Search results for ‘Subject term:"learning disabilities"’ Sort:
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Life after release from prison: the experience of ex‐offenders with intellectual disabilities
- Authors:
- CHIU Pak, TRIANTAFYLLOPOULOU Paraskevi, MURPHY Glynis
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 33(4), 2020, pp.686-701.
- Publisher:
- Wiley
Background: In the UK, little is known about the experience of ex‐prisoners with intellectual disabilities. Method: A qualitative study was therefore conducted to investigate what life is like for ten men with intellectual disabilities who left prison at least 9 months previously. Semi‐structured interviews were employed to explore the men's views of post‐prison life, including opportunities/challenges and support received from services. Results: Through interpretative phenomenological analysis, four over‐arching themes were constructed: the nature of support and services, the difficulty of staying out of trouble, the importance of family and the need to act the “tough guy”. The participants reported being extremely under‐supported. They were often hostile about staff who they felt were too focused on their previous crime. Conclusions: In general, men were very under‐supported and the upheavals of post‐prison lives appeared to be “normalized” by them. Better understanding of their lives within their social context would benefit their community re‐entry. (Edited publisher abstract)
‘I don't feel trapped anymore…I feel like a bird’: people with learning disabilities' experience of psychological therapy
- Authors:
- LEWIS Nicola, LEWIS Karin, DAVIES Bronwen
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 29(5), 2016, pp.445-454.
- Publisher:
- Wiley
Background: This current research was developed in response to a clinical psychology service recognising the need to evaluate their psychological service for and, as part of this evaluation, the importance of consulting with service users about their experience of psychological therapies. Methods: Six service users with a learning disability were interviewed about their experience of individual psychological therapy. The interviews were analysed using interpretative phenomenological analysis. Results: Themes were generated from the interviews which highlighted both positive and negative feedback on the psychological therapy process. The feedback covered areas such as access to therapy, feelings about therapy, preparing for therapy, skill development and collaborative working, accessibility and making therapy fun, challenges to confidentiality, positive feelings towards the therapist, aspects of the therapeutic relationship, therapy being challenging but helpful, and positive outcomes. Conclusions: These results have contributed to the evidence base that people with a learning disability are able to meaningfully engage in research and provide essential feedback on the services that they receive. (Edited publisher abstract)
Finding the sparkle: storytelling in the lives of people with learning disabilities
- Author:
- GROVE Nicola
- Journal article citation:
- Tizard Learning Disability Review, 20(1), 2015, pp.29-36.
- Publisher:
- Emerald
The ability to tell a story, whether personal or fictional, is a skill which can enable people to build a sense of identity, friendship, community and self-advocacy. However, narrative is rarely prioritised in services. This paper describes two approaches to the development of storytelling for people with learning disabilities used by the charity Openstorytellers - Learning to Tell and StorysharingTM. Reflections from interviews are used to illustrate how individuals view their experiences as storytellers, and the benefits that come in the wake of learning to tell and listen to stories. Storytelling led to an increased sense of purpose, confidence, communication and value. The findings are based on subjective perceptions by the people concerned, and were not obtained through independent research. However, they represent a first step towards evaluating the impact of multidimensional interventions. (Edited publisher abstract)
Experiences of people with learning disabilities in the criminal justice system
- Authors:
- HYUN Elly, HAHN Lyndsey, McCONNELL David
- Journal article citation:
- British Journal of Learning Disabilities, 42(4), 2014, pp.308-314.
- Publisher:
- Wiley
The aim of this review is to synthesise findings from research about the experiences of people with learning disabilities who have faced arrest and jail time. After an extensive search of the literature, four relevant articles were found. The first-person accounts presented in these four studies were pooled, and a thematic analysis was undertaken. Three common themes were identified: (i) study participants did not understand what was happening to them, or why, (ii) they felt alone, and they did not know where to turn, or to whom for support and (iii) they were uncertain about what to say or do. Overall, the findings raise concerns about the treatment of people with learning disabilities in the criminal justice system and their access to procedural justice. Further research is needed to improve understanding of their experiences and support needs. There is unequivocal evidence that persons with learning disabilities are over-represented in the prison population. To date however, few studies have investigated their first-hand experience, including their experiences of being interrogated, of standing trial, serving time and transitioning back into the community. The purpose of this review is to draw what insights we can from the limited available data and to identify directions for future research. (Publisher abstract)
Social inclusion through employment: the marketisation of employment support for people with learning disabilities in the United Kingdom
- Author:
- HUMBER Lee Anderson
- Journal article citation:
- Disability and Society, 29(2), 2014, pp.275-289.
- Publisher:
- Taylor and Francis
Employment for people with learning difficulties is considered key to their social inclusion. This contradicts the perceived un-employability of people with learning difficulties that has been part of their social identities throughout their history hitherto. The national rate of employment for people with learning difficulties remains extremely low and has barely changed in the 20 years between 1990 and 2010. This paper investigates links between learning disabilities and employment, drawing on interview-based research. It analyses the quality of experience of the minority in employment to consider whether employment can serve the inclusive purpose expected of it. (Publisher abstract)
Gaining feedback from people with learning disabilities
- Authors:
- BALL Jo, SHANKS Andrew
- Journal article citation:
- British Journal of Occupational Therapy, 75(10), October 2012, pp.471-477.
- Publisher:
- Sage
Despite growing interest in involving service users in evaluating service provision there is a lack of evidence about how occupational therapists working in the field of learning disabilities gather feedback. This research explored how members of the UK College of Occupational Therapists Specialist Section - People with Learning Disabilities gathered feedback from their service users. Questionnaires were completed by 70 occupational therapists and 12 of them participated in semi-structured interviews. The occupational therapists were passionate about service user feedback, but they were more likely to use informal methods rather than established methods with a more robust evidence base. Despite research indicating greater potential for bias when asking people with learning disabilities for feedback, almost half the participants did not take measures to reduce this. The survey responses suggest that this is due to service pressures, lack of confidence and the complexity of service users' needs. The authors believe that occupational therapists need to do more to gain feedback from people with learning disabilities and further research is required to establish the most effective way of doing this.
Hidden pain?: self-injury and people with learning disabilities: summary of findings
- Authors:
- HESLOP Pauline, MACAULEY Fiona
- Publisher:
- Bristol Crisis Service for Women
- Publication year:
- 2009
- Pagination:
- 4p.
- Place of publication:
- Bristol
This summary reports the key findings from a 3-year research project which aimed to obtain the views of people with learning disabilities about their self-injury. It is based on the views of 25 people with learning disabilities and personal experience of self-injury who took part in up to 4 research interviews each. The people with learning disabilities were aged between 14 and 65 and lived in the United Kingdom in a variety of different living arrangements. In addition, interviews were also conducted with 15 family members and 33 professionals. The most common types of self-injury were found to be scratching, cutting their skin and hitting themselves. Half of the participants reported engaging in these behaviours. The next most frequently reported types of self-injury were self-biting, taking an overdose and hitting out at something else such as a wall or hard object. All but 5 of the participants engaged in more than one type of self-injury. This summary provides an overview of the key findings of the project, including the circumstances and feelings leading up to self-injury and what are considered to be helpful forms of support. Recommendations for the care of people with learning disabilities to address their self-injury are provided.
Hidden pain?: self-injury and people with learning disabilities
- Authors:
- HESLOP Pauline, MACAULAY Fiona
- Publisher:
- Bristol Crisis Service for Women
- Publication year:
- 2009
- Pagination:
- 116p., bibliog.
- Place of publication:
- Bristol
This report presents the findings from a 3-year research project which aimed to obtain the views of people with learning disabilities about their self-injury. It is based on the views of 25 people with learning disabilities and personal experience of self-injury who took part in up to 4 research interviews each. The people with learning disabilities were aged between 14 and 65 and lived in the United Kingdom in a variety of different living arrangements. In addition, interviews were also conducted with 15 family members and 33 professionals. The most common types of self-injury were found to be scratching, cutting their skin and hitting themselves. Half of the participants reported engaging in these behaviours. The next most frequently reported types of self-injury were self-biting, taking an overdose and hitting out at something else such as a wall or hard object. All but 5 of the participants engaged in more than one type of self-injury. This report covers: people with learning disabilities’ experiences of self-injury; circumstances leading up to their self-injury; their feelings before self-injuring; how they try to stop themselves self-injuring; the circumstances for people with learning disabilities after self-injuring; what they consider to be helpful and less helpful forms of support; family members and professionals’ views about self-injury; and the impact on family members and professionals of supporting a person with learning disabilities who self-injures.
Hidden pain?: people with learning disabilities who hurt themselves
- Authors:
- HESLOP Pauline, MACAULAY Fiona
- Publisher:
- Bristol Crisis Service for Women
- Publication year:
- 2009
- Pagination:
- 4p.
- Place of publication:
- Bristol
This document is an easy read summary which provides the key findings from a research project which aimed to obtain the views of people with learning disabilities about their self-injury. It is based on interviews of 25 people with learning disabilities and personal experience of self-injury. The key findings of the project are described, including why people hurt themselves and the circumstances leading up to their self-injury, and how people try to stop hurting themselves and the support they need to do this. Other resources for people with learning disabilities who hurt themselves are listed.
How adults with learning disabilities view living independently
- Authors:
- BOND Rebecca J., HURST Jenni
- Journal article citation:
- British Journal of Learning Disabilities, 38(4), December 2010, pp.286-292.
- Publisher:
- Wiley
It is seen as increasingly important for people with learning disabilities to be supported to live independently and manage their own self care, productivity and leisure activities. The aim of this study was to research the views of people with learning disabilities about the reality of living independently and to hear their stories. Semi-structured interviews were held with nine adults with mild learning disabilities who lived alone with minimal or no formal support at home. Their narratives were analysed using thematic analysis and seven themes emerged. These were: feelings on living alone; practical issues; support issues; choice and control; vulnerability; health issues; and the impact of having a learning disability. The participants related that they often have difficulties in their everyday lives, and they can sometimes struggle to manage their health, safety and to undertake practical tasks associated with independent living. However, they were very clear in their desire to remain living independently. The participants talked about service providers needing to be aware of their vulnerability and wanted people to respect their right to make their own choices. The issues raised reflect the need for support to enable increased social inclusion for people, and getting the level of support right.