Pub Date : 2023-12-01DOI: 10.53841/bpsfpid.2023.21.3.23
Megan Lloyd, Claire Delaney
There is a strong focus nationally on reducing the use of restrictive intervention to manage behaviours that can be described as challenging in people with a learning disability and/or autism. Research has shown that increased staff wellbeing can result in the reduction of these approaches. This study explored the impact of ongoing weekly wellbeing sessions for staff in an NHS inpatient unit for individuals with a learning disability, autism and associated mental health conditions. Baseline data indicated staff were burnt-out and lacked job satisfaction in some but not all areas, although the participants reported high levels of mindfulness awareness. Post-intervention results suggested that the wellbeing sessions had no effect on staff burn-out, job satisfaction or mindfulness awareness. However, the frequency of the use of physical restraints during this time was also collected and results show a reduction in frequency.
{"title":"Staff wellbeing interventions and its impact on levels of physical intervention in an inpatient unit for individuals with a learning disability: A feasibility study","authors":"Megan Lloyd, Claire Delaney","doi":"10.53841/bpsfpid.2023.21.3.23","DOIUrl":"https://doi.org/10.53841/bpsfpid.2023.21.3.23","url":null,"abstract":"There is a strong focus nationally on reducing the use of restrictive intervention to manage behaviours that can be described as challenging in people with a learning disability and/or autism. Research has shown that increased staff wellbeing can result in the reduction of these approaches. This study explored the impact of ongoing weekly wellbeing sessions for staff in an NHS inpatient unit for individuals with a learning disability, autism and associated mental health conditions. Baseline data indicated staff were burnt-out and lacked job satisfaction in some but not all areas, although the participants reported high levels of mindfulness awareness. Post-intervention results suggested that the wellbeing sessions had no effect on staff burn-out, job satisfaction or mindfulness awareness. However, the frequency of the use of physical restraints during this time was also collected and results show a reduction in frequency.","PeriodicalId":302131,"journal":{"name":"FPID Bulletin: The Bulletin of the Faculty for People with Intellectual Disabilities","volume":"98 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138989014","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-01DOI: 10.53841/bpsfpid.2023.21.3.72
Gail James, Duncan Dudley-Hicks, Gareth Morgan
It is recognised that parents of children diagnosed with ‘intellectual disability’ (ID) are marginalised through ableist social structures. This study was the first to explore if parents of diagnosed with ID found developing a Power Threat Meaning Framework (PTMF) narrative useful for making sense of their experiences in non-pathologising ways. Data from repeated interviews with seven parents were synthesised using reflexive thematic analysis. Three superordinate themes were generated: Altered worldview, capturing how the PTMF supported parents to develop new insights; Reflections on the PTMF as an approach, outlining parents’ critiques of the Framework; The applicability of the PTMF to parents and ID services, highlighting how the PTMF is implemented within services needs careful consideration. Overall, participants found the PTMF to be a helpful approach which they thought could support development of less pathologising and more empowering understandings of parenting experiences.
人们认识到，被诊断为 "智障"（ID）儿童的父母在社会结构中被边缘化。本研究首次探讨了被诊断为智障儿童的家长是否认为制定 "权力威胁意义框架"（Power Threat Meaning Framework，PTMF）叙事有助于以非病理学的方式了解他们的经历。研究采用反思性主题分析法，对七位家长的重复访谈数据进行了综合。得出了三个上位主题：世界观的改变，反映了 PTMF 如何帮助家长形成新的见解；对 PTMF 作为一种方法的反思，概述了家长对该框架的批评；PTMF 对家长和 ID 服务的适用性，强调了 PTMF 如何在服务中实施需要仔细考虑。总体而言，参与者认为 "父母与幼儿行为模式 "是一种有用的方法，他们认为这种方法可以帮助人们对为人父母的经历形成较少病态化和更有力量的理解。
{"title":"The PTM Framework and parents of children with intellectual disability diagnoses: Experiences of narrative creation","authors":"Gail James, Duncan Dudley-Hicks, Gareth Morgan","doi":"10.53841/bpsfpid.2023.21.3.72","DOIUrl":"https://doi.org/10.53841/bpsfpid.2023.21.3.72","url":null,"abstract":"It is recognised that parents of children diagnosed with ‘intellectual disability’ (ID) are marginalised through ableist social structures. This study was the first to explore if parents of diagnosed with ID found developing a Power Threat Meaning Framework (PTMF) narrative useful for making sense of their experiences in non-pathologising ways. Data from repeated interviews with seven parents were synthesised using reflexive thematic analysis. Three superordinate themes were generated: Altered worldview, capturing how the PTMF supported parents to develop new insights; Reflections on the PTMF as an approach, outlining parents’ critiques of the Framework; The applicability of the PTMF to parents and ID services, highlighting how the PTMF is implemented within services needs careful consideration. Overall, participants found the PTMF to be a helpful approach which they thought could support development of less pathologising and more empowering understandings of parenting experiences.","PeriodicalId":302131,"journal":{"name":"FPID Bulletin: The Bulletin of the Faculty for People with Intellectual Disabilities","volume":"14 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139026293","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-01DOI: 10.53841/bpsfpid.2023.21.3.31
Emma Gleave, Jenna Westbrook
Adults with intellectual disabilities, particularly Down’s syndrome, have an increased risk of developing dementia. The British Psychological Society (BPS) recommends the use of both direct and indirect assessment tools to inform a diagnosis. The Neuropsychological Assessment of Dementia in Individuals with Intellectual Disabilities (NAID) is a battery of simple tests that most people with Down’s syndrome can attempt. This article describes the development of a freely available revised NAID administration and scoring manual (NAID-R) to promote its use within and between services. This may facilitate earlier detection of dementia, which is key to improving the lives of people with intellectual disabilities.
{"title":"Development of the revised Neuropsychological Assessment of Dementia in Individuals with Intellectual Disabilities (NAID-R)","authors":"Emma Gleave, Jenna Westbrook","doi":"10.53841/bpsfpid.2023.21.3.31","DOIUrl":"https://doi.org/10.53841/bpsfpid.2023.21.3.31","url":null,"abstract":"Adults with intellectual disabilities, particularly Down’s syndrome, have an increased risk of developing dementia. The British Psychological Society (BPS) recommends the use of both direct and indirect assessment tools to inform a diagnosis. The Neuropsychological Assessment of Dementia in Individuals with Intellectual Disabilities (NAID) is a battery of simple tests that most people with Down’s syndrome can attempt. This article describes the development of a freely available revised NAID administration and scoring manual (NAID-R) to promote its use within and between services. This may facilitate earlier detection of dementia, which is key to improving the lives of people with intellectual disabilities.","PeriodicalId":302131,"journal":{"name":"FPID Bulletin: The Bulletin of the Faculty for People with Intellectual Disabilities","volume":"69 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138986463","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-01DOI: 10.53841/bpsfpid.2023.21.3.69
Megan Levington
The systematic review aimed to identify whether changes in adaptive behaviour occur as people with Down Syndrome (DS) age, and if so, when and how these changes occur. Both longitudinal and cross-sectional observational studies were included, if they reported on how adaptive behaviour outcomes change with age, for DS participants older than 30. In 2022, a search of three databases (Pubmed, Web of Science, PsycInfo), a database for unpublished theses (ERIC) and reference lists, found 26 eligible studies. Quality assessment revealed considerable bias in at least 5 studies. Given the extensive heterogeneity amongst studies, thematic synthesis was chosen to synthesise the study findings. Tentative results -reveal that declines occur for adaptive behaviour skills after the mid-40s, akin to dementia neuropathology and cognitive declines, with motor skills and receptive language declining first. However, both intra- and inter-individual differences were found, which supports the evidence that dementia in DS is not a normative process and baseline assessments should be utilised to support diagnoses. Other factors such as comorbidities and residential status did not appear to affect declines. Adaptive behaviour assessments should aim to be specific and sensitive to individual baseline functions to avoid ‘floor’ effects, however such measures may be superior to cognitive tests in supporting early detection of dementia in more profoundly intellectually disabled (ID) groups. More research is required to further these findings.
{"title":"The power threat meaning framework and people with learning disabilities: Psychological professionals’ perspectives","authors":"Megan Levington","doi":"10.53841/bpsfpid.2023.21.3.69","DOIUrl":"https://doi.org/10.53841/bpsfpid.2023.21.3.69","url":null,"abstract":"The systematic review aimed to identify whether changes in adaptive behaviour occur as people with Down Syndrome (DS) age, and if so, when and how these changes occur. Both longitudinal and cross-sectional observational studies were included, if they reported on how adaptive behaviour outcomes change with age, for DS participants older than 30. In 2022, a search of three databases (Pubmed, Web of Science, PsycInfo), a database for unpublished theses (ERIC) and reference lists, found 26 eligible studies. Quality assessment revealed considerable bias in at least 5 studies. Given the extensive heterogeneity amongst studies, thematic synthesis was chosen to synthesise the study findings. Tentative results -reveal that declines occur for adaptive behaviour skills after the mid-40s, akin to dementia neuropathology and cognitive declines, with motor skills and receptive language declining first. However, both intra- and inter-individual differences were found, which supports the evidence that dementia in DS is not a normative process and baseline assessments should be utilised to support diagnoses. Other factors such as comorbidities and residential status did not appear to affect declines. Adaptive behaviour assessments should aim to be specific and sensitive to individual baseline functions to avoid ‘floor’ effects, however such measures may be superior to cognitive tests in supporting early detection of dementia in more profoundly intellectually disabled (ID) groups. More research is required to further these findings.","PeriodicalId":302131,"journal":{"name":"FPID Bulletin: The Bulletin of the Faculty for People with Intellectual Disabilities","volume":"534 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139021726","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-01DOI: 10.53841/bpsfpid.2023.21.3.70
Megan Levington
Trauma-informed care (TIC) is gaining momentum in various health, social, and educational settings globally in response to the widespread pervasiveness of adverse experiences and resultant psychological trauma. Given that people with intellectual and/or developmental disabilities (IDD) are more likely to experience traumatic life events than the general population, it makes sense that TIC should be in place within services supporting individuals with IDD. Yet there is a dearth of empirical research exploring the integration of TIC in such organisations and the spread of limited available literature is diverse. Thus, this paper aimed to scope and synthesise the emerging literature to elucidate what is known -regarding TIC in the context of IDD. A scoping review was conducted using the Arksey & O’Malley (2005) guidelines. Three databases, PsycINFO, Web of Science, and PubMed, were searched using relevant search terms to retrieve 69 papers published since 2000, which were systematically screened for eligibility. Twenty-three papers comprising a range of source types met inclusion criteria and were reviewed rigorously, with included empirical studies appraised using the mixed methods appraisal tool (MMAT; Hong et al., 2018). The PAGER framework (Bradbury-Jones et al., 2022) was followed to generate four patterns from the findings: (1) Opportunities for Embedding TIC within IDD Contexts, (2) Incorporating TIC Principles into Specific IDD Service Models, (3) Implementing TIC across Micro, Meso, and Macro Levels, and (4) Challenges and Barriers to Implementing TIC in IDD Organisations. There is a growing body of literature exploring the implementation of TIC within IDD organisations, including newly emerging TIC training programmes for staff. Yet there remains a lack of empirical implementation research examining outcomes for service providers and recipients. Tentative evidence for clinical practice and research recommendations from each pattern of findings are discussed, along with strengths and limitations of this review.
{"title":"What is known about the application of trauma-informed care within services for people with intellectual and/or development disabilities?","authors":"Megan Levington","doi":"10.53841/bpsfpid.2023.21.3.70","DOIUrl":"https://doi.org/10.53841/bpsfpid.2023.21.3.70","url":null,"abstract":"Trauma-informed care (TIC) is gaining momentum in various health, social, and educational settings globally in response to the widespread pervasiveness of adverse experiences and resultant psychological trauma. Given that people with intellectual and/or developmental disabilities (IDD) are more likely to experience traumatic life events than the general population, it makes sense that TIC should be in place within services supporting individuals with IDD. Yet there is a dearth of empirical research exploring the integration of TIC in such organisations and the spread of limited available literature is diverse. Thus, this paper aimed to scope and synthesise the emerging literature to elucidate what is known -regarding TIC in the context of IDD. A scoping review was conducted using the Arksey & O’Malley (2005) guidelines. Three databases, PsycINFO, Web of Science, and PubMed, were searched using relevant search terms to retrieve 69 papers published since 2000, which were systematically screened for eligibility. Twenty-three papers comprising a range of source types met inclusion criteria and were reviewed rigorously, with included empirical studies appraised using the mixed methods appraisal tool (MMAT; Hong et al., 2018). The PAGER framework (Bradbury-Jones et al., 2022) was followed to generate four patterns from the findings: (1) Opportunities for Embedding TIC within IDD Contexts, (2) Incorporating TIC Principles into Specific IDD Service Models, (3) Implementing TIC across Micro, Meso, and Macro Levels, and (4) Challenges and Barriers to Implementing TIC in IDD Organisations. There is a growing body of literature exploring the implementation of TIC within IDD organisations, including newly emerging TIC training programmes for staff. Yet there remains a lack of empirical implementation research examining outcomes for service providers and recipients. Tentative evidence for clinical practice and research recommendations from each pattern of findings are discussed, along with strengths and limitations of this review.","PeriodicalId":302131,"journal":{"name":"FPID Bulletin: The Bulletin of the Faculty for People with Intellectual Disabilities","volume":"732 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139024852","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-01DOI: 10.53841/bpsfpid.2023.21.3.73
Duncan Dudley-Hicks, Gail James, Gareth Morgan
This paper is the first to explore the experiences of parenting a child with intellectual disabilities through the lens of the Power Threat Meaning Framework (PTMF). Typically, parents’ responses are medicalised, pathologised and problematised by services and systems that are underpinned by neoliberal-ableist social policies. Repeat interviews were undertaken with seven parents of children with intellectual disability diagnoses to co-construct PTMF narratives. Utilising template analysis, parents’ experiences readily fitted within the PTMF elements: Power; Threat; Meaning; Threat Responses; and Strengths. Results were synthesised to offer a provisional PTMF pattern concerning parenting a child with ID within ableist societies. Findings emphasised how the threats endured by parents were interlinked with those encountered by their child. It is hoped the resultant pattern and theme content will support parents in developing non-pathologising understandings of their own experiences.
{"title":"Parenting a child with an intellectual disability: Mapping experiences onto the power threat meaning framework","authors":"Duncan Dudley-Hicks, Gail James, Gareth Morgan","doi":"10.53841/bpsfpid.2023.21.3.73","DOIUrl":"https://doi.org/10.53841/bpsfpid.2023.21.3.73","url":null,"abstract":"This paper is the first to explore the experiences of parenting a child with intellectual disabilities through the lens of the Power Threat Meaning Framework (PTMF). Typically, parents’ responses are medicalised, pathologised and problematised by services and systems that are underpinned by neoliberal-ableist social policies. Repeat interviews were undertaken with seven parents of children with intellectual disability diagnoses to co-construct PTMF narratives. Utilising template analysis, parents’ experiences readily fitted within the PTMF elements: Power; Threat; Meaning; Threat Responses; and Strengths. Results were synthesised to offer a provisional PTMF pattern concerning parenting a child with ID within ableist societies. Findings emphasised how the threats endured by parents were interlinked with those encountered by their child. It is hoped the resultant pattern and theme content will support parents in developing non-pathologising understandings of their own experiences.","PeriodicalId":302131,"journal":{"name":"FPID Bulletin: The Bulletin of the Faculty for People with Intellectual Disabilities","volume":"108 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139025805","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-01DOI: 10.53841/bpsfpid.2023.21.3.5
Jon Codd, Olivia Andrews, Jolanda Roberts
This study aims to systematically identify and synthesise research that uses Interpretative Phenomenological Analysis (IPA), to investigate the experiences of parents with sons and daughters with intellectual disabilities. 25 studies were identified as eligible and classified into three categories: health-related, parent role and identity, and lifespan-related. The main themes that emerged were the challenges of parenting sons and daughters with intellectual disabilities; support from others; parent coping and self-care; and knowledge, certainty and control. Future research is needed from a variety of countries, cultures and a focus on fathers and older parents. Professionals should address parents’ psychological needs, provide practical and systemic support, and combat social stigma surrounding intellectual disabilities. This study is the first systematic review of IPA research on this topic.
{"title":"The experiences of parents who have a son or daughter with an intellectual disability: A systematic review of Interpretative Phenomenological Analysis (IPA) papers","authors":"Jon Codd, Olivia Andrews, Jolanda Roberts","doi":"10.53841/bpsfpid.2023.21.3.5","DOIUrl":"https://doi.org/10.53841/bpsfpid.2023.21.3.5","url":null,"abstract":"This study aims to systematically identify and synthesise research that uses Interpretative Phenomenological Analysis (IPA), to investigate the experiences of parents with sons and daughters with intellectual disabilities. 25 studies were identified as eligible and classified into three categories: health-related, parent role and identity, and lifespan-related. The main themes that emerged were the challenges of parenting sons and daughters with intellectual disabilities; support from others; parent coping and self-care; and knowledge, certainty and control. Future research is needed from a variety of countries, cultures and a focus on fathers and older parents. Professionals should address parents’ psychological needs, provide practical and systemic support, and combat social stigma surrounding intellectual disabilities. This study is the first systematic review of IPA research on this topic.","PeriodicalId":302131,"journal":{"name":"FPID Bulletin: The Bulletin of the Faculty for People with Intellectual Disabilities","volume":"48 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139016984","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-01DOI: 10.53841/bpsfpid.2023.21.3.64
N. Beail, Emily Kerry, G. Rawlings, N. Vlissides
{"title":"Psychological Therapies Outcome Scale for people who have Intellectual Disabilities","authors":"N. Beail, Emily Kerry, G. Rawlings, N. Vlissides","doi":"10.53841/bpsfpid.2023.21.3.64","DOIUrl":"https://doi.org/10.53841/bpsfpid.2023.21.3.64","url":null,"abstract":"","PeriodicalId":302131,"journal":{"name":"FPID Bulletin: The Bulletin of the Faculty for People with Intellectual Disabilities","volume":"138 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138993902","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-01DOI: 10.53841/bpsfpid.2023.21.3.71
Leanne Race
People with learning disabilities (PWLD) are often described as ‘vulnerable’ and needing protection. This contributes to a lack of involvement in decision making. Despite recent positive shifts in societal attitudes surrounding sex and PWLD, gaps between attitudes and practice remain (Shakespeare & Richardson, 2018). There is confusion about how to effectively support and empower PWLD to engage in intimate relationships whilst minimising potential harm. This study aimed to explore the experiences of PWLD and their support workers, when negotiating access to relationships and intimacy. The voices of PWLD were at the centre of this research.A qualitative methodology was used to explore the topic. Three PWLD and three support workers participated. It consisted of two parts: part one was data creation using prompt cards to facilitate discussion between PWLD and support workers and part two was a semi structured interview with individual participants using an Interpersonal Process Recall (IPR) framework. Data was analysed using a multi perspective Interpretative Phenomenological Analysis (IPA) approach.Personal experiential themes (PETs) and subthemes represented the experiences of each participant and were then analysed in the context of their pair (PWLD and support workers). Group experiential themes (GETs) were developed for the group as a whole, paying particular attention to any similarities or differences between PWLD and support workers. Four overarching GETs were: intersecting layers of vulnerability, navigating without a compass, the struggle for control and fearing negative consequences.This study provided each participant with a rare opportunity to safely discuss relationships and intimacy in a scaffolded space. The outcomes highlight a need for further education and guidance for both PWLD and support workers as the current lack of this contributed to parallel experiences of perceived vulnerability. This often led to avoidance and restriction of PWLD’s right to engage in relationships and intimacy.
{"title":"What are the experiences of people with learning disabilities, and their support workers, when negotiating access to opportunities for developing relationships and intimacy?","authors":"Leanne Race","doi":"10.53841/bpsfpid.2023.21.3.71","DOIUrl":"https://doi.org/10.53841/bpsfpid.2023.21.3.71","url":null,"abstract":"People with learning disabilities (PWLD) are often described as ‘vulnerable’ and needing protection. This contributes to a lack of involvement in decision making. Despite recent positive shifts in societal attitudes surrounding sex and PWLD, gaps between attitudes and practice remain (Shakespeare & Richardson, 2018). There is confusion about how to effectively support and empower PWLD to engage in intimate relationships whilst minimising potential harm. This study aimed to explore the experiences of PWLD and their support workers, when negotiating access to relationships and intimacy. The voices of PWLD were at the centre of this research.A qualitative methodology was used to explore the topic. Three PWLD and three support workers participated. It consisted of two parts: part one was data creation using prompt cards to facilitate discussion between PWLD and support workers and part two was a semi structured interview with individual participants using an Interpersonal Process Recall (IPR) framework. Data was analysed using a multi perspective Interpretative Phenomenological Analysis (IPA) approach.Personal experiential themes (PETs) and subthemes represented the experiences of each participant and were then analysed in the context of their pair (PWLD and support workers). Group experiential themes (GETs) were developed for the group as a whole, paying particular attention to any similarities or differences between PWLD and support workers. Four overarching GETs were: intersecting layers of vulnerability, navigating without a compass, the struggle for control and fearing negative consequences.This study provided each participant with a rare opportunity to safely discuss relationships and intimacy in a scaffolded space. The outcomes highlight a need for further education and guidance for both PWLD and support workers as the current lack of this contributed to parallel experiences of perceived vulnerability. This often led to avoidance and restriction of PWLD’s right to engage in relationships and intimacy.","PeriodicalId":302131,"journal":{"name":"FPID Bulletin: The Bulletin of the Faculty for People with Intellectual Disabilities","volume":"162 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138988336","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-01DOI: 10.53841/bpsfpid.2023.21.3.66
Charlotte Clarke, N. Beail, Stephen Kellett
{"title":"What constitutes an effective therapist when working with adults with intellectual disabilities?","authors":"Charlotte Clarke, N. Beail, Stephen Kellett","doi":"10.53841/bpsfpid.2023.21.3.66","DOIUrl":"https://doi.org/10.53841/bpsfpid.2023.21.3.66","url":null,"abstract":"","PeriodicalId":302131,"journal":{"name":"FPID Bulletin: The Bulletin of the Faculty for People with Intellectual Disabilities","volume":"182 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139014337","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：