying, including the demonstration of self‐determination skills. Implications for research and practice are discussed. (Publisher abstract)
The importance of romantic love to people with learning disabilities
- Authors:
- BATES Claire, TERRY Louise, POPPLE Keith
- Journal article citation:
- British Journal of Learning Disabilities, 45(1), 2017, pp.64-72.
- Publisher:
- Wiley
Background: Love is important aspect of life, including to people with learning disabilities both historically and more recently. Participants value the companionship, support and social status associated with a partner. Relationships are considered mechanisms to meet certain needs including feeling loved, company, intimacy and enabling individuals to marry and have children. This article examines the importance of romantic love to people with learning disabilities. Methods: A hermeneutic phenomenological study, guided by the theory of Van Manen was conducted using interviews with eleven people with learning disabilities examining the importance of romantic love. Results: The analysis revealed that love was important to them, specifically the companionship and support a loving partner provided. The physical expression of love by a partner was valued highly, especially kissing and cuddling. Most participants had experienced some form of abuse, but it appeared that the love of a partner was reparative and they were able to form satisfying relationships. Conclusion: Participants’ narratives highlighted the role staff play in supporting them to fulfill their romantic needs. The romantic relationship needs of people with learning disabilities were examined in relation to Maslow's hierarchy of needs. The hierarchy was revised to reflect the value of having a loving relationship to people with learning disabilities and to identify the support they required to facilitate and maintain this. (Publisher abstract)
What is normal behaviour in persons with developmental disabilities?
- Authors:
- DOSEN Anton, De GROEF Johan
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 9(5), 2015, pp.284-294.
- Publisher:
- Emerald
Purpose: Annoying and bothersome behaviours among persons with developmental disabilities (DD) is a relatively frequent phenomenon. However, not all behaviour that is difficult to accept in its surroundings should be seen as abnormal or problem behaviour (PB). Some of these behaviours may be an expression of a person’s psychosocial needs and may be considered as adaptive and normal. The paper aims to discuss these issues. Design/methodology/approach: Authors attempt to discuss relevant issues in persons with DD which have an impact on their behaviour, intending in this way to define criteria for a reliable differentiation between normal and abnormal behaviour and psychiatric disorders. Findings: Differentiating between normal and abnormal may be a difficult task for a professional treating persons with DD because of the lack of adequate criteria for such differentiation. The problem becomes even more complex when one attempts to differentiate between PB and psychiatric disorder. By approaching the subject from a developmental perspective and by determining the level of the person’s emotional development, insight in subjective person’s experiences was achieved. On the ground of a “good practice” the authors made schemata outlining criteria for differentiation between these constructs. Originality/value: The application of these schemata in the practice made it easier to establish appropriate diagnoses and was favourable for the planning of adequate treatment and support of persons with DD and mental health problems. (Publisher abstract)
I-CAN: the classification and prediction of support needs
- Authors:
- ARNOLD Samuel R.C., RICHES Vivienne Catherine, STANCLIFFE Roger J.
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 27(2), 2014, pp.97-111.
- Publisher:
- Wiley
Background: Since 1992, the diagnosis and classification of intellectual disability has been dependent upon three constructs: intelligence, adaptive behaviour and support needs (Luckasson et al. 1992. Mental Retardation: Definition, Classification and Systems of Support. American Association on Intellectual and Developmental Disability, Washington, DC). While the methods and instruments to measure intelligence and adaptive behaviour are well established and generally accepted, the measurement and classification of support needs is still in its infancy. This article explores the measurement and classification of support needs. Method: A study is presented comparing scores on the ICF (WHO, 2001) based I-CAN v4.2 support needs assessment and planning tool with expert clinical judgment using a proposed classification of support needs. A logical classification algorithm was developed and validated on a separate sample. Results: Good internal consistency (range 0.73–0.91, N = 186) and criterion validity (κ = 0.94, n = 49) were found. Conclusions: Further advances in our understanding and measurement of support needs could change the way disability is assessed, described and classified. (Edited publisher abstract)
Examining the support needs of ageing family carers in developing future plans for a relative with an intellectual disability
- Authors:
- TAGGART Laurence, et al
- Journal article citation:
- Journal of Intellectual Disabilities, 16(3), September 2012, pp.217-234.
- Publisher:
- Sage
- Place of publication:
- London
Due to the increased life expectancy of people with intellectual disability, they are now more likely to be living with an ageing family carer. The aim of this study was to examine the support needs of ageing family carers in developing future plans for a relative with an intellectual disability. A mixed methods design was employed. In stage 1, a structured questionnaire was used to collate information on the health, caregiving demands and future planning preferences of 112 parent and sibling carers aged 60–94 years. In stage 2, 19 in-depth semi-structured interviews were undertaken with a sample of carers to explore a range of issues around future planning. Over half of the carers were lone carers, mainly female, with many reporting a wide range of health problems. The main preference was for the person to remain in the family home, with either the family or paid staff to support them. A minority of parent carers preferred the person to move into the home of a sibling, although some favoured the person moving to a residential facility with other people with intellectual disabilities. Four main themes were identified around future planning: unremitting apprehension; the extent of planning; obstacles encountered; and solutions for future planning. Avoidance, lack of guidance and a lack of appropriate residential provision were cited as obstacles to making future plans compounded by the emotional upset experienced by carers in thinking about the future.
Health and social needs of people with low intelligence
- Authors:
- SCHNEIDER Justine, CLEGG Jennifer
- Journal article citation:
- Mental Health Review Journal, 14(2), June 2009, pp.22-27.
- Publisher:
- Emerald
This paper asks whether intellectual ability determines an individual's potential to live well and deal with the checks and obstacles that life presents. A secondary analysis of the ONS survey of psychiatric morbidity, 2000 was undertaken. It was fond that people with low intelligence was significantly more likely to be a smoker, have problems with paperwork and be renting their home, and a significant subgroup was more likely to be friendless. The pursuit of social justice and social inclusion may require greater attention to be paid to the health and well-being of people with below-average intelligence.
Spirituality, mental health and people with learning disabilities
- Authors:
- FERGUSON Dave, SCOTT Jayne
- Journal article citation:
- Advances in Mental Health and Learning Disabilities, 2(2), June 2008, pp.37-41.
- Publisher:
- Emerald
This article explores the spiritual dimension in mental health care and its relevance to people with learning disabilities. A discussion of the development of a working group to scope the issues in one learning disability service is explored, with practical commentary on the efforts made to gather more information from service providers. The findings from a brief survey are briefly discusses, as well as developments which have ensued to date. The authors conclude that, although spirituality can mean different things to different people, responding to the diverse spiritual needs of service users must take a person-centred and a flexible approach.
The use of family therapy for people with learning disabilities
- Author:
- BAUM Sandra
- Journal article citation:
- Advances in Mental Health and Learning Disabilities, 1(2), June 2007, pp.8-13.
- Publisher:
- Emerald
The application of the systemic approach in working with people with learning disabilities, their families and their support systems has grown over the last decade in the UK. The way in which the family, support system and wider contexts interact with each other may affect how the person with learning disabilities presents for help to services, and will also affect engagement, expectations and possible solutions to crises. If the relationship in focus is the person's behaviour in a family setting, family therapy may be useful to explore relational difficulties within the family. This article considers the issues that might benefit from using this model, explains how to included the adult with learning disabilities in the process, and summarises the evidence of its effectiveness.
Ringing out loud and hollow
- Authors:
- VICKERS Pete, SWINDELLS Dave
- Journal article citation:
- Adults Learning, 17(3), November 2005, p.19.
- Publisher:
- National Institute for Adult Continuing Education
The authors argue that, despite Goverment promises to the contrary, students with learning difficulties are losing their place in further education. The article uses individual examples to show the consequences of cutting access to education.