Search results for ‘Subject term:"learning disabilities"’ Sort:
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Plain speaking about sex
- Author:
- GARBUTT Ruth
- Journal article citation:
- Community Living, 23(2), 2009, pp.24-25.
- Publisher:
- Hexagon Publishing
This paper details the three-year Sex and Relationship project started in January 2007 by CHANGE and the Centre for Disability Studies at Leeds University which investigated the call by young people with learning disabilities for better sex education at school to enable them to make informed choices as young adults. Experiences and views were captured using eighteen months of drama workshops for 16-25 year old people with learning disabilities, a survey of special schools and colleges, interviews with 20 parents, and focus groups with teachers and governors. The authors group comments under three headings of schools, parents and human right, reporting that parents and schools often do not work well together on sex education, with some parents seeing their son/daughter as an ‘eternal child’ and not requiring sex education while others, and some teachers were keen to provide information but uncertain how to get resources to go about it. Informal one-to-one and as-and-when-needed, rather than consistent programmes delivered by specially trained teachers resulted. Up-to-date, plain speaking, with good pictures/diagrams with a sense of humour, to be repeatedly delivered throughout the school experience rather than just a one-off session is needed, says the author. A lack of places to socialise, independently of parents, and transport to them was also identified for young people with learning disabilities in this study.
Sexuality and personal relationships for people with an intellectual disability. Part I: service-user perspectives
- Authors:
- HEALY E., et al
- Journal article citation:
- Journal of Intellectual Disability Research, 53(11), November 2009, pp.905-912.
- Publisher:
- Wiley
Despite philosophical shifts towards person centred care and the consequent recognition of sexual autonomy for people with an intellectual disability (ID), there continue to be social and cultural barriers to sexual expression. This first part of a two-part study assessed the sexual knowledge, experiences and aspirations of service users. It also looked at their perceptions of impediments to achieving sexual autonomy. Thirty-two participants (20 male, 12 female) attending an ID service in Ireland participated in focus groups delineated by gender and banded by age group (13–17 years; 18–30 years; 31+ years). Service users, especially those over the age of 18 years, seemed to have an understanding of their sexual rights and identified some social and cultural barriers that they felt prevent them from achieving sexual autonomy. Most wanted a relationship. Those under 18 years had only rudimentary knowledge of sexuality issues, for example pregnancy, but had similar friendship and marriage aspirations to the older group. Family and staff attitudes appeared to be very influential in the views of respondents. All service users had received some form of sex education, although the benefits seemed greatest for those over 18 years. The authors stress the importance of sex education training and promotion of positive attitudes among staff carers and families towards appropriate sexual expression.
'What's the next stage?' Mothers of young adults with Down syndrome explore the path to independence: a qualitative investigation
- Authors:
- DOCHERTY Julie, REID Kate
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 22(5), September 2009, pp.458-467.
- Publisher:
- Wiley
The values and beliefs of eight mothers of young adults with Down syndrome who are currently involved in supporting their offspring in the possible transition from dependence to independence are explored. The mothers, all living in Scotland, were interviewed and the results were thematically analysed using the qualitative approach, Interpretative Phenomenological Analysis (IPA). The mothers described themselves as having a dynamic role as both gate-keepers and facilitators in aiding their offspring on the path to adulthood. These findings are not consistent with findings of previous research, which suggested that mothers in this situation are personally and socially inclined to limit the transition of their offspring to an independent adulthood. The discussion explores the possible reasons for this change and proposes clarification to existing theoretical frameworks for understanding mothers' perspectives.
Transitional services for youth with developmental disabilities: living in college dorms
- Authors:
- KIRKENDALL Abbie, DOUECK Howard J., SALADINO Albert
- Journal article citation:
- Research on Social Work Practice, 19(4), July 2009, pp.434-445.
- Publisher:
- Sage
This study evaluates the impact of a college-based dormitory program on transitioning youth with intellectual disabilities. A qualitative study, with interviews at pre and post, was conducted to evaluate the program's impact. Data were collected with semistructured interviews from young adults with intellectual disabilities who participated in a college-based residential program and their parents or guardians. Three general themes emerged from the data: Participants reported experiences that were (a) typical of normative life transitions, (b) typical of growing pains associated with significant life transitions and learning new skills, and (c) one step forward. Results indicate that the experience of living away from home for the first time was in some ways comparable to that of a typical college student. Improvement in life skills, including increased awareness of personal goals, enhanced vocational goals, increased maturity or assertiveness, was reported. Respondents were generally satisfied with the program.
'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.
Family quality of life empowered by family-oriented support
- Authors:
- SCHIPPERS Alice, VAN BOHEEMEN Marleen
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 6(1), March 2009, pp.19-24.
- Publisher:
- Wiley
Professional services for persons with intellectual disabilities (ID) have begun to attach more importance to their environment. The concept of (family-related) quality of life proved to link very well with this idea and lent itself to constructing and evaluating services. One outcome was the emergence of equal partnerships between families, service providers, and other parties in the community. Within this context, the authors explored and described positive practices in supporting young adults with IDs by realizing their personal future plans based on partnerships, the concept of quality of life, and community support. Nine families were followed over a 2-year period (2004–2006). Face-to-face interviews and a survey were conducted with young adults, family members, and professional supporters. Each family was individually supported in the realization of a personal future plan by an "intermediary" or go-between. The results indicated the importance of partnerships among the participants. In creating such partnerships, all participants can be in control, although all parties involved needed extra support to enhance quality of life.
Guardianship and young adults: the use of welfare guardianship under the Adults with Incapacity (Scotland) Act 2000 for people aged under 25
- Author:
- MENTAL WELFARE COMMISSION FOR SCOTLAND
- Publisher:
- Mental Welfare Commission for Scotland
- Publication year:
- 2009
- Pagination:
- 24p.
- Place of publication:
- Edinburgh
In the Adults with Incapacity (Scotland) Act 2000, welfare guardianship provides the means to protect people who lack capacity to make particular decisions or take particular actions for themselves. The use of guardianship has been increasing for adults under 25, including those with mild to moderate learning disability, and the majority of applications for guardianship, which were previously made by local authorities, are now being made by parents. This research examined: what information private guardians are given about the role; how aware private guardians are of their statutory responsibilities; the views of private guardians on the involvement of social workers; the preparation and support given to supervising officers and delegated guardians; the systems in place for appointment of supervisors and responsible officers; the governance arrangements to ensure that supervisors and responsible officers are fulfilling their statutory requirements; the views of guardians and supervising officers of their impact; and the methods of recording contacts by supervisors and responsible officers. Data was collected from 50 guardianship cases, comprising 39 private cases and 11 local authority orders. Interviews were held with 38 private guardians, 29 supervising officers and 11 responsible officers. This report discusses the findings from these private guardians and social workers, and provides a number of key findings and recommendations.
GROW a programme to enable transitioning to community living
- Authors:
- WENER Pamela, et al
- Journal article citation:
- Good Autism Practice, 10(1), May 2009, pp.68-72.
- Publisher:
- British Institute of Learning Disabilities
The Gaining Resources Our Way (GROW) programme is a two-week, life skills programme for young adults (18-24 years), with developmental and cognitive difficulties, including Aspergers syndrome and autism. Its purpose is to support the development of skills required for independent (or semi-independent) living). The Programme focuses on four key areas: life management, healthy eating, recreation and socialisation. The author suggests that there are few examples of similar transitions programmes in the literature which are well planned and person or family centred. The conception, development and implementation of GROW is described. The authors conclude that with vision, partnership and collaboration innovative programmes such as GROW can fill a gap in services for young adults and practitioners in other countries may wish to consider whether the model can be applied outside Canada.
Sexuality and personal relationships for people with an intellectual disability. Part II: staff and family carer perspectives
- Authors:
- EVANS D. S., et al
- Journal article citation:
- Journal of Intellectual Disability Research, 53(11), November 2009, pp.913-921.
- Publisher:
- Wiley
There appears to be little evidence that current service provision is matching recent ideological shifts that encourage appropriate sexual expression for people with an intellectual disability (ID). This second of a two part study used a questionnaire to assess the attitudes of staff and family carers. Case scenarios were presented to parents or siblings (n = 155) and staff carers (n = 153) of people with an ID in the west of Ireland; most were female. Staff carers tended to be more open to discussing sexuality and relationships with service users compared to family carers. They also suggested more environmental (e.g. insufficient training) than service-user characteristics (e.g. low cognitive ability) as impediments to these discussions. There were significant attitudinal differences between staff and family carers and between younger and older carers. Staff carers were more likely to support service-user engagement in intimate and non-intimate relationships whereas the majority of family carers (80%) showed a preference for low levels of intimacy. Overall the attitudes of staff carers more closely matched those promoted by ideological developments but differences in attitudes between carer groups could lead to inconsistent approaches to the management of sexuality. The authors conclude that there is continued need to provide staff and family carers with opportunities for dialogue and an ongoing need for training in the area of sexuality.
The project: sex and relationships
- Author:
- GARBUTT Ruth
- Journal article citation:
- Learning Disability Today, 9(4), June 2009, pp.30-32.
- Publisher:
- Pavilion
- Place of publication:
- Hove
This article reports on a project to improve sex and relationship education for people with learning disabilities. The project was run by CHANGE, a national organisation that fights for the rights of people with learning disabilities, in association with Leeds University. Research tasks included: interviews with parents of young people with learning disabilities; focus groups with teachers and governors; a national survey of special schools; weekly drama sessions with young people over a two year period. Key findings were that there is a lack of accessible information for young people with learning disabilities. Parents had not been provided with information to support them in tackling the issue. Schools and parents are not working well together on sex education. Teachers do not know where to get relevant resources and many lack confidence in the issue. The article concludes with a number of recommendations for young people, parents and professionals.