Journal of Intellectual Disabilities最新文献

This study examines how managers and lead practitioners in Norwegian day activity centres facilitate the participation of individuals with intellectual disabilities in the labour market. Thirteen participants took part in focus groups, and the qualitative data was analysed using reflexive thematic analysis. Three main themes emerged: (a) No one else takes responsibility for people who do not fit in, highlighting why centres take on this role; (b) Being solution-oriented and proactive - Taking responsibility for labour market participation, describing how staff actively facilitate transitions to the labour market; and (c) Challenging and complex - Experiences of adapting pathways from day activity centres to the labour market, reflecting the difficulties involved. Findings are discussed in light of case management theory. The study emphasises the crucial role of day activity centres in promoting inclusion and calls for their recognition within Norway's political and organisational frameworks for employment support.

As people with intellectual disability live longer, the number of people living with dementia is increasing, creating an imperative to implement tailored post-diagnostic supports that enable identity, self-determination, quality of life and well-being. To inform the development of post-diagnostic guidance for persons with intellectual disability living with dementia, a qualitative descriptive study was undertaken to understand experiences of accessing and using post-diagnostic supports and desired future supports. Four main themes resulted: 1. Being me: a sense of self through connection and valued life pursuits; 2. Meeting the social and personal needs of the person; 3. Formal processes that support people living with intellectual disabilities and dementia; 4. Challenges in supporting people living with intellectual disabilities and dementia. Findings identified areas of importance to living well, emphasising sense of self, social connectedness and meeting changing needs and care requirements in varied contexts through collaborative pre-emptive planning centred on the person.

The aim of the literature review was to identify knowledge and knowledge gaps concerning risks of violence toward children, youth, adults and elderly with intellectual disabilities, and how risks can be identified and prevented. The research revealed that children, youths and adults labelled with intellectual disabilities are more exposed to violence than others and that the target group lack knowledge about risks of violence and what it means to be exposed to violence. It was also found that professionals who work with people with intellectual disabilities may lack knowledge about violence, and those who work with violence lack knowledge about intellectual disabilities. There is thus a need to further elaborate routines to identify exposure to violence, and to identify the target group and a need to create collaborative teams with professionals who have in-depth knowledge of violence, and those who have in-depth knowledge about the target group.

Adults with intellectual disabilities in community residential programs receive services from direct support professionals (DSPs) intended to facilitate community engagement. As part of a rate study for Washington State's Developmental Disabilities Administration on community residential services, adults in these programs were asked to provide their perspective on the quality and effectiveness of their care. Twenty-five adults with intellectual disabilities were interviewed focusing on daily activities, staffing, and living situations. Interview transcripts were coded and analyzed for dominant themes. Participants emphasized the desire for trustworthy, caring, and respectful DSPs; DSPs trained in behavioral management techniques made participants feel safe and supported. Nearly all participants called for greater staffing stability. People living in community residential programs are profoundly impacted by the stress and uncertainty of DSPs facing limited resources and high staff turnover. Stable, consistent support makes it easier for participants to engage in community integration.

Research shows that young adults with intellectual disabilities struggle to understand the social codes embedded in sexual situations. This may lead to an incomprehension of sexual consent, or when consenting to sex may lead to abuse. This qualitative study aimed to gain an in-depth understanding of sexual experiences and perceptions about sexual consent among Swedish young adults with intellectual disabilities. The data comprise 22 semi-structured interviews with young adults aged 18-35 with intellectual disabilities, thematically analyzed using sexual script theory as a theoretical framework. Four themes emerged from the analysis: Setting the sexual scene, Sexual self-awareness, Sexual communication and the necessity of clarification and Striving for a balance. The results show that the participants had a variety of sexual experiences and challenges associated with sexual consent, but also an agency that favors sexual situations. Further research is necessary to understand the complexities of sexual consent in this population.

Parental involvement in providing learning support plays a crucial role in children's academic achievement. However, this support is often constrained when children are diagnosed with mild intellectual disabilities and require additional assistance. This study aimed to explore the experiences of parents in supporting children with such diagnoses. Adopting a phenomenological design within an interpretive paradigm and qualitative approach, data were collected from 23 purposefully selected parents of learners with mild intellectual disabilities attending three inclusive schools in disadvantaged areas of Gauteng, South Africa. Semi-structured interviews were used, and the data were analyzed through thematic content analysis, with Bronfenbrenner's bio-ecological systems theory serving as the framework. The results indicated that parents' misunderstanding of mild intellectual disability posed a significant barrier to effective learning support. The study concluded that empowering parents through psycho-education is essential, highlighting the need for adjustments in policy and practice.

Decisional support is important to people with intellectual disabilities. This review explores: i) how everyday decision-making is perceived and/or experienced by adults with intellectual disability, their care partners and direct care support workers (DCSWs); ii) techniques/ approaches used to support everyday decision-making; and iii) barriers/facilitators encountered. PRISMA systematic review methodology using PsycInfo, PubMED, Web of Science, CINAHL and Scopus. Eighty-one papers were included [qualitative (n = 69), quantitative (n = 7), mixed methods (n = 5)] was used. Adults with intellectual disability reported wanting to makedecisions and needing support. Care partner support was affected by concerns about safety and decisional capacity. DCSWs reported difficulty balancing client decisions and care partner concerns when providing support. Supported Decision-Making (SDM) was identified as a key method of support. Barriers and facilitators were interconnected and impacted by stressors. This topic is under-researched and ill-defined. Supported decision-making is an increasingly popular approach whose application requires further exploration.

Individuals with an intellectual developmental disorder are four times more likely to have a co-occurring mental health diagnosis, as compared to the general population, and 60%-80% of individuals with IDDs have experienced at least one form of abuse. However, counselors receive little training to adequately help this population. In this article, counseling considerations related to individuals who have intellectual development disorder are discussed, with a particular focus on the presence of trauma in this population. Trauma-focused treatment, potential mental health issues, counseling considerations, general issues related to counseling this population, and common associated mental health experiences among this population are addressed. Specific evidence-based counseling approaches, modifications to counseling, and best practices that can be helpful when counseling this population are presented. Due to the unique challenges that individuals with IDDs face, it is essential that counselors address the counseling and mental health needs of this population.

This scoping review examines cyberbullying victimisation in people with mild to moderate intellectual disabilities, focusing on specific types of cyberbullying behaviours, such as flaming, harassment, and stalking. A five-stage review of empirical research was conducted using 15 electronic databases, covering publications from October 1969 to January 2024. Twelve studies were selected, reporting cyberbullying victimisation rates ranging from 5% to 64%. Harassment was the most common behaviour experienced. However, flaming, cyber-stalking, griefing, and shaming have not been thoroughly investigated. The impact and coping strategies, including support mechanisms, also lack research. Further investigation is needed to understand the various types of cyberbullying experienced by people with intellectual disabilities and to develop coping and resilience strategies. Recommendations for future research and practice are provided.

The UN Convention on the Rights of Persons with Disabilities (CRPD) describes supported decision making as a fundamental human right. This study explores relatives' experiences, dilemmas, as well as key factors in supported decision-making processes with adults with intellectual disabilities living in municipal housing. The study draws on qualitative, in-depth interviews with relatives. Findings suggest that we can learn about supported decision making by using choice architecture and care theories, demonstrating that: (a) supported decision-making sometimes requires careful facilitation with a focus on the person's preferences/perspective; this careful facilitation can be understood in terms of choice architecture, (b) choice architecture in the context of intellectual disability requires an intentionality of care and a focus on the person's preferences/perspective, (c) relatives are concerned, not only with support in the moment, but also the effect of the decision in the long term, and (d) relatives' care is a significant factor in meeting choice architecture in systemic conditions.