Reports on a small-scale research study in Avon into the experiences of fifty young people with learning difficulties and their transition to adulthood.
Reports on a small-scale research study in Avon into the experiences of fifty young people with learning difficulties and their transition to adulthood.
Transition can be a particularly complicated and stressful experience for a young person with disabilities and his or her family. All change looks at the process of transition in England and the main issues and choices that may arise, both in the lives of young people with learning difficulties and for their families. This resource is aimed at young people with learning difficulties as they pass through transition into adult life, as well as their family carers and professionals. It covers what happens when the young person leaves school, the choices they might need to make about further education, work, housing and leisure, the transition to adult services and the different options and types of support that are available
Transition can be a particularly complicated and stressful experience for a young person with disabilities and his or her family. All change looks at the process of transition in England and the main issues and choices that may arise, both in the lives of young people with learning difficulties and for their families. This resource is aimed at young people with learning difficulties as they pass through transition into adult life, as well as their family carers and professionals. It covers what happens when the young person leaves school, the choices they might need to make about further education, work, housing and leisure, the transition to adult services and the different options and types of support that are available
Extended abstract:
Author:MALLETT Robina; POWER Margaret; HESLOP Pauline Title: All change: transition into adult life: a resource for young people with learning difficulties, family carers and professionals Publisher: Pavilion, 2003
Summary
This resource is aimed at young people with learning difficulties as they pass through transition into adult life, as well as their family carers and professionals. It covers what happens when the young person leaves school, the choices they might need to make about further education, work, housing and leisure, the transition to adult services and the different options and types of support that are available.
Context
Transition can be a particularly complicated and stressful experience for a young person with disabilities and his or her family. All change looks at the process of transition in England and the main issues and choices that may arise, both in the lives of young people with learning difficulties and for their families.
Contents
An introduction describes new Government initiatives (Valuing people, The SEN Code of Practice, and the new Connexions service), explains how to use the guide, and lists useful resources. Part 1 consists of information for adults who are supporting a young person with learning difficulties during transition and has chapters on planning for transition, changing roles (from parent to carer, and being a young adult with learning difficulties); choices for the future (about further education, work, daytime activity and where to live); using adult services (social services; health services; technology, aids and equipment; getting around; and knowing where you stand: rights and entitlements); and living life to the full (making friends, sex matters: developing personal and intimate relationships, and having fun: leisure, sport and holidays). Useful resources are listed throughout. This part ends with a glossary and its own index. Part 2 is the young people's pages and is written in accessible language. It begins with notes on how to use the part and an introduction, and has chapters on transition, planning for the future, new choices to think about, and becoming an adult – what changes?
Subject terms:
learning disabilities, service transitions, young people, families;
Journal of Intellectual and Developmental Disability, 46(3), 2021, pp.239-249.
Publisher:
Taylor and Francis
Background: Planning the transition to adulthood of youth with severe to profound intellectual disability (ID) requires professionals from different institutions to work together. However, there are few studies in the literature that focus on professionals involved in this transition. Method: This study documented factors impacting the transition to adulthood of youth with severe to profound ID and potential solutions from the perspective of professionals from different sectors involved in transition planning, using individual interviews. Results: The absence of clear markers to guide professionals, lack of system navigator and recognition of rehabilitation potential of individuals with severe to profound ID were some of the obstacles experienced by professionals. They felt helpless facing the distress of families. Conclusion: Knowledge of the factors that, from the professionals’ perspective, impact this transition could help to foster intersectoral collaboration between the many professionals involved and guide future initiatives to develop relevant and realistic solutions.
(Edited publisher abstract)
Background: Planning the transition to adulthood of youth with severe to profound intellectual disability (ID) requires professionals from different institutions to work together. However, there are few studies in the literature that focus on professionals involved in this transition. Method: This study documented factors impacting the transition to adulthood of youth with severe to profound ID and potential solutions from the perspective of professionals from different sectors involved in transition planning, using individual interviews. Results: The absence of clear markers to guide professionals, lack of system navigator and recognition of rehabilitation potential of individuals with severe to profound ID were some of the obstacles experienced by professionals. They felt helpless facing the distress of families. Conclusion: Knowledge of the factors that, from the professionals’ perspective, impact this transition could help to foster intersectoral collaboration between the many professionals involved and guide future initiatives to develop relevant and realistic solutions.
(Edited publisher abstract)
Subject terms:
learning disabilities, young people, young adults, service transitions;
Journal of Applied Research in Intellectual Disabilities, 33(1), 2020, pp.101-110.
Publisher:
Wiley
Background: Previous studies and national reports have all noted that a significant proportion of the young people who display harmful sexual behaviours have intellectual disabilities. However, research on the topic has been scarce. This study presents a systematic review of the literature relating to clinical instruments specifically developed or adapted for adolescents with intellectual disabilities who display harmful sexual behaviours. Method: An electronic search of databases was completed for published articles in English from the earliest possible date to the end of 2013. Results: No published articles met the full search criteria. This confirmed the lack of published clinical measures, apart from two risk assessment instruments. Conclusions: Given the lack of measures, it is recommended that the focus of future research needs to be on developing or adapting instruments that will offer researchers’ and clinicians’ empirical as well as clinical data on this all‐too‐often‐overlooked population of vulnerable youth.
(Publisher abstract)
Background: Previous studies and national reports have all noted that a significant proportion of the young people who display harmful sexual behaviours have intellectual disabilities. However, research on the topic has been scarce. This study presents a systematic review of the literature relating to clinical instruments specifically developed or adapted for adolescents with intellectual disabilities who display harmful sexual behaviours. Method: An electronic search of databases was completed for published articles in English from the earliest possible date to the end of 2013. Results: No published articles met the full search criteria. This confirmed the lack of published clinical measures, apart from two risk assessment instruments. Conclusions: Given the lack of measures, it is recommended that the focus of future research needs to be on developing or adapting instruments that will offer researchers’ and clinicians’ empirical as well as clinical data on this all‐too‐often‐overlooked population of vulnerable youth.
(Publisher abstract)
Subject terms:
harmful sexual behaviour, learning disabilities, young people, assessment;
Journal of Intellectual Disabilities, 21(1), 2017, pp.20-39.
Publisher:
Sage
Place of publication:
London
Background: This study examined how adolescents with mild intellectual disabilities define qualities of friendship and discussed the extent to which these definitions adhere to established definitions of close friendship.
Materials and Methods: The study was based on qualitative interviews with 11 adolescents in secondary school. The interviews were supplemented with information from six parents. A thematic structural analysis was used to identify themes.
Results: Qualities of friendship were categorised as mutual preference, mutual enjoyment, shared interactions, care, mutual trust and bonding. The criteria for close friendship seem to be fulfilled, albeit to a moderate degree. Closeness and reciprocity appear to be significant in this study, although these features have been considered less relevant within this target group in previous research.
Conclusions: Differences in definitions may explain divergent results compared with other studies, and the need to achieve equivalence in friendship may be another.
(Edited publisher abstract)
Background: This study examined how adolescents with mild intellectual disabilities define qualities of friendship and discussed the extent to which these definitions adhere to established definitions of close friendship.
Materials and Methods: The study was based on qualitative interviews with 11 adolescents in secondary school. The interviews were supplemented with information from six parents. A thematic structural analysis was used to identify themes.
Results: Qualities of friendship were categorised as mutual preference, mutual enjoyment, shared interactions, care, mutual trust and bonding. The criteria for close friendship seem to be fulfilled, albeit to a moderate degree. Closeness and reciprocity appear to be significant in this study, although these features have been considered less relevant within this target group in previous research.
Conclusions: Differences in definitions may explain divergent results compared with other studies, and the need to achieve equivalence in friendship may be another.
(Edited publisher abstract)
Subject terms:
friendship, young people, learning disabilities, attitudes;
Journal of Applied Research in Intellectual Disabilities, 29(6), 2016, pp.519-530.
Publisher:
Wiley
Background: The study reports the findings of an evaluation of Project SEARCH UK. The programme develops internships for young people with intellectual disabilities who are about to leave school or college. The aim of the evaluation was to investigate at what rate Project SEARCH provided employment opportunities to participants.
Methods: The evaluation obtained data from all sites operational in the UK at the time of evaluation (n = 17) and analysed employment outcomes.
Results: Data were available for 315 young people (n = 315) in the programme and pay and other employment related data were available for a subsample. The results of the analysis suggest that Project SEARCH achieves on average employment rates of around 50 per cent.
Conclusion: Project SEARCH UK represents a valuable addition to the supported employment provision in the UK. Its unique model should inform discussions around best practice in supported employment. Implications for other supported employment programmes are discussed.
(Publisher abstract)
Background: The study reports the findings of an evaluation of Project SEARCH UK. The programme develops internships for young people with intellectual disabilities who are about to leave school or college. The aim of the evaluation was to investigate at what rate Project SEARCH provided employment opportunities to participants.
Methods: The evaluation obtained data from all sites operational in the UK at the time of evaluation (n = 17) and analysed employment outcomes.
Results: Data were available for 315 young people (n = 315) in the programme and pay and other employment related data were available for a subsample. The results of the analysis suggest that Project SEARCH achieves on average employment rates of around 50 per cent.
Conclusion: Project SEARCH UK represents a valuable addition to the supported employment provision in the UK. Its unique model should inform discussions around best practice in supported employment. Implications for other supported employment programmes are discussed.
(Publisher abstract)
Subject terms:
learning disabilities, supported housing, young people, evaluation;
Journal of Human Behavior in the Social Environment, 25(8), 2015, pp.830-842.
Publisher:
Taylor and Francis
Place of publication:
Philadelphia, USA
A major city in Pennsylvania initiated the Career Transition Liaison Project, the first of its kind in the region. Based on a mixed method evaluation design, the pilot study findings show that employing youth with disabilities requires certain accommodations and an initial investment in training, but these investments pay off for the employer.
(Publisher abstract)
A major city in Pennsylvania initiated the Career Transition Liaison Project, the first of its kind in the region. Based on a mixed method evaluation design, the pilot study findings show that employing youth with disabilities requires certain accommodations and an initial investment in training, but these investments pay off for the employer.
(Publisher abstract)
Subject terms:
employment, learning disabilities, evaluation, young people;
Child: Care, Health and Development, 39(6), 2013, pp.880-886.
Publisher:
Wiley
Background: Research suggests Tourette syndrome (TS) can have a negative impact on quality of life. To date, little research has examined the perspectives of young people with this condition in depth.
Methods: Six 14- to 16-year-olds with TS took part in semi-structured interviews to explore the perceived impact of this condition on self and on relationships with others. The transcripts were analysed using interpretative phenomenological analysis.
Results: The young people felt that TS was a constant presence in their lives, but one they have learnt to cope with well. Most had developed supportive friendships but encountered problems when interacting with the wider peer network. Specific concerns around meeting new people and future employment were voiced.
Conclusions: The adolescents described specific ways in which TS affects quality of life and social interactions, and the effort it can take to cope effectively with this condition.
(Publisher abstract)
Background: Research suggests Tourette syndrome (TS) can have a negative impact on quality of life. To date, little research has examined the perspectives of young people with this condition in depth.
Methods: Six 14- to 16-year-olds with TS took part in semi-structured interviews to explore the perceived impact of this condition on self and on relationships with others. The transcripts were analysed using interpretative phenomenological analysis.
Results: The young people felt that TS was a constant presence in their lives, but one they have learnt to cope with well. Most had developed supportive friendships but encountered problems when interacting with the wider peer network. Specific concerns around meeting new people and future employment were voiced.
Conclusions: The adolescents described specific ways in which TS affects quality of life and social interactions, and the effort it can take to cope effectively with this condition.
(Publisher abstract)
Subject terms:
young people, Tourettes Syndrome, quality of life, learning disabilities;
This article describes an event held at Boulders Indoor Climbing Centre in Cardiff to demonstrate how climbing is being used to improve the mental and physical wellbeing of a range of different users. It explains how the climbing has helped one 21 year old who sustained a brain trauma when he was 16 years old. The event also explained how Newport City Council's NEET Project uses Boulders as a way of engaging with young people.
(Original abstract)
This article describes an event held at Boulders Indoor Climbing Centre in Cardiff to demonstrate how climbing is being used to improve the mental and physical wellbeing of a range of different users. It explains how the climbing has helped one 21 year old who sustained a brain trauma when he was 16 years old. The event also explained how Newport City Council's NEET Project uses Boulders as a way of engaging with young people.
(Original abstract)
Subject terms:
physical exercise, learning disabilities, head injuries, young people;
British Journal of Learning Disabilities, 40(4), December 2012, pp.251-258.
Publisher:
Wiley
This article discusses the “Stage Life” participatory arts programme for people attending a day services provision in Nottinghamshire. It was provided in a local disused cinema acquired by the local authority for community-based activities amongst disadvantaged groups. The Stage Life aimed to build the community arts capacity for young adults with learning disabilities by introducing approximately fifty people to participatory arts activities over a period of 2 years. A multimethod ethnographic approach was used to phenomenologically capture the impact of the Stage Life upon individuals’ lives, as well as capture people’s opinions and ideas regarding taking part in the activities. The research describes the effects upon people who were engaged with the programme. Positive benefits are reported both on a personal and on a social level. The authors concluded that joining in with arts activities helped people with learning disabilities to feel a part of the community.
This article discusses the “Stage Life” participatory arts programme for people attending a day services provision in Nottinghamshire. It was provided in a local disused cinema acquired by the local authority for community-based activities amongst disadvantaged groups. The Stage Life aimed to build the community arts capacity for young adults with learning disabilities by introducing approximately fifty people to participatory arts activities over a period of 2 years. A multimethod ethnographic approach was used to phenomenologically capture the impact of the Stage Life upon individuals’ lives, as well as capture people’s opinions and ideas regarding taking part in the activities. The research describes the effects upon people who were engaged with the programme. Positive benefits are reported both on a personal and on a social level. The authors concluded that joining in with arts activities helped people with learning disabilities to feel a part of the community.
Subject terms:
learning disabilities, social inclusion, young people, arts;