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A visual report on what is of value for people with intellectual disabilities in a Flemish care organisation
- Authors:
- BENOOT Toon, et al
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 46(4), 2021, pp.375-387.
- Publisher:
- Taylor and Francis
Background: This paper presents the findings from a qualitative research project that explored what ten people with intellectual disabilities who receive care and support in a residential care facility deem valuable for living a good life and what the opportunity to manage resources for care and support themselves means to them. Method: With the use of photovoice, the 10 participants documented their care and support, and by extension, their own lives. We describe how the project was carried out and the facilitating and obstructing factors we encountered. Results: The collected images and related personal stories teach us about the central importance of significant others to the lives of the participants and their vital role as “necessary others” who nurture a multitude of possibilities. Conclusions: The increasing policy focus on independence and self-sufficiency is opposed to the vital role of relationships in the participants' view of a good life. (Edited publisher abstract)
Regranting identity to the outgraced – narratives of persons with learning disabilities: methodological considerations
- Authors:
- LESSELIERS Joan, Van HOVE Geert, VANDEVELDE Stijn
- Journal article citation:
- Disability and Society, 24(4), June 2009, pp.411-423.
- Publisher:
- Taylor and Francis
Good research should be relevant and useful, it may even be enlightening or symbolic, but it can also be emancipatory. Qualitative research can be useful in challenging structures, policies and practices that disempower and marginalise segments of the population. However, could it be that the empowerment of the participant ends where the weakness of the researcher begins? In qualitative studies the researcher seems to have a number of favourite interviews. In a study on the relational and sexual experiences of 46 people with learning disabilities, 12 interviews were withdrawn from the general data on the basis of lack of relevance. It is important to re-examine why the voice of some people fell out of the in-depth analysis and whether this was justified. In this article some methodological opportunities and pitfalls to re-grant identity to these silenced narratives are considered and discussed.
'I don't trust you, you are going to tell', adolescents with emotional and behavioural disorders participating in qualitative research
- Author:
- LAENEN F. Vander
- Journal article citation:
- Child: Care, Health and Development, 35(3), May 2009, pp.323-329.
- Publisher:
- Wiley
Some groups of young people are considered difficult to reach and study. One such group consists of adolescents with emotional and behavioural disorders (EBD), who have problems with verbal intelligence, thought focussing and paying attention. During a 2-year research study into the preferences of adolescents with EBD regarding drug prevention policy, the author examined these young people's opinions and their experience of participation in research. A qualitative, youth-centred method was used, combining group techniques (focus groups, nominal group techniques and feedback sessions) and involving 160 adolescents, aged 12–21 years, with EBD, living in residential settings of the disability sector. It is possible to carry out qualitative research with young people with EBD. This population is very vulnerable, negatively influenced by their previous experiences and by the social group that they belong to. They have an aversion to 'being studied', and their self-esteem and confidence are low. However, it is possible to build up trust. It has become clear that there is no reason for excluding adolescents with EBD from participation in research. Research is possible and successful, providing sufficient effort is put into building up trust with these emotionally scarred young people.