Search results for ‘Subject term:"learning disabilities"’ Sort:
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Is satisfaction a valid concept in the assessment of quality of life of people with intellectual disabilities? A review of the literature
- Author:
- HENSEL Elizabeth
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 14(4), 2001, pp.311-326.
- Publisher:
- Wiley
This review examines the definitions of quality of life (QoL) which have developed over the past 3 decades and which reflect the increased awareness of the need to take into account individuals' own perceptions of their life. The concept of satisfaction is frequently used as an important subjective variable in QoL studies, despite the evidence of stability of satisfaction over individuals and over time, which suggests that it should be a measure insensitive to change. This evidence is examined and the idea of such stability being an adaptive psychological mechanism is considered. The use of satisfaction as a measure of QoL in people with intellectual disabilities (IDs) is discussed. The methodological difficulties encountered in assessing the subjective experiences of people with IDs are also discussed. Finally, it is argued that there is a strong argument for the abandonment of measures of QoL in general, and subjective ones in particular, for people with IDs. An alternative approach is suggested.
A bit more peace of mind? Families views of a community mental handicap service
- Author:
- WARD L.
- Journal article citation:
- Social Work Today, 30.11.87, 1987, pp.12-14.
- Publisher:
- British Association of Social Workers
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"With a touch of a button": staff perceptions on integrating technology in an Irish service provider for people with intellectual disabilities
- Authors:
- SIMPLICAN Stacy Clifford, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 31(1), 2018, pp.e130-e139.
- Publisher:
- Wiley
Background: People with intellectual disabilities continue to underutilise technology, in part due to insufficient training. Because support staff professionals provide instructional support, how they perceive integrating new technologies is important for people with intellectual disabilities.Method:The authors conducted a sequential mixed-methods exploratory study (quan→QUAL) including quantitative data from online surveys completed by 46 staff members and qualitative data from five focus groups attended by 39 staff members. Results: Quantitative results show strong support for diverse technologies. In contrast, qualitative results suggest that staff members’ support of technology decreases when they perceive that technology may jeopardise service users’ safety or independence. Conclusions: Although staff members identified increasing independence as the main reason to use new technologies with service users, they also worried that technologies used to increase the social inclusion of service users may pose undue risk and thus may limit their embrace of technology. (Edited publisher abstract)
Perceptions of therapeutic principles in a therapeutic community
- Authors:
- CAPONE Georgina, et al
- Journal article citation:
- Therapeutic Communities: the International Journal of Therapeutic Communities, 38(2), 2017, pp.60-78.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to explore staff and service users’ perceptions of therapeutic principles within a unique male high secure learning disability therapeutic community (LDTC). Design/methodology/approach: A qualitative approach was adopted using deductive content analysis and inductive thematic analysis. In total, 12 participants took part in a semi-structured interview to explore their perceptions of Haigh’s (2013) quintessence principles and any further additional therapeutic features in the environment not captured by the theory. Findings: All five quintessence principles were identified in the LDTC environment. Some limits to the principle of “agency” were highlighted, with specific reference to difficulties implementing a flattened hierarchy in a forensic setting. Additional therapeutic features were identified including; security and risk, responsivity, and more physical freedom which appear to aid implementation of the quintessence principles. Research limitations/implications: The study was performed within a single case study design. Therefore, results remain specific to this LDTC. However, the finding of these principles in such a unique setting may indicate Haigh’s (2013) quintessence principles are evident in other TC environments. Originality/value: This is the first research paper that has attempted to test whether Haigh’s (2013) quintessence principles are evident within a given therapeutic community. The research provides empirical evidence for the quintessence principles in a novel TC setting and suggests recommendations for future research. (Publisher abstract)
Involving people with profound and multiple learning disabilities in social work education: building inclusive practice
- Authors:
- WARD Nicki, et al
- Journal article citation:
- Social Work Education (The International Journal), 35(8), 2016, pp.918-932.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Service user and carer engagement is a foundational requirement of social work education. Despite this, questions remain about how diverse experiences are represented and who might be excluded from involvement. This paper focusses on one group of people who it is suggested are excluded from involvement, people with profound and multiple learning disabilities. Evidence is presented which demonstrates the extent to which this group have been marginalised and excluded from processes of involvement. The paper then provides a case study of one universities’ experience of developing work in this area, when a man with profound and multiple learning disabilities was commissioned to design and deliver specialist teaching for a group of qualifying social work students. The authors argue that the main barrier to inclusive involvement for people with profound and multiple learning disabilities is the attitudes and assumption of others about what they are capable of. How involvement in social work education helps to address these barriers by challenging the assumptions of students, the academy and society more broadly is demonstrated. (Edited publisher abstract)
‘So often they do not get recruited’: exploring service user and staff perspectives on participation in learning disability research and the barriers that inhibit it
- Authors:
- CROOK Bradley, et al
- Journal article citation:
- British Journal of Learning Disabilities, 44(2), 2016, pp.130-137.
- Publisher:
- Wiley
The importance of making research participation accessible for people with learning disabilities is emphasised in government and NHS research strategies. This evaluation explored the realities of this goal from the perceptions of people with learning disabilities and clinicians within an NHS learning disability service. People with learning disabilities participated in a focus group (n = 5), and clinicians completed a questionnaire (n = 34), to explore each groups’ experience of research, and identify barriers that may prevent people with learning disabilities from participating. People with learning disabilities engaging in research was seen as essential to increase knowledge of learning disabilities, as well as promote development of appropriate services. Barriers to participation included ability, ethical considerations, practicalities and restriction by ‘gatekeepers’. Clinicians also felt a lack of resources and support prevented them from fulfilling their roles within research. Implications and recommendations are discussed. (Publisher abstract)
I want to tell you a story
- Author:
- BENN Melissa
- Journal article citation:
- Community Care, 3.6.99, 1999, p.14.
- Publisher:
- Reed Business Information
Argues that empowering people with learning difficulties is not about giving them what we think they need but about listening to what they have to say about their lives, feelings and experiences.
Levelling the odds
- Author:
- WALKER Carol
- Journal article citation:
- Community Care, 23.5.96, 1996, p.25.
- Publisher:
- Reed Business Information
The needs of older people with learning difficulties are often overlooked. The author argues that if service providers can find ways of meeting the challenge, the can lead full lives.
A cluster randomised controlled trial to test Who's Challenging Who
- Author:
- NATIONAL INSTITUTE FOR HEALTH RESEARCH. School for Social Care Research
- Publisher:
- NIHR School for Social Care Research
- Publication year:
- 2020
- Pagination:
- 6
- Place of publication:
- London
The research findings from a study to assess the effectiveness of a training course to increase the empathy towards people with challenging behaviours of social care staff working in residential settings for people with a learning disability. The Who's Challenging Who training was co-produced with people with learning disability and delivered by people with learning disability. It focused on what people with learning disabilities want to communicate about their experience of challenging behaviour. The results found the Who’s Challenging Who staff training intervention led to improvements in some secondary outcomes (staff attitudes, and work motivation) but no statistically significant effect for the primary outcome (staff empathy), or setting outcomes (recorded incidents of challenging behaviour or use of restrictive practices such as restraint). The direct use of the experience of people with learning disabilities was perceived as strength of Who's Challenging Who training, both by staff and by trainers. (Edited publisher abstract)
Do they agree? How parents and professionals perceive the support provided to persons with profound intellectual and multiple disabilities
- Authors:
- JANSEN Suzanne L.G., et al
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 43(4), 2018, pp.441-452.
- Publisher:
- Taylor and Francis
Background: The aim of this study was to explore agreements in the way parents of a person with profound intellectual and multiple disabilities and professionals perceive the support in terms of its family-centredness in order to gain a better understanding of their collaboration. Method: An adapted version of the Dutch Measure of Processes of Care was completed by 109 parents, and an adapted version of the Dutch Measure of Processes of Care for service providers was completed by 144 professionals. Agreements between parents and professionals were analysed using multilevel analysis. Results: In general, the parents and the professionals disagreed on occurrence and importance of both the Enabling and Partnership scale and the Respectful and Supportive Care scale. Conclusion: In order to deliver family-centred support, service providers should be aware that there are disagreements between the parents’ perception of what is important in the support provided and the perception of the professional. (Publisher abstract)