Search results for ‘Subject term:"learning disabilities"’ Sort:
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Sexuality: policies, beliefs and practice
- Authors:
- MURRAY J., MacDONALD R., LEVENSON V.
- Journal article citation:
- Tizard Learning Disability Review, 6(1), 2001, pp.29-35.
- Publisher:
- Emerald
Investigating spontaneous attributions in mothers of individuals with intellectual disabilities and self-injurious behaviour
- Author:
- DRYSDALE Emma E.
- Journal article citation:
- British Journal of Learning Disabilities, 37(3), September 2009, pp.197-206.
- Publisher:
- Wiley
This Scottish studies recruited thirteen mothers of people with learning disabilities who self-injured. A qualitative design was employed, the data being subjected to thematic analysis. Semi-structured interviews were used to explore the nature and content of their views about self-injurious behaviour (SIB). The mothers' attributions were consistent with dimensions of locus of cause, stability and controllability. They held different, sometimes contradictory views about causes of SIB. Although pessimistic regarding long-term improvement and often uncomfortable with interventions suggested by professionals, some felt able to exercise limited control over their offsprings' SIB. Control was also linked to stress, and a sense of responsibility when there was inadequate support. Sensitive, effective professional support for individuals engaging in SIB requires collaboration with carers, and understanding carers' views and feelings.
Developmental differences in understanding the causes, controllability and chronicity of disabilities
- Authors:
- SMITH L. A., WILLIAMS J. M.
- Journal article citation:
- Child: Care, Health and Development, 31(4), July 2005, pp.479-488.
- Publisher:
- Wiley
The present study explored typically developing children's (n = 77) understanding of the causes, controllability and chronicity of disabilities. Children in each of four age groups (45 years, 67 years, 910 years and 1112 years) were interviewed to explore their ideas about children with physical disabilities (minor: missing thumb; major: wheel-chair bound), sensory disabilities (blindness and hearing loss), learning disabilities (non-specific and Down syndrome) and emotional/behavioural difficulties (attention deficit hyperactivity disorder and lack of social skills). Significant age differences were found in children's understandings of the causes, controllability and chronicity of disabilities. Furthermore, children showed a greater understanding of salient disabilities. Findings are discussed in terms of developmental changes and the role of experience in shaping children's understanding of disabilities.
‘It's different, but it's the same’: perspectives of young adults with siblings with intellectual disabilities in residential care
- Authors:
- JACOBS Paula, MacMAHON Ken
- Journal article citation:
- British Journal of Learning Disabilities, 45(1), 2017, pp.12-20.
- Publisher:
- Wiley
Background: Siblings often play significant roles in the lives of people with intellectual disabilities. This study aimed to give voice to young adults whose siblings have an intellectual disability and are in residential care. Materials and Methods: Six participants were interviewed, with interpretative phenomenological analysis methodology employed. Results: Emergent themes included family and sibling relationships and concerns for the future. However, ambivalence, in terms of conflicting feelings within participants themselves, was striking. Dissonances within narratives included identifying as ‘one family’ whilst living apart, experiencing guilt while being supportive of the residential placement, and emphasising the normality of the sibling experience whilst also feeling different and isolated. Conclusion: These findings reflect the particular complexity of sibling relationships when the person with an intellectual disability lives in residential care. There is a need to understand more about the perspectives of siblings, and the influence that residential care may have upon these. (Publisher abstract)
Staff responses to behaviour that challenges: The role of knowledge, attributions, and emotion regulation style
- Author:
- WISHART Judith
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 38(3), 2013, pp.205-214.
- Publisher:
- Taylor and Francis
Background: In this study, the authors explored the extent to which the knowledge and attributions of support staff predicted their reported helping behaviour in relation to people with an intellectual disability who displayed challenging behaviour (CB), and whether emotion regulation style moderated the relationship between attributions and this helping behaviour. Method: Participants (N = 107) completed self-report measures of knowledge of the meaning and management of CB, causal attributions and behavioural response to CB, and emotion regulation style. Results: Knowledge and helpful attributions were significantly correlated with reported helping behaviour; however, in a regression analysis with both predictors, only knowledge significantly contributed to the variance. No moderating effect was found for emotion regulation styles on the relationship between attributions and reported helping behaviour. Conclusion: Knowledge was the only significant predictor of reported positive staff approaches in managing CB, giving some support for the provision of staff training aimed at increasing knowledge, rather than changing attributions. (Publisher abstract)
Therapy expectations: preliminary exploration and measurement in adults with intellectual disabilities
- Authors:
- KILBANE Amy L., JAHODA Andrew
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 24(6), November 2011, pp.528-542.
- Publisher:
- Wiley
This study began with the hypothesis that certain characteristics of people with intellectual disabilities and their pathway to psychological interventions may make their expectations of therapy and motivation to attend sessions particularly significant influences on the therapy process and outcomes. This preliminary exploration measured therapy (CBT) expectancy in adults with intellectual disabilities through the development and psychometric evaluation of the therapy expectation measure (TEAM). Six adults with intellectual disabilities took part in semi-structured interviews about therapy expectancy and motivation to identify TEAM items. A further 22 participants living in the Glasgow area piloted the measure. This study confirmed that the TEAM has acceptable test–retest reliability and internal consistency. There was a strong positive relationship with a measure of general self-efficacy. Client expectations of therapy were largely positive and congruent with therapy as a goal-oriented process in which they would be an active participant. However, a number of individuals were unclear about the reason for referral and felt a low level of involvement. Client and carer perceptions of referral were significantly different. The authors conclude that the TEAM instrument may help clinicians to identify potential barriers to engagement in therapy and find ways of enhancing the therapeutic experience of adults with an intellectual disability. Further evaluation of the TEAM with larger samples is required.
The application of the theory of planned behaviour to diet in carers of people with an intellectual disability
- Authors:
- JENKINS Catherine M., MCKENZIE Karen
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 24(3), May 2011, pp.237-246.
- Publisher:
- Wiley
Poor diet and weight control are particular issues for people with an intellectual disability. This study investigated the utility of the theory of planned behaviour (TPB) in predicting the intentions of care staff to encourage healthy eating behaviour in the people with an intellectual disability that they support. A quantitative, within-participant, questionnaire based design was used with 112 care staff from voluntary and charitable organisations to assess the performance of 2 TPB models. The first contained the variables: attitude, subjective norm and perceived behavioural control. The second had additional variables of self-efficacy and self-identity. The results found that the first model accounted for 31% of the variance with all 3 variables being significant predictors. Adding variables increased the overall predictive power of the model by 4%, but resulted in a reduction in the predictive power of the individual variables. The results suggests the TPB is a useful model for predicting carer intentions in relation to the diet of those they support, with their perceptions of the attitudes of others towards healthy eating being a key influential factor. Ways in which this may inform interventions to improve the overall health of people with intellectual disabilities are discussed.
Consenting adults?: guidance for professionals and carers when considering rights and risks in sexual relationships involving people with a mental disorder
- Author:
- MENTAL WELFARE COMMISSION FOR SCOTLAND
- Publisher:
- Mental Welfare Commission for Scotland
- Publication year:
- 2010
- Pagination:
- 40p.
- Place of publication:
- Edinburgh
Sexual expression, sexual relationships, marriage and children are a natural and expected part of a person’s life experience. People with a mental illness, learning disability or other mental disorder, have the same personal and sexual needs and rights as anyone else. At the same time people with a mental disorder can be at particular risk of abuse or exploitation. Balancing those rights and risks raises a host of legal and moral dilemmas. This guidance has been produced in response to the legal, ethical and practical issues concerning sexual relationships involving adults with a mental disorder. It is intended to provide a framework for discussion of the general issues that need to be considered when assessing risk and considering the need for intervention in a person’s sexual life. In assessing and deciding on the need for intervention, this guidance looks at a number of significant questions for practitioners. These include: assessment of capacity; issues of consent; knowledge of the person’s background and past and present wishes; the nature of the mental disorder; different forms of sexual expression; potential risks as against benefits; staff attitudes, knowledge and training; assistance given by staff; family attitudes; cultural and religious beliefs; the person’s living situation; statutory duties and professional and organisational responsibilities to investigate, including issues of confidentiality and disclosure; and intervention that may be required.
'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.
Stakeholders' views on measuring outcomes for people with learning disabilities
- Authors:
- YOUNG Anita F., CHESSON Rosemary A.
- Journal article citation:
- Health and Social Care in the Community, 14(1), January 2006, pp.17-25.
- Publisher:
- Wiley
This study aimed to discover views of managers and commissioners of services for people with learning disabilities in Scotland regarding (a) current approaches to service evaluation (as an indication of what is to be measured) and (b) healthcare outcome measurement. A postal questionnaire was used to survey 94 stakeholders from the NHS, Local Authorities, and non-statutory organisations across Scotland. Respondents' views were sought on current approaches to service evaluation within learning disabilities; outcome measurement; appropriateness of specified methods of measuring health outcomes; desired future methods of outcome measurement within learning disabilities; and service user involvement in care. A 77% (73/94) response rate to the questionnaire was achieved. Different methods of service evaluation were used by different stakeholders. Staff appraisal was the most frequently identified method (used by 85% of respondents). Specific outcome measures were used by 32% of respondents although there were differences of opinion as to what constitutes specific outcome measures. Overall there was strong support for goal-setting and reviewing (83%) and individualised outcome measures (75%) as appropriate methods for use with people with learning disabilities. The hypothetical question asking what outcome measures should be introduced for this client group had by far the lowest response rate (51/73). The overwhelming majority of all respondents, 68 (92%), reported user involvement in their service. Staff ambivalence to outcome measurement was evident in the research and respondents highlighted the complexity and multidimensional nature of outcomes for this service user group. Managers recognised that outcome measurement was expected but were uncertain how to go about it.