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An anxious time? Exploring the nature of worries experienced by young people with a mild to moderate intellectual disability as they make the transition to adulthood
- Authors:
- FORTE Marisa, JAHODA Andrew, DAGNAN Dave
- Journal article citation:
- British Journal of Clinical Psychology, 50(4), November 2011, pp.398-411.
- Publisher:
- Wiley
Transition to adulthood can be particularly challenging time for young people with mild intellectual disabilities (IDs) because they are often more socially marginalised, remain more dependent upon their family, and have fewer options for future careers than their typically developing peers. The aim of this study was to examine the content and salience of worries experienced by young people with mild ID during their transition to adulthood. The participants were 26 young people with mild ID and 26 typically developing young people all recruited from a Further Education college in the West of Scotland. The participants underwent a semi-structured interview about their worries and completed self-report assessments concerning anxiety and self-efficacy. The findings showed that that the ID group's most salient worries were largely different from their non-disabled peers at this stage of transition. The ID group worried about: being bullied; losing someone they are dependent upon; failing in life; and making and keeping friends. The non-disabled group worried about: getting a job; not having enough surplus money; failing; and having to make decisions about their future choices. Not only was there a difference in the nature of worries expressed, but the intellectually disabled group also reported ruminating significantly more about their worries and being more distressed by them.
Unwanted sex among young adults in the United States: the role of physical disability and cognitive performance
- Authors:
- HAYDON Abigail A., MCREE Annie-Laurie, HALPERN Carolyn Tucker
- Journal article citation:
- Journal of Interpersonal Violence, 26(17), November 2011, pp.3476-3493.
- Publisher:
- Sage
Individuals with physical and cognitive disabilities are at least as likely to experience interpersonal violence and abuse as individuals without disabilities. This study examined associations between unwanted sexual experiences (physically forced and nonphysically coerced sex) and physical disability and cognitive performance. It used data about 11,878 participants from the National Longitudinal Study of Adolescent Health, a nationally representative survey of the young people in the United States. Survey questions about unwanted sexual experiences were designed to reflect only experiences occurring outside of parent or caregiver relationships and to exclude instances of childhood or adolescent sexual abuse. Approximately 24% of females and 4% of males reported unwanted sexual experiences. Compared to respondents without disabilities, females with a physical disability had greater odds of experiencing forced sex whereas males with a physical disability had greater odds of coerced sex. Men and women with poor cognitive performance were at least as likely to experience unwanted sexual contact as those with average cognitive ability. The authors discuss the findings and suggest that further research is required about the association between disability and unwanted sexual experiences.
Loving each other safely
- Authors:
- HOLLINS Shelia, BAILEY Helen, UPTON Jason
- Publisher:
- RCPsych Publications
- Publication year:
- 2011
- Pagination:
- 66p.
- Place of publication:
- London
One of the Books Beyond Words series, this book aims to help young men with learning disabilities understand their own sexuality, choose what to do in a steady relationship and know how to stay healthy. The book has advice on safer sex and a list of resources and places to go for help. It uses pictures to tell the story of Ed as he gets a girlfriend and the of advice he needs they grow closer and decide they want to have sex.
An inspiring project
- Author:
- -
- Journal article citation:
- Viewpoint, 125, November 2011, pp.24-25.
- Publisher:
- Mencap/Gateway
Briefly describes the Inspire Me project, run by Mencap and ENABLE Scotland, which is helping young people with a learning disability through the difficult transition to adulthood. The project focuses on young people aged 16 to 25, and uses six workshops on volunteering, preparation for the world of work, managing my money, action planning and goal setting, citizenship and community, and motivation and confidence to help young people.
Spread your wings
- Authors:
- ELLIOTT Sonja, BURNS Leann
- Journal article citation:
- Learning Disability Today, April 2011, pp.34-35.
- Publisher:
- Pavilion
- Place of publication:
- Hove
The Butterfly Project is a social enterprise based in the London Borough of Newham which uses a personalised approach to work with young people with complex learning disabilities as they transition into their adult lives. After providing an overview of the project, the article uses a case vignette to illustrate how the service can support young people with learning disabilities.
Young adults with intellectual disability recall their childhood
- Author:
- STARKE Mikaela
- Journal article citation:
- Journal of Intellectual Disabilities, 15(4), December 2011, pp.229-240.
- Publisher:
- Sage
- Place of publication:
- London
The aim of this article is to examine the experiences of young adults with intellectual disability with their childhood, with a particular focus on their relationships and interactions with their family members and on their informal and formal broader social networks. The study participants were 11 young adults aged 18-25 years who have grown up in homes where at least 1 parent had the same or a similar disability. Two face-to-face interviews were held with each of the participants. Two main themes emerged from the interviews. Firstly, a clear majority of the young adults had positive experiences of family life during their upbringing, as expressed especially through their memories of their grandparents. Secondly, the study participants all described experiences of being bullied and harassed outside the family context. The findings highlight the importance of the parents, the family, and informal networks in the upbringing of these children. The study also considers the consequences that the study participants’ negative experiences of peer contacts and their sense of exclusion might have for their prospects in later life.
Transition for teenagers with intellectual disability: carers' perspectives
- Authors:
- BHAUMIK Sabyasachi, et al
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 8(1), March 2011, pp.53-61.
- Publisher:
- Wiley
Teenagers with intellectual disabilities have significantly more health problems than the rest of the population and many encounter difficulties accessing the services they need during the transition from children's to adult services. This multidisciplinary, interagency study was undertaken in Leicester city, Leicestershire County and Rutland County. Its main aims were to estimate the number of teenagers with intellectual disability between the ages of 16 and 19 and their levels of mental and physical health care needs, to identify their carers' perceptions of the transition process to adult services, and to make recommendations on addressing unmet needs. A mapping exercise was used to identify teenagers with diagnosed intellectual disabilities, and face-to-face semi-structured interviews were carried out with the carers of 24 teenagers. The article describes the study and presents results, including demographic characteristics, the pattern of disabilities, a comparison of health problems of Caucasians and South Asian teenagers, and key issues reported by carers. Most of the teenagers had significant levels of intellectual disabilities, multiple problems, required constant supervision, and were using a range of health, social care and education services. However, their carers still reported unmet needs and 50% had difficulty in accessing services. Different patterns of service use and unmet needs were found among the ethnic groups identified in the sample. Carers were concerned about lack of information concerning transition planning and adult services and wanted earlier, more coordinated transition planning, and the researchers noted the need for quality information and validated standardised tools that could be used for transition planning.
Projections of demand for social care and disability benefits for younger adults in England: report of research conducted for the Commission on Funding of Care and Support
- Authors:
- SNELL Tom, et al
- Publisher:
- Personal Social Services Research Unit
- Publication year:
- 2011
- Pagination:
- 17p.
- Place of publication:
- Canterbury
Using an adapted version of a projections model for younger adults developed by the Personal Social Services Research Unit (PSSRU), this paper provides projections of demand and future public expenditure for social care and disability benefits for younger adults (aged 18 to 64) in England to 2030. Projections are broken down in the categories of: people with learning disabilities; people with physical or sensory impairments; other groups (such as people with mental health problems) combined. The paper describes the various data used in the modelling; presents a set of base case assumptions: presents the projections obtained using those assumptions: and investigates the sensitivity of the projections to changes in those assumptions. A final section sets out some conclusions.
Best practice in safeguarding in colleges: report summary
- Author:
- OFSTED
- Publisher:
- OFSTED
- Publication year:
- 2011
- Pagination:
- 4p.
- Place of publication:
- Manchester
The framework for the inspection of further education and skills has a strong emphasis on keeping learners safe. This summary presents the key findings of a survey of best practice in colleges based on visits to 14 of the 15 colleges that received an outstanding grade for the leadership and management of their safeguarding arrangements in 2009/10. The colleges include general further education colleges, sixth form colleges, and independent specialist colleges catering for learners with learning difficulties and/or disabilities.
Best practice in safeguarding in colleges: a survey of best practice in safeguarding based on visits to 14 of the 15 colleges that received an outstanding grade for the leadership and management of their safeguarding arrangements in 2009/10
- Author:
- OFSTED
- Publisher:
- OFSTED
- Publication year:
- 2011
- Pagination:
- 22p.
- Place of publication:
- Manchester
The framework for the inspection of further education and skills has a strong emphasis on keeping learners safe. This survey presents best practice based on visits to 14 of the 15 colleges that received an outstanding grade for the leadership and management of their safeguarding arrangements in 2009/10. They include general further education colleges, sixth form colleges, and independent specialist colleges catering for learners with learning difficulties and/or disabilities. Areas of good practice discussed include: promoting safeguarding, training, safeguarding vulnerable groups, promoting safeguarding through teaching and learning, keeping the college's environment safe, and safe recruitment of staff. Points are illustrated with examples of good practice. Annexes provide the names and brief profiles of the colleges visited.