Search results for ‘Subject term:"learning disabilities"’ Sort:
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Experiences of people with learning disabilities in the criminal justice system
- Authors:
- HYUN Elly, HAHN Lyndsey, McCONNELL David
- Journal article citation:
- British Journal of Learning Disabilities, 42(4), 2014, pp.308-314.
- Publisher:
- Wiley
The aim of this review is to synthesise findings from research about the experiences of people with learning disabilities who have faced arrest and jail time. After an extensive search of the literature, four relevant articles were found. The first-person accounts presented in these four studies were pooled, and a thematic analysis was undertaken. Three common themes were identified: (i) study participants did not understand what was happening to them, or why, (ii) they felt alone, and they did not know where to turn, or to whom for support and (iii) they were uncertain about what to say or do. Overall, the findings raise concerns about the treatment of people with learning disabilities in the criminal justice system and their access to procedural justice. Further research is needed to improve understanding of their experiences and support needs. There is unequivocal evidence that persons with learning disabilities are over-represented in the prison population. To date however, few studies have investigated their first-hand experience, including their experiences of being interrogated, of standing trial, serving time and transitioning back into the community. The purpose of this review is to draw what insights we can from the limited available data and to identify directions for future research. (Publisher abstract)
Systemic family therapy using the reflecting team: the experiences of adults with learning disabilities
- Author:
- ANSLOW Katherine
- Journal article citation:
- British Journal of Learning Disabilities, 42(3), 2014, pp.236-243.
- Publisher:
- Wiley
This research aimed to illuminate the experiences of adults with learning disabilities of the reflecting team, in the context of their systemic family therapy. A reflecting team is when a family therapists uses a team of other therapists to give the family other ideas. Five adults with learning disabilities were recruited from one community learning disability team. A qualitative design using interpretative phenomenological analysis (IPA) was appropriate to gather participants' views using semi-structured interviews. The interviews used DVD-assisted recall of the reflecting team. Various validation strategies were employed, including respondent feedback and a focus group with the therapists. Insights were gained in the areas of ‘therapists’ focus on strengths and difficulties’, ‘differences in metacognition’, ‘finding a voice in therapy’, ‘frustration with the outcome of therapy’ and ‘managing an unusual experience’. The research has indicated some important factors to consider in the successful inclusion of adults with learning disabilities in systemic family therapy. (Edited publisher abstract)
Personal experience and perception of abuse in people with intellectual disabilities
- Authors:
- LEUTAR Zdravka, VITLOV Josipa, LEUTAR Ivan
- Journal article citation:
- Journal of Intellectual Disabilities, 18(3), 2014, pp.249-269.
- Publisher:
- Sage
- Place of publication:
- London
This article presents a qualitative study designed to gain insight into personal experience and perception of abuse in people with intellectual disabilities. Ten members of the organization for people with intellectual disabilities in Zadar, Croatia, who have a diagnosis of light or moderate intellectual disability, were included in the research. Analysis of responses showed that most participants had experienced psychological, physical and financial abuse. The most frequent perpetrators of abuse were identified by participants as friends, acquaintances and volunteer carers. Typical sites for the experience of abuse were school, social clubs/support institutions, the street and the urban environment. Most participants seek assistance and support in cases of abuse through discussion with their loved ones, mostly their parents and friends. In addition to such informal relationships, some participants mentioned the importance of formal forms of support. (Publisher abstract)
Social inclusion through employment: the marketisation of employment support for people with learning disabilities in the United Kingdom
- Author:
- HUMBER Lee Anderson
- Journal article citation:
- Disability and Society, 29(2), 2014, pp.275-289.
- Publisher:
- Taylor and Francis
Employment for people with learning difficulties is considered key to their social inclusion. This contradicts the perceived un-employability of people with learning difficulties that has been part of their social identities throughout their history hitherto. The national rate of employment for people with learning difficulties remains extremely low and has barely changed in the 20 years between 1990 and 2010. This paper investigates links between learning disabilities and employment, drawing on interview-based research. It analyses the quality of experience of the minority in employment to consider whether employment can serve the inclusive purpose expected of it. (Publisher abstract)
How do adults with intellectual disabilities use Facebook?
- Authors:
- SHPIGELMAN Carmit-Noa, GILL Carol J.
- Journal article citation:
- Disability and Society, 29(10), 2014, pp.1601-1616.
- Publisher:
- Taylor and Francis
Social networking sites have potential to support social relationships and self-determination of people with intellectual disabilities. An online research survey was conducted to reach adults with intellectual disabilities who use Facebook and to include their voices about their online experiences, challenges, and preferences. Mixed methods were used for data collection and analysis. Results from 58 respondents indicated that they use Facebook much as non-disabled users do to connect with family members and real-world friends. At the same time, the respondents reported challenges such as privacy setting and literacy demands. The findings and how to make social networking sites more accessible for users with intellectual disabilities are discussed. (Edited publisher abstract)
Identifying the key concerns of Irish persons with intellectual disability
- Authors:
- IRIARTE Edurne Garcia, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 27(6), 2014, pp.564-575.
- Publisher:
- Wiley
Aims: This paper aims to define the key concerns of adults with an intellectual disability in relation to their participation in society using an inclusive research strategy for both data gathering and data analysis. Methods: A national study involving 23 focus groups and 168 persons was conducted in Ireland with people with intellectual disability as co-facilitators. Findings: A thematic content analysis was undertaken of the verbatim transcripts initially by university co-researchers, and 19 themes were identified. Co-researchers with intellectual disability joined in identifying the eight core themes. These were as follows: living options, employment, relationships, citizenship, leisure time, money management, self-advocacy, and communication. Discussion: The concerns are discussed within the framework of the United Nations Convention for the Rights of Persons with Disabilities, and implications for transforming service policy are drawn. (Edited publisher abstract)
Perspectives of employees with intellectual disabilities on themes relevant to their job satisfaction. An explorative study using photovoice
- Authors:
- AKKERMAN Alma, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 27(6), 2014, pp.542-554.
- Publisher:
- Wiley
Background: This study explored the perspectives of people with intellectual disabilities on themes relevant to their job satisfaction in integrated and sheltered employment. Method: The photovoice method was used. Nine participants with moderate to mild intellectual disabilities, working in integrated and sheltered employment, took pictures of aspects related to their job satisfaction. Each participant was subsequently interviewed about his/her pictures. Interview transcripts were content analysed to distinguish themes. Results: Nine themes were found: the nature of the work itself, working conditions, experienced job demands, social relations at work, received support, perceived autonomy, opportunities for using competencies, opportunities for growth and development and meaningfulness. All themes were applicable in integrated and sheltered employment. Conclusions: From the perspective of people with intellectual disabilities, various themes relate to their job satisfaction, either in positive or negative ways. Photovoice appeared to be a valuable approach, facilitating participants in expressing their views and providing in-depth information. (Publisher abstract)
Learning disability: experience of diagnosis
- Authors:
- KENYON Elinor, BEAIL Nigel, JACKSON Tom
- Journal article citation:
- British Journal of Learning Disabilities, 42(4), 2014, pp.257-263.
- Publisher:
- Wiley
Studies have focused on the experience of diagnosis from the perspectives of parents of children with learning disabilities, but there has been limited methodologically rigorous investigation into the experience for the person themselves. Eight participants were recruited from a range of different backgrounds. Interviews were analysed using interpretive phenomenological analysis. Three main themes emerged. The first concerned awareness of difference. Participants described becoming aware of an unwanted difference at school. Adolescence appeared as a time when an increased understanding of disability developed. In the second theme of ‘the relationship with nondisabled others’, participants described their opinions on labelling and their perspectives on how others viewed them. The final theme explored coping responses to stigma. (Publisher abstract)
‘He's hard work, but he's worth it’. The experience of caregivers of individuals with intellectual disabilities and challenging behaviour: a meta-synthesis of qualitative research
- Authors:
- GRIFFITH G.M., HASTINGS R.P.
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 27(5), 2014, pp.401-419.
- Publisher:
- Wiley
Background: This review synthesises the qualitative literature on the perspectives of those caring for a family member with intellectual disabilities and challenging behaviour, with a focus on their experiences of support services. Materials and Methods: A thorough literature search resulted in 17 studies being selected for inclusion in the meta-synthesis. Results: Five primary themes were identified: (i) love, (ii) altered identity, (iii) crisis management, (iv) support is not just ‘challenging behaviour’ services, and (v) the future: low expectations, high hopes. Conclusions: Carers spoke of the deep love for their family member and of the chronic strain the demands of caregiving placed upon them. Support services often caused additional problems and high levels of stress for caregivers, although there were also reports of good practice. The findings may inform clinicians and service providers about how best to support families of individuals with challenging behaviour. (Edited publisher abstract)
Restraint and seclusion: the perspective of service users and staff members
- Authors:
- MERINEAU-COTE Julie, MORIN Diane
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 27(5), 2014, pp.447-457.
- Publisher:
- Wiley
Background: The current study examined how restrictive measures are perceived by persons with intellectual disabilities and staff. Materials and Methods: Interviews were conducted with eight persons with intellectual disabilities who experienced a restrictive measure and their care providers. They were queried on their understanding of the restrictive measure, its impact on the relationship, their emotions and alternative interventions. Results: Restrictive measures were experienced negatively by persons with intellectual disabilities and their care providers. Service users reported feeling sad and angry, whereas staff mentioned feeling anxious. Moreover, persons with intellectual disabilities appeared to understand the goal of restrictive measures (e.g. ensuring their own and others' safety) and identified alternative interventions (e.g. speaking with a staff member or taking a walk). Conclusion: Debriefing sessions with service users and staff may help minimize negative consequences. (Edited publisher abstract)