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Using personal construct theory to explore self-image with adolescents with learning disabilities
- Authors:
- THOMAS Samantha, et al
- Journal article citation:
- British Journal of Learning Disabilities, 39(3), September 2011, pp.225-232.
- Publisher:
- Wiley
It is often difficult for young people with learning disabilities to express themselves to their teachers and carers in how they see themselves and what is important to them. This idea of self is often central to their psychological well-being. However, in the UK, there is little research conducted which examines self-image with young people with learning disabilities. Previous studies have demonstrated the effective use of personal construct theory with children and adults with learning disabilities and this paper suggests that personal construct elicitation methods can be used to help young people with learning disabilities communicate and share their self-constructs. Four personal construct elicitation methods, including drawings, were used successfully to support students to discuss constructs of self, suggesting that personal construct theory can be used to guide an exploration of self-image with adolescents with learning disabilities. The students in this study construed their self-image hierarchically using psychological constructs over nine different dimensions of self. Overall, participants found the questions and drawings helped them to share ideas about themselves with other people.
Independent living: around in a circle
- Author:
- NEVILLE Mandy
- Journal article citation:
- Community Care, 29.2.96, 1996, p.4.
- Publisher:
- Reed Business Information
A circle of support is a group of friends invited by someone with a learning difficulty to get together regularly to plan, dream and act on that person's behalf. The author explains how the circle of support works and argues that is gives strength and confidence to the participants, providing a natural alternative to the inequality of dependence.
What’s in it for me? the meaning of involvement in a self-advocacy group for six people with intellectual disabilities
- Authors:
- CLARKE Rachel, CAMILLERI Kelly, GODING Lois
- Journal article citation:
- Journal of Intellectual Disabilities, 19(3), 2015, pp.230-250.
- Publisher:
- Sage
- Place of publication:
- London
Background: This article explores the experiences of six people with intellectual disabilities in the context of a self-advocacy group, identifying the benefits and difficulties of being part of the group. Materials and Methods: Six adults with intellectual disabilities were interviewed about their experiences. Each individual took part in two individual and two group interviews. The transcripts were analysed using thematic analysis. Results: Analysis revealed four themes, namely, being part of the group, self-esteem, self-determination and empowerment. Conclusion: Being part of the group is central to the experience of self-esteem, self-development and empowerment. Responses allow the exploration of the interrelationship between individual, group and community. Consideration is given to models of disability and the evidence base in relation to personal and political outcomes of self-advocacy. Links are made with developing a sense of self, self-determination, interpersonal learning and building resilience. Implications for practice are discussed. (Publisher abstract)
Being a member of a self-advocacy group: experiences of intellectually disabled people
- Authors:
- GILMARTIN Ann, SLEVIN Eamonn
- Journal article citation:
- British Journal of Learning Disabilities, 38(3), September 2010, pp.152-159.
- Publisher:
- Wiley
The aim of this study was to explore the lived experiences of belonging to a self-advocacy group for people with intellectual disabilities. The participants were 13 persons with intellectual disabilities who had attended three self-advocacy day centre based groups in a city in the west of Ireland for a minimum of six months. Data was collected by means of semi-structured interviews in which the participant talked about how it felt to be a member of a self-advocacy group. The descriptions were arranged into two main categories: ‘functioning as a group’; and ‘impact of group membership on personal lives’. The results showed that the participants felt their lives had improved and they were more fulfilled as a result of being part of their self-advocacy group. Empowerment occurred for the participants' both at an individual and collective basis, and a greater sense of self-determination and autonomy was evident in their lives by the opportunities to make choices. The article concludes that opportunities should be provided for adults with an intellectual disability who are not attending day services to join self-advocacy groups in a community setting as there were clear benefits identified in this study from group membership. A recognition that service providers need to take on board the value that can result from self-advocacy groups was also apparent.
Enterprising spirits
- Author:
- BATES Keith
- Journal article citation:
- Learning Disability Today, 10(4), May 2010, pp.14-16.
- Publisher:
- Pavilion
- Place of publication:
- Hove
It is estimated that just 7.5% of adults with learning disabilities are in paid employment, yet many of these people want to work. The cross government employment strategy Valuing Employment Now, published in 2009, has set ambitious targets to radically improve the opportunities for, and increase the numbers in, work for people with learning difficulties. This article describes the ‘In Business’ project, which help to support people with learning disabilities in setting themselves up as self-employed as a realistic route to employment. The project worked with 4 primary sites across England, each supporting up to 8 people in establishing their own small business. The key features of the project were that: each entrepreneur was supported to develop their own business based on their interests and abilities; the In Business project manager advised paid support staff, families and entrepreneurs about setting up business and navigating the benefits and tax systems as a self-employed person; staff members and families were engaged and trained in order to support the entrepreneur; and small business advisers and mainstream employment services were engaged in the project from its early stages. This article outlines the innovation involved, the business development provided, and the service delivery change as a result of supporting people with learning disabilities become entrepreneurs.
Independent Living: the numbers game
- Author:
- SIMONS Ken
- Journal article citation:
- Community Care, 29.2.96, 1996, p.3.
- Publisher:
- Reed Business Information
Argues that the past 15 years have seen the emphasis on individual needs, but now, the time has come to use collective action to influence events for people with learning difficulties.
Independent living: the right to choose
- Author:
- WARD Linda
- Journal article citation:
- Community Care, 29.2.96, 1996, p.1.
- Publisher:
- Reed Business Information
More and more people with learning difficulties are making heard their views as they progress gradually towards the independent lives they crave. The author looks at the achievements of people with learning difficulties, and the obstacles which face them in their quest for choice and control over their lives.
Independent living: planning ahead
- Author:
- SANDERSON Helen
- Journal article citation:
- Community Care, 29.2.96, 1996, pp.6-7.
- Publisher:
- Reed Business Information
The author discusses changes in approach amongst staff making plans for people with learning difficulties.
The psychological and social impact of self‐advocacy group membership on people with intellectual disabilities: a literature review
- Authors:
- FENN Kristina, SCIOR Katrina
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 32(6), 2019, pp.1349-1358.
- Publisher:
- Wiley
Background: There is no one agreed definition of self‐advocacy, but it can be taken to include actions and concepts such as standing up for one's rights and self‐determination. Method: A review of studies examining the psychological and social impact of self‐advocacy group membership on people with intellectual disabilities was conducted. Systematic searches of electronic databases (PsycINFO, Scopus, Web of Science and ProQuest's Sociology Database), and manual searches of reference lists and citations, identified 12 studies. Results: “Empowerment” and “increased confidence” were frequently reported outcomes. “Belonging,” increased opportunities for social connections and changed self‐identity were also key themes. Conclusions: Limitations of the review included difficulty categorizing outcomes, and limitations of the evidence base included a lack of quantitative studies. Implications of the review include an observation that the role of self‐advocates in the research literature could be extended to the co‐construction of research agendas. (Publisher abstract)
Journey to independence: what self-advocates tell us about direct payments; a joint research project from Swindon People First and the Norah Fry Research Centre
- Authors:
- GRAMLICH Stacey, et al
- Publisher:
- British Institute of Learning Disabilities
- Publication year:
- 2002
- Pagination:
- 137p.
- Place of publication:
- Kidderminster
Very few people with learning disabilities get direct payments, yet many see it as an Important part of their journey to independence. This report examines: the best ways to support people with learning disabilities to get direct payments; how people with learning difficulties have gained from direct payments; and the best ways of giving information and publicising direct payments.