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Getting the message: intuition and reflexivity in professional interpretations of non-verbal behaviours in people with profound learning disabilities
- Author:
- PHELVIN Andrew
- Journal article citation:
- British Journal of Learning Disabilities, 41(1), 2013, pp.31-37.
- Publisher:
- Wiley
This paper describes the current challenges facing nurses and other professionals who care for people with profound and multiple intellectual disabilities. This particularly vulnerable group of service users often rely on a repertoire of non-verbal behaviours such as facial expressions, gestures, and eye contact to communicate their needs and wishes. These challenges include the requirements of Person Centred Planning, the Mental Capacity Act 2005 and the evidence-based practice movement. Drawing on nursing and some other relevant professional literature, this paper goes on to suggest ways in which staff can meet these challenges, including the use of skills based on intuition and the use of reflective practice. This paper will help professional staff move towards understanding the non-verbal communication of people who have profound and multiple learning disabilities. (Edited publisher abstract)
Non-verbal communication between nurses and people with an intellectual disability: a review of the literature
- Authors:
- MARTIN Anne-Marie, O'CONNOR-FENELON Maureen, LYONS Rosemary
- Journal article citation:
- Journal of Intellectual Disabilities, 14(4), December 2010, pp.303-314.
- Publisher:
- Sage
- Place of publication:
- London
To date, there is limited research investigating communication between intellectual disability nurses and service users with severe communication impairments. This article aims to examine the literature regarding such communication, and presents a critical review of common themes arising from this literature. The article starts with an in-depth examination of communication as a concept. Communication between the intellectual disability nurse and the person with an intellectual disability is then discussed in the context of existing literature. Key themes to emerge from the review include knowledge of the person with intellectual disability, mismatch of communication ability, and knowledge of communication. Finally, the authors present a critical review of the importance of communication in learning disability nursing practice. In conclusion, the authors suggest that due to the lack of information relating to intellectual disability nursing and non-verbal communication, further research is required. (Edited publisher abstract)
Non-verbal communication between Registered Nurses Intellectual Disability and people with an intellectual disability: an exploratory study of the nurse’s experiences. Part 1
- Authors:
- MARTIN Anne-Marie, O'CONNOR-FENELON Maureen, LYONS Rosemary
- Journal article citation:
- Journal of Intellectual Disabilities, 16(1), March 2012, pp.61-75.
- Publisher:
- Sage
- Place of publication:
- London
This is the first of 2 articles presenting the findings of a qualitative study which set out to explore the experiences of Registered Nurses Intellectual Disability (RNIDs) in communicating with people with an intellectual disability who communicate non-verbally. Purposeful sampling was used to select 8 experienced intellectual disability nurses. Individual, in-depth, semi-structured interviews were conducted, and the transcripts sent to the participants for them to modify if wished. The article reports and critically discusses the findings in the context of the policy and service delivery discourses of person-centredness, inclusion, choice, and independence. The study highlights how the unique context, experience and skill of the RNID place them in an ideal situation to support people with an intellectual disability and communication impairment. Communication is both complicated and multifaceted. An overarching category of ‘familiarity/knowing the person’ encompasses discrete but related themes and subthemes that explain the process: the RNID knowing the service-user; the RNID/service-user relationship; and the value of experience. Although this process is challenging, the participants felt it was worthwhile to give time to developing this knowledge and familiarity.