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Life histories as counter-narratives against dominant and negative stereotypes about people with intellectual disabilities
- Authors:
- STEFANSDOTTIR Guorun V., TRAUSTADOTTIR Rannveig
- Journal article citation:
- Disability and Society, 30(3), 2015, pp.368-380.
- Publisher:
- Taylor and Francis
The history of intellectual disabilities is largely a story of discrimination and social exclusion portraying people with intellectual disability as abnormal and inferior. This article describes a particular methodological approach to inclusive life history research with a small group of women with intellectual disabilities in Iceland. The article documents how, through a four-year collaborative research process, the life histories became counter-narratives to dominant historical beliefs and stereotypes. In addition to the personal empowerment of the women and the construction of a collective memory, this project has also resulted in public sharing of their stories through speaking up and giving presentations, and thus potentially also changing the historical memory. (Publisher abstract)
‘The silence is roaring’: sterilization, reproductive rights and women with intellectual disabilities
- Authors:
- TILLEY Elizabeth, et al
- Journal article citation:
- Disability and Society, 27(3), May 2012, pp.413-426.
- Publisher:
- Taylor and Francis
This article explores the history of sterilization of women with intellectual disabilities, and considers its relevance to current practice regarding reproductive choice and futures. It provides an overview of published research on historical practices, focusing on the United Kingdom, the United States, Canada and the Nordic countries. Most of this research draws upon written records, centring on eugenics debates. However, emerging oral history testimonies gathered by the authors suggest that sterilization procedures were also conducted in the community, the result of private negotiations between parents and medical practitioners. The article presents these accounts and calls for an end to the silence on this issue.
Meet Josephine – she’s as good as a real live woman!
- Authors:
- DOUKAS Thomas, MORGAN Claire
- Journal article citation:
- Community Living, 26(1), 2013, pp.24-25.
- Publisher:
- Hexagon Publishing
The Josephine project, run by “Them Wifies” in Newcastle upon Tyne, provides a fun way to teach women with learning disabilities about their bodies. Josephine is a life-size anatomically correct cloth woman designed to bring a creative, fun and accessible approach to the health, sexual and relationship education using a range of approaches to ensure that the women are central to the thinking behind the project. The impact of Josephine’s awareness workshops has already started to show – the women now have access to useful medical information in a friendly environment where they can talk about their feelings, and share their fears and experiences.
Saying no to sexual violence
- Authors:
- OLSEN Angela, HARRIS Karen
- Journal article citation:
- Learning Disability Today, August 2012, pp.12-15.
- Publisher:
- Pavilion
- Place of publication:
- Hove
For many women with learning disabilities, sexual violence appears to be a fact of life. Data has revealed that as a result of sex education, women with learning disabilities have very low self-esteem and are often socially isolated and end up in abusive relationships. This article details an approach to ending the suffering caused by these relationships, but suggests extra support is needed to be able to deal with this problem in a confident and positive way.
A decade on: what have we learnt about supporting women with intellectual disabilities through the menopause?
- Author:
- WILLIS Diane S.
- Journal article citation:
- Journal of Intellectual Disabilities, 12(1), March 2008, pp.9-23.
- Publisher:
- Sage
- Place of publication:
- London
Carr and Hollins highlighted the paucity of research on the menopause in women with intellectual disabilities and, 10 years on, this area still remains poorly researched. Work exploring the age of onset of the menopause has suggested that the menopause is earlier in this group of women, but studies exploring what women with intellectual disabilities understand and experience during the menopause are limited. In this Scottish study 15 women with mild to moderate intellectual disabilities were interviewed using a semi-structured interview on a one-to-one basis about their knowledge and understanding of the menopause. Findings revealed limited accessible information about the menopause and a paucity in the women's knowledge and understanding about the menopause. This suggests a need for more accessible information, in order to increase understanding and awareness of the menopause in these women.
Coping with their lives women, learning disabilities, self-harm and the secure unit: a Q-methodological study
- Authors:
- JAMES Melissa, WARNER Sam
- Journal article citation:
- British Journal of Learning Disabilities, 33(3), September 2005, pp.120-127.
- Publisher:
- Wiley
Deliberate self-harm represents a significant, yet it can be argued, a poorly theorized area of concern with respect to women who have learning disabilities particularly in the context of secure service provision. Utilizing ideas from social constructionism the authors explore how some ways of understanding dominate the professional literature and, thereby, restrict how such women can be understood. In order to identify how women with learning disabilities who self-harm are understood a Q-methodological study was conducted with patients and professionals in a medium secure unit. Six distinct accounts of why women self-harm emerged. These accounts emphasized that self-harming behaviour is meaningful and that women with learning disabilities are understood to have complex needs and a range of strategies for coping with these. The study, therefore, suggests that when working with such women consideration should be given to how they understand and manage their experiences, cognitions and emotions.
New legislative proposals for women with learning disabilities and mental health problems
- Authors:
- McNAMARA Eileen, HALL Ian
- Journal article citation:
- Tizard Learning Disability Review, 9(4), October 2004, pp.36-40.
- Publisher:
- Emerald
Several proposed changes to the law in England and Wales will particularly affect women with learning disabilities. The Sexual Offences Act 2003 and the draft Mental Health and Mental Incapacity Bills all highlight the tension between state paternalism and individual autonomy. Uses a fictional case scenario to consider the practical implications of the proposed legislation, and dilemmas that may arise.
Family planning for women with learning disabilities
- Authors:
- TAYLOR Gilian, PEARSON Jillian, COOK Helen
- Journal article citation:
- Nursing Times, 7.10.98, 1998, pp.60-61.
- Publisher:
- Nursing Times
Women with learning disabilities have specialist family planning needs. Looks at the success of a well-women service operating in Merton and Sutton tailored to this client group.
Drawing in not encouraging away: systemic team formulation to support the trauma-informed care of a lady with intellectual disabilities, in the context of COVID-19
- Authors:
- GREGSON Nicola, DELANEY Claire
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 15(5), 2021, pp.171-184.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to present a case study using a systemic team formulation approach, in the context of supporting a women with intellectual disabilities with a history of trauma. Design/methodology/approach: A reflective stance is used to describe the process of assessment, hypothesising, formulation and intervention in a single case study design. Findings: Feedback from care staff suggests that they found a team formulation approach helpful to improve their understanding of the service user they support. Practical implications: The paper discusses how systemic team formulation can draw on trauma-informed care principles in the context of supporting an individual with an intellectual disability. Future research should aim to replicate the approach for findings to be applied more broadly. COVID-19 has meant clinical working has had to be adapted, clinicians should carefully consider how collaborative and meaningful work can continue to be facilitated within the current parameters. Originality/value: This case study contributes to the literature in the use of systemic team formulation interventions within an intellectual disability context, drawing on trauma-informed care principles and reflecting on adapted working within the COVID-19 pandemic. (Edited publisher abstract)
Exploring breast cancer and screening awareness among Irish women with intellectual disabilities
- Authors:
- REIDY Mary, DENIEFFE Suzanne, FORAN Sinead
- Journal article citation:
- British Journal of Learning Disabilities, 46(3), 2018, pp.193-201.
- Publisher:
- Wiley
Background: Internationally, it is known that there are gaps in cancer and screening awareness among women with intellectual disabilities. Little is known about this awareness among Irish women with intellectual disabilities. The aim of this study was to explore this awareness among these women. Materials and Methods: The study design incorporated a cross‐sectional descriptive survey using an accessible version of the Cancer Research UK Cancer Awareness Measure. The questionnaire was administered to women with mild to moderate intellectual disabilities (n = 45, age range 20–59 years) living in the South East of Ireland. Results: Almost three quarters of the women (77.8%) recognised a breast lump as a breast cancer warning sign. Knowledge about nonlump warning signs was much lower; 40% of the women did not feel confident that they would notice a change in their breast; 80% of the women could not recall a breast cancer risk factor. Overall, there was poor awareness of the national breast screening programme in Ireland. Worry and embarrassment about talking about their breasts would put women off seeking early medical intervention. Conclusion: There was poor awareness about breast cancer warning signs, risk factors and the breast screening programme among the women. Where women with intellectual disabilities are lacking this knowledge, breast cancer warning may be missed. Carers and intellectual disability services need to ensure that theoretically based cancer and screening education interventions are undertaken which will enable these women to identify warning signs and seek attention promptly. (Publisher abstract)