Search results for ‘Subject term:"learning disabilities"’ Sort:
Results 1 - 2 of 2
The views and experiences of people with intellectual disabilities concerning advocacy
- Authors:
- LLEWELLYN Penny, NORTHWAY Ruth
- Journal article citation:
- Journal of Intellectual Disabilities, 12(3), September 2008, pp.213-228.
- Publisher:
- Sage
- Place of publication:
- London
This article discusses the first stage of a grounded theory study in which people with intellectual disabilities participated in focus groups to explore their definitions of advocacy and their advocacy support needs. Participants' ideas were influenced by their situation, the availability and type of support offered, and their relationships with supporters. Many different definitions of advocacy were revealed which were classified as reactive or proactive advocacy at micro, meso or macro level. The aim of advocacy was seen as empowerment, but this occurred only when support was readily available, concentrated on people's abilities, and facilitated opportunities for them to exert maximum possible control over their lives.
Keeping safe and providing support: a participatory survey about abuse and people with intellectual disabilities
- Authors:
- NORTHWAY Ruth, et al
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 10(3), 2013, pp.236-244.
- Publisher:
- Wiley
As part of a broader 3-year participatory research study, a questionnaire was distributed to 47 participants with intellectual disabilities attending an event and as a postal survey across Wales to examine what help people with intellectual disabilities feel they need to keep safe and, if they are abused, what support they need. From this, 107 (56%) usable questionnaires were returned. Respondents identified most strategies for keeping safe as being useful but were more likely to identify personal strategies rather than actions other people could take. When abuse does occur, having a trusted person to speak to and one who will believe you were viewed as the most important aspects. The authors noted that people with intellectual disabilities can identify personal safety strategies and their views and experiences should inform personal safety courses and staff training. They recommend that effective circles of support need to be developed both to protect against abuse and to provide support should it occur. (Edited publisher abstract)