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‘I didn't know other people existed who hear voices…’ – qualitative perceptions of a hearing voices group for people with learning disabilities
- Authors:
- TOMLINS Rose, CAWLEY James
- Journal article citation:
- British Journal of Learning Disabilities, 44(3), 2016, pp.204-212.
- Publisher:
- Wiley
Group work for people who experience voice hearing in the mainstream population has been shown to have various benefits; however, there is little research describing hearing voices groups for people with learning disabilities. This study describes perceptions of a new hearing voices group for people with mild learning disabilities. Semi-structured interviews with twelve participants were conducted. This included three clients who attended the hearing voices group, three of their family members/carers and one professional. In addition, of those who were referred to the group but chose not to attend, one client, two family members/carers and two professionals were interviewed. Interview data were transcribed verbatim and thematic analysis was used to identify three overarching themes; the first ‘benefits of our hearing voices group’ described participants’ evaluations and perceptions of the hearing voices group. The second ‘making the decision to attend’ covers factors that influence clients when deciding whether or not to attend a hearing voices group. In the final theme ‘positive and negative contributors to the voice-hearing experience’, participants reflected on factors that affect the voice-hearing experience. The hearing voices group was valued by participants; however, services should consider the barriers to attendance faced by some clients. Strategies for addressing these are discussed. (Publisher abstract)
‘People with learning disabilities need a commissioner and a legal charter of rights’ – no they do not!
- Author:
- RICHARDS Michael
- Journal article citation:
- Disability and Society, 31(3), 2016, pp.426-430.
- Publisher:
- Taylor and Francis
Since the UK Winterbourne View scandal, there have been a number of reports and responses recommending what should be done to ensure a similar scandal does not happen again. Two ideas have emerged which suggest that people with learning disabilities need a legal charter of rights and a commissioner to make a difference in their lives. This article, however, argues that although it is right that issues affecting people with learning disabilities are at the heart of discussion and debate, this does not take into account the complex, flexible and multiple identities of people with learning disabilities, and their knowledge, experiences and skills. This would be more beneficial in understanding the lives of people with the label of learning disabilities than a commissioner or a charter. (Original abstract)
What are the support needs of women with learning disabilities who have been abused?
- Author:
- McCARTHY Michelle
- Journal article citation:
- Tizard Learning Disability Review, 21(1), 2016, pp.39-42.
- Publisher:
- Emerald
Purpose: In discussing some of the issues arising from the article by Angela Olsen and Catherine Carter, the purpose of this paper is to draw readers’ attention to the various support needs women with learning disabilities may have. Design/methodology/approach: Critical analysis based on review of literature and the author’s research and practice-based experience. Findings: Women with learning disabilities have similar support needs to other women who have experienced violence and abuse. However, in order to get their needs met, they need access to information, support from professionals and to share experiences with other women. Originality/value: This commentary encourages readers to view the abuse of women with learning disabilities in a broad social context and to use all the knowledge available to protect and empower individuals, whilst at the same time demanding social changes to end discrimination and abuse. (Publisher abstract)
Clinicians’ use of sexual knowledge assessment tools for people with intellectual disability
- Authors:
- THOMPSON Vanessa R., et al
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 41(3), 2016, pp.243-254.
- Publisher:
- Taylor and Francis
Background: Many people with intellectual disability have limited sexual knowledge. Several assessment tools have been developed to assess the sexual knowledge of people with intellectual disability. This paper examines how clinicians’ are using these tools. Method: This research uses a constructivist grounded theory approach. Semistructured qualitative interviews were conducted with clinicians who use sexual knowledge assessment tools. Findings and Discussion: Assessment of sexual knowledge is not routine in disability service provision. Sexual knowledge is typically only assessed when there has been an incident of problematic sexualised behaviour. This reactive approach perpetuates a pathological sexual health discourse. Conclusions: Clinicians using assessment tools said that they need the tools to support work they do in relation to sexual health of people with intellectual disability. However, they also reported that the tools have gaps and are not fully meeting their needs or the needs of people with intellectual disability. (Publisher abstract)
Responding to the needs of people with learning disabilities who have been raped: co-production in action
- Authors:
- OLSEN Angela, CARTER Catherine
- Journal article citation:
- Tizard Learning Disability Review, 21(1), 2016, pp.30-38.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to discuss a project that explored why mainstream rape support services are still failing to meet the needs of women with learning disabilities. Principles of co-production and action learning enabled a group of women, including women with learning disabilities, to share knowledge and skills and develop easy-read information leaflets. Design/methodology/approach: The project included representatives from a university, a third sector organisation and a rape crisis centre. Action learning methods were used to bring together a broad range of experience and expertise. The project was co-led by a woman with a learning disability and a lecturer in social work with people with learning disabilities. Findings: Three organisations had been toiling with a similar issue, that of responses to women with learning disabilities who had been raped. All had previously examined the problem from their own perspectives. An action learning process enabled them to explore the issues from a range of experiences, sharing knowledge and expertise and enabling them to begin to develop better service responses. While co-production may highlight competing priorities in and between organisations, it can also provide the means of managing these tensions. Social implications: The project demonstrated the importance of co-production. Working together led to a shared understanding of the barriers experienced by women with learning disabilities who experience rape and of the challenges faced by workers who aim to support them. This shared understanding enabled the action learning set to develop bespoke training and literature. Originality/value: The project demonstrates the importance of working with people with learning disabilities in order to develop services that truly meet their needs. (Publisher abstract)
Workforce development for people with intellectual disabilities: the perspective from people with intellectual disabilities
- Authors:
- DAVIES Jill, BURKE Christine
- Publishers:
- Foundation for People with Learning Disabilities, Health Education England
- Publication year:
- 2016
- Pagination:
- 30
- Place of publication:
- London
Reports on the results of a consultation with people with a learning disability from across Kent, Surrey and Sussex, to investigate what was important to them in order to lead a good life and also the qualities it was important for their workforce to have. The research spoke to 65 people with learning disabilities and five parents (who completed the questionnaires on behalf of their sons/daughters with more complex needs), and received 61 completed questionnaires. The report presents results of the analysis of skills by six different age groups: 12-24 years; 25-34 years; 35-44 years; 45-54 years; 55-64 years; and 65 years and over. People with learning disabilities and parents we spoke to were very keen for people to learn a range of practical skills to lead as independent a life as possible. They also wanted to be supported by practitioners who could: provide them with health advice; help them in maintaining relationships; and help them access leisure activities and services in the community. Some of the most important workforce qualities identified were to be listened to, be patient, have a happy and positive attitude, be given a voice, and be reliable and punctual. People from the focus groups believed that having the support from someone with those qualities made a huge difference to their lives. The report recommends that all curricula for the workforce have values based on the social model of disability and involve people with learning disabilities to make this possible. (Edited publisher abstract)
Mental health services for children and adolescents with learning disabilities: a review of research on experiences of service users and providers
- Authors:
- JACOBS Myrthe, et al
- Journal article citation:
- British Journal of Learning Disabilities, 44(3), 2016, p.225–232.
- Publisher:
- Wiley
Background: Children and young people with learning disabilities experience high rates of mental health problems. Methods: The present study reviewed the literature on mental health services for children with learning disabilities, to identify known models of service provision and what has been experienced as effective or challenging in providing good services. Results: Children with learning disabilities and their parents experience barriers accessing mental health services that are related to a lack of information and perceptions of services as being inadequate. Service providers identified a lack of resources as a barrier to meeting needs. Although positive experiences are also observed, many parents have found services to be inappropriate or overwhelming. Conclusion: Research linking population need to available resources, and service models to services users’ outcomes would be valuable to make clear recommendations on how mental health services can address the needs of this group more effectively. (Publisher abstract)
Creative ways of talking: a narrative literature review concerning emotional support for adults with mild or moderate learning difficulties
- Author:
- MacDONALD Dee
- Journal article citation:
- British Journal of Learning Disabilities, 44(3), 2016, p.233–239.
- Publisher:
- Wiley
Background: Adults with mild or moderate learning difficulties identified a need for more opportunities to access appropriate emotional support. Materials and Methods: A narrative literature review was undertaken. Factors associated with dealing with emotional unrest, such as self-esteem/self-awareness, a person's attitude to having learning difficulties, emotional competency and friendship issues are discussed. Results: The review provides evidence that emotional unrest exists but receives little attention from supporters due to an emphasis on practical issues associated with an inclusion agenda. The review highlights a lack of research on emotional support for adults and explores reasons for this. Conclusion: The value that people with learning difficulties place on support from others with learning difficulties, that is peer support, emerges as a theme and an argument is presented for further inclusive research in this area. (Publisher abstract)
Commentary: enhancing community inclusion for people with complex needs through partnership working
- Author:
- CARNABY Steve
- Journal article citation:
- Tizard Learning Disability Review, 21(3), 2016, pp.140-143.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to serve as a commentary on the work reported by Hilary Johnson and her colleagues, which used partnership working as a lever for developing community inclusion for people with complex communication needs. Design/methodology/approach: The commentary uses the wider literature on social inclusion as well as narrative from current policy in England on the development of “Transforming Care Partnerships” to explore some of the issues raised by the research. Findings: The conclusion is that physical integration is only the starting point for a vision where people with the most complex needs live the “included life” which evolves by developing partnership working and reciprocal relationships between people with and without disabilities. Originality/value: This paper attempts to highlight relevant key research in the area of social integration as a way of reviewing the likely impact of recent policy on the lives of people with intellectual disabilities and the most complex needs. (Publisher abstract)
Parental perceptions and satisfaction with family services in families of children with autism spectrum disorder and other developmental disabilities
- Authors:
- ZUNA Nina I., et al
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 41(3), 2016, pp.233-242.
- Publisher:
- Taylor and Francis
Background: This paper reports results from a study examining disability-related services at the family level. Method: The authors used descriptive statistics to examine (a) the types of disability-related family services families used, (b) how well family services met their needs, (c) the types of family services needed but not received, and (d) families’ perceptions of their knowledge of disability-related family services. Results: Families were mostly satisfied with the services they received; however, about 25% of the sample indicated that a few family services, such as respite, sibling support groups, and parent support groups, were needed but not received. Families were also slightly less satisfied with their knowledge of family services as compared to their ability to request services. Conclusions: Families identified specific services to meet the needs of all of their family members; however, their family support needs are not always being adequately addressed by current programmes. Initial assessments should be used to match family services to family needs, and follow-up consultations would help to ensure that the services received result in improved family quality of life. (Edited publisher abstract)