Sally Robinson, Jan Idle, Karen R. Fisher, Kathleen Reedy, Christy Newman, Christiane Purcal, Gianfranco Giuntoli, Sarah Byrne, Ruby Nankivell, Gavin Burner, Rebeka Touzeau, Tim Adam, Paige Armstrong
Background
Negative attitudes remain a major barrier to the equality of people with disability, especially when coupled with the lack of autonomy imposed on many people. This paper analyses how disability self-advocacy groups seek to change community attitudes and work towards systemic change by mobilising knowledge from their lived experience.
Methods
The paper applies a cycle of praxis community development approach (a cycle of experience, learning and reflection, synthesis and planning, and implementation and review) to conceptualise and analyse their activities. The methods were a desktop document search, focus groups and reflective analysis with members of two self-advocacy groups.
Findings
A synthesised data analysis found that applying the four-part community development framework was useful to understand the practice and the purpose of work by self-advocacy groups to change attitudes. The analysis also demonstrates the benefits for advocates and codesigned activities to intentionally apply the cycle of praxis model to guide their future efforts to change attitudes.
Conclusions
The research provides evidence that self-advocacy groups achieve sustained impacts on attitudes in the community, beyond the direct benefit to their members. Government investment in self-advocacy has potential to leverage wider system change in attitudes to achieve policy goals for the rights of people with disability. Methodologically, the research also has implications for the benefit of inclusive roles in reflective analysis to understand the lived experience of how practices contribute to system change. The design is an opportunity for inclusive researchers to intentionally incorporate reflective analysis into research processes.
{"title":"How do self-advocates use community development to change attitudes to disability?","authors":"Sally Robinson, Jan Idle, Karen R. Fisher, Kathleen Reedy, Christy Newman, Christiane Purcal, Gianfranco Giuntoli, Sarah Byrne, Ruby Nankivell, Gavin Burner, Rebeka Touzeau, Tim Adam, Paige Armstrong","doi":"10.1111/bld.12549","DOIUrl":"10.1111/bld.12549","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Negative attitudes remain a major barrier to the equality of people with disability, especially when coupled with the lack of autonomy imposed on many people. This paper analyses how disability self-advocacy groups seek to change community attitudes and work towards systemic change by mobilising knowledge from their lived experience.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The paper applies a cycle of praxis community development approach (a cycle of experience, learning and reflection, synthesis and planning, and implementation and review) to conceptualise and analyse their activities. The methods were a desktop document search, focus groups and reflective analysis with members of two self-advocacy groups.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>A synthesised data analysis found that applying the four-part community development framework was useful to understand the practice and the purpose of work by self-advocacy groups to change attitudes. The analysis also demonstrates the benefits for advocates and codesigned activities to intentionally apply the cycle of praxis model to guide their future efforts to change attitudes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The research provides evidence that self-advocacy groups achieve sustained impacts on attitudes in the community, beyond the direct benefit to their members. Government investment in self-advocacy has potential to leverage wider system change in attitudes to achieve policy goals for the rights of people with disability. Methodologically, the research also has implications for the benefit of inclusive roles in reflective analysis to understand the lived experience of how practices contribute to system change. The design is an opportunity for inclusive researchers to intentionally incorporate reflective analysis into research processes.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"52 1","pages":"87-100"},"PeriodicalIF":1.5,"publicationDate":"2023-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bld.12549","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47805984","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Peter and Friends Talk about Mental Health in People with Learning Disabilities and/or Autism By Cronin, P., Hardy, S., Augustine, S., Page, L., Burke, C., Mahon, D., Chaplin, E. 2023","authors":"John P. Donnelly","doi":"10.1111/bld.12551","DOIUrl":"10.1111/bld.12551","url":null,"abstract":"","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"51 4","pages":"611-612"},"PeriodicalIF":1.5,"publicationDate":"2023-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48237430","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Supported decision-making may increase self-determination among adults with intellectual disabilities by encouraging and empowering them to make decisions about their lives to the greatest extent possible. The aim of this study was to explore the perceptions and experiences of mothers of adults with intellectual disabilities in Ireland of providing support in decision-making.
Methods
Semi-structured interviews were conducted with seven mothers who had an adult son or daughter with an intellectual disability; transcripts were thematically analysed.
Findings
Three main themes were identified: support (family, services and routine), decision-making (importance, ability and Capacity Act) and challenges (conflict, time, complex and enduring support needs and vulnerability).
Conclusions
The findings indicate that although mothers were supportive of the rights of their adult children with intellectual disabilities to make their own decisions, they were often hesitant to fully relinquish control in an effort to protect and guide them.
{"title":"Irish mothers' experiences of providing support in decision-making to adults with intellectual disabilities: A qualitative study","authors":"Hannah Casey, Deirdre Desmond, Laura Coffey","doi":"10.1111/bld.12553","DOIUrl":"10.1111/bld.12553","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Supported decision-making may increase self-determination among adults with intellectual disabilities by encouraging and empowering them to make decisions about their lives to the greatest extent possible. The aim of this study was to explore the perceptions and experiences of mothers of adults with intellectual disabilities in Ireland of providing support in decision-making.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Semi-structured interviews were conducted with seven mothers who had an adult son or daughter with an intellectual disability; transcripts were thematically analysed.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>Three main themes were identified: support (family, services and routine), decision-making (importance, ability and Capacity Act) and challenges (conflict, time, complex and enduring support needs and vulnerability).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The findings indicate that although mothers were supportive of the rights of their adult children with intellectual disabilities to make their own decisions, they were often hesitant to fully relinquish control in an effort to protect and guide them.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"52 1","pages":"110-120"},"PeriodicalIF":1.5,"publicationDate":"2023-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bld.12553","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46408306","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Shalim Ali, Peter Allum, Santino Vassell, Tony Levitan
Background
The emphasis of mental health services has changed to become more recovery focussed and is increasingly looking towards new roles such as peer support as a part of service provision (NHSE, 2019). However, services for people with learning disabilities and mental health difficulties have lagged behind with people with lived experience mainly involved in research and consultation to services rather than delivering interventions.
Methods
This article is based on four workshops held as part of a patient and public involvement and engagement (PPIE) consultation on a research study being developed to promote access to recovery colleges for people with learning disabilities. The workshops included three peer supporters with learning disabilities. In the article we describe our groups experiences and views on mental health, recovery and peer support.
Findings
Our group discussed our views on mental health, what recovery means and the impact of peer support on us. We also discussed the skills people need to do peer support and the support they need from others to do these roles well.
Conclusions
We thought that peer support for people with learning disabilities can challenge stigma and help people with difficult experiences such as low self esteem and loneliness. Staff supporting people with learning disabilities may benefit from more training to implement peer support. More research on the kinds of peer support that are on offer for people with learning disabilities is needed.
{"title":"Peer support by and for people with learning disabilities","authors":"Shalim Ali, Peter Allum, Santino Vassell, Tony Levitan","doi":"10.1111/bld.12552","DOIUrl":"10.1111/bld.12552","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The emphasis of mental health services has changed to become more recovery focussed and is increasingly looking towards new roles such as peer support as a part of service provision (NHSE, 2019). However, services for people with learning disabilities and mental health difficulties have lagged behind with people with lived experience mainly involved in research and consultation to services rather than delivering interventions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This article is based on four workshops held as part of a patient and public involvement and engagement (PPIE) consultation on a research study being developed to promote access to recovery colleges for people with learning disabilities. The workshops included three peer supporters with learning disabilities. In the article we describe our groups experiences and views on mental health, recovery and peer support.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>Our group discussed our views on mental health, what recovery means and the impact of peer support on us. We also discussed the skills people need to do peer support and the support they need from others to do these roles well.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>We thought that peer support for people with learning disabilities can challenge stigma and help people with difficult experiences such as low self esteem and loneliness. Staff supporting people with learning disabilities may benefit from more training to implement peer support. More research on the kinds of peer support that are on offer for people with learning disabilities is needed.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"52 1","pages":"166-174"},"PeriodicalIF":1.5,"publicationDate":"2023-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47050634","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Persons with profound and multiple learning disabilities (PMLD) risk exclusion, both in research and as members of society. Because of their embodied communication, they face the challenges in being understood. Oftentimes, others speak on their behalf making inferences on what their perspective might be.
Methods
Empathy is suggested as an approach to grasp the perspective of a person with profound and multiple learning disabilities through engaging with embodied communication. The account of empathy suggested by Stein will be unfolded through an ethnographic study including persons with profound and multiple learning disabilities and their professional supporters. Given this background, the intent is to discuss the potential empathy can have in recognising persons with these disabilities as subjects of knowledge.
Findings and Conclusions
The characteristics of persons with profound and multiple learning disabilities provide energy to empathic situations in ways that advocate for the possibility of being recognised as subjects of knowledge. This is related to the competencies of the individual, ambiguous communication and the dependency relations in which they are involved. It is of utmost importance to respect the alterity of the other.
{"title":"Persons with profound and multiple learning disabilities as subjects of knowledge: Exploring the possibilities of empathy","authors":"Synne Nese Skarsaune","doi":"10.1111/bld.12550","DOIUrl":"10.1111/bld.12550","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Persons with profound and multiple learning disabilities (PMLD) risk exclusion, both in research and as members of society. Because of their embodied communication, they face the challenges in being understood. Oftentimes, others speak on their behalf making inferences on what their perspective might be.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Empathy is suggested as an approach to grasp the perspective of a person with profound and multiple learning disabilities through engaging with embodied communication. The account of empathy suggested by Stein will be unfolded through an ethnographic study including persons with profound and multiple learning disabilities and their professional supporters. Given this background, the intent is to discuss the potential empathy can have in recognising persons with these disabilities as subjects of knowledge.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings and Conclusions</h3>\u0000 \u0000 <p>The characteristics of persons with profound and multiple learning disabilities provide energy to empathic situations in ways that advocate for the possibility of being recognised as subjects of knowledge. This is related to the competencies of the individual, ambiguous communication and the dependency relations in which they are involved. It is of utmost importance to respect the alterity of the other.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"52 1","pages":"101-109"},"PeriodicalIF":1.5,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bld.12550","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46796088","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Beate Schlothauer, Frank Pöschmann, Steffen Martick, Gertraud Kremsner
<p><i>Beate Schlothauer</i>, <i>Frank Pöschmann</i> and <i>Steffen Martick</i> are self-advocates and experts for (academic) education and inclusion.</p><p>They work at the University of Leipzig in Germany.</p><p>They are employed in a project called ‘QUABIS’ (http://www.quabis.info/).</p><p>Before starting their career at the university, most of them have worked in institutions for persons with disabilities.</p><p>In Germany they are called ‘sheltered workshops’.</p><p>At the University of Leipzig, their main job is to teach in seminars, courses and lectures.</p><p>But they speak at conferences and give workshops for a broader audience, too.</p><p>For doing so, they also develop creative methods for teaching and learning.</p><p><i>Beate Schlothauer</i>'s main interest is plain language and Easy to Read.</p><p>But she is also an expert in self-advocacy and self-determination.</p><p><i>Frank Pöschmann</i> focusses on ableism and discrimination.</p><p>He is also interested in the conditions in psychiatric wards in the former DDR (German Democratic Republic).</p><p><i>Steffen Martick</i> is an expert on legal frameworks that deal with disabilities.</p><p>For example, the the Universal Declaration of Human Rights, the UN-CRPD (the UN-Convention on the Rights for Persons with Disabilities) or the German Constitutional Law.</p><p>He is also interested in school to work-transitions, ableism, Easy to Read, and institutions for persons with disabilities.</p><p><i>Gertraud Kremsner</i> is professor for education in the context of heterogeneity and inclusion at the University of Koblenz in Germany.</p><p>Before that, she worked in Leipzig.</p><p>This was when she met Beate, Frank, Steffen and the rest of the QUABIS-team.</p><p>She is interested in inclusive research and theories about power imbalances.</p><p>Some more people from the QUABIS-team supported us.</p><p>We want to thank them.</p><p>Particular thanks go to <i>Nico Leonhardt</i>.</p><p>He supported the whole process: From choosing the paper to our first discussion to meeting the authors to publishing this response.</p><p>The editors of the <i>British Journal of Learning Disabilities</i> sent us five papers.</p><p>We were asked to choose one of those five.</p><p>We picked the one that matches our interests most.</p><p>The experiences described in the paper are very similar to our experiences.</p><p>We are very interested in the practices of involving people with learning disabilities in research.</p><p>We speak up for inclusive academia and research.</p><p>Before reading the paper, we had to translate it into German.</p><p>For this, we used an online tool (https://www.deepl.com/de/translator).</p><p>And we also asked our assistants at the University to go through the paper with us.</p><p>We all made notes when we read the paper.</p><p>These notes were the basis for our first discussion.</p><p>We all agreed that reading the paper was fascinating for us.</p><p>This is mainly because we felt that the
{"title":"In Response to “My name on the door by the Professor's name”: The process of recruiting a researcher with a learning disability at a UK university (Anderson, Keagan-Bull, Giles & Tuffrey-Wijne 2023)","authors":"Beate Schlothauer, Frank Pöschmann, Steffen Martick, Gertraud Kremsner","doi":"10.1111/bld.12548","DOIUrl":"https://doi.org/10.1111/bld.12548","url":null,"abstract":"<p><i>Beate Schlothauer</i>, <i>Frank Pöschmann</i> and <i>Steffen Martick</i> are self-advocates and experts for (academic) education and inclusion.</p><p>They work at the University of Leipzig in Germany.</p><p>They are employed in a project called ‘QUABIS’ (http://www.quabis.info/).</p><p>Before starting their career at the university, most of them have worked in institutions for persons with disabilities.</p><p>In Germany they are called ‘sheltered workshops’.</p><p>At the University of Leipzig, their main job is to teach in seminars, courses and lectures.</p><p>But they speak at conferences and give workshops for a broader audience, too.</p><p>For doing so, they also develop creative methods for teaching and learning.</p><p><i>Beate Schlothauer</i>'s main interest is plain language and Easy to Read.</p><p>But she is also an expert in self-advocacy and self-determination.</p><p><i>Frank Pöschmann</i> focusses on ableism and discrimination.</p><p>He is also interested in the conditions in psychiatric wards in the former DDR (German Democratic Republic).</p><p><i>Steffen Martick</i> is an expert on legal frameworks that deal with disabilities.</p><p>For example, the the Universal Declaration of Human Rights, the UN-CRPD (the UN-Convention on the Rights for Persons with Disabilities) or the German Constitutional Law.</p><p>He is also interested in school to work-transitions, ableism, Easy to Read, and institutions for persons with disabilities.</p><p><i>Gertraud Kremsner</i> is professor for education in the context of heterogeneity and inclusion at the University of Koblenz in Germany.</p><p>Before that, she worked in Leipzig.</p><p>This was when she met Beate, Frank, Steffen and the rest of the QUABIS-team.</p><p>She is interested in inclusive research and theories about power imbalances.</p><p>Some more people from the QUABIS-team supported us.</p><p>We want to thank them.</p><p>Particular thanks go to <i>Nico Leonhardt</i>.</p><p>He supported the whole process: From choosing the paper to our first discussion to meeting the authors to publishing this response.</p><p>The editors of the <i>British Journal of Learning Disabilities</i> sent us five papers.</p><p>We were asked to choose one of those five.</p><p>We picked the one that matches our interests most.</p><p>The experiences described in the paper are very similar to our experiences.</p><p>We are very interested in the practices of involving people with learning disabilities in research.</p><p>We speak up for inclusive academia and research.</p><p>Before reading the paper, we had to translate it into German.</p><p>For this, we used an online tool (https://www.deepl.com/de/translator).</p><p>And we also asked our assistants at the University to go through the paper with us.</p><p>We all made notes when we read the paper.</p><p>These notes were the basis for our first discussion.</p><p>We all agreed that reading the paper was fascinating for us.</p><p>This is mainly because we felt that the ","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"51 3","pages":"469-473"},"PeriodicalIF":1.5,"publicationDate":"2023-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bld.12548","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50136935","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Beate Schlothauer, Frank Pöschmann, Steffen Martick, G. Kremsner
{"title":"In Response to “My name on the door by the Professor's name”: The process of recruiting a researcher with a learning disability at a UK university (Anderson, Keagan‐Bull, Giles & Tuffrey‐Wijne 2023)","authors":"Beate Schlothauer, Frank Pöschmann, Steffen Martick, G. Kremsner","doi":"10.1111/bld.12548","DOIUrl":"https://doi.org/10.1111/bld.12548","url":null,"abstract":"","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"1 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"63486518","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Living in the digital era, young adults with intellectual disabilities use diverse digital products, the Internet, and social media in their daily lives. However, they may need support in digital undertakings as in other aspects of life. In a disability service context, staff are primary support providers but are restricted and guided by organisational goals and strategies. Previous research has shown that staff have dual roles as support providers and executors of organisational ambitions. This study analyses the motivations and prerequisites, as well as the obstacles to the implementation of digitalisation at a strategic level of disability services.
Method
Qualitative semi-structured interviews were conducted with public officials and municipal politicians responsible for providing disability services. A thematic analysis was performed using a constructionist perspective.
Findings
Three themes were identified: Intertwined ideals of digital infrastructures in disability contexts, culture of vertical governance, and developing competencies. These themes can be seen as pillars of the digitalisation of digital services at the organisation's strategic level. In addition to shedding light on specific issues, these themes reveal underlying issues relating to conceptions of support practices and organisational culture.
Conclusion
Digitalisation is motivated by a desire to preserve the organisation's legitimacy and be a relevant service provider. Digital infrastructure is required for digitalisation but is lacking because of intertwined legal and moral issues. Digitalisation also appears to be hindered by organisational structures and organisational culture, whose impact greatly outweighs that of digital issues.
{"title":"Ideals, governance and competencies: The complexity of implementing digitalisation in disability organisations","authors":"Camilla Eriksson, Jens Ineland","doi":"10.1111/bld.12547","DOIUrl":"10.1111/bld.12547","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Living in the digital era, young adults with intellectual disabilities use diverse digital products, the Internet, and social media in their daily lives. However, they may need support in digital undertakings as in other aspects of life. In a disability service context, staff are primary support providers but are restricted and guided by organisational goals and strategies. Previous research has shown that staff have dual roles as support providers and executors of organisational ambitions. This study analyses the motivations and prerequisites, as well as the obstacles to the implementation of digitalisation at a strategic level of disability services.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>Qualitative semi-structured interviews were conducted with public officials and municipal politicians responsible for providing disability services. A thematic analysis was performed using a constructionist perspective.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>Three themes were identified: Intertwined ideals of digital infrastructures in disability contexts, culture of vertical governance, and developing competencies. These themes can be seen as pillars of the digitalisation of digital services at the organisation's strategic level. In addition to shedding light on specific issues, these themes reveal underlying issues relating to conceptions of support practices and organisational culture.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Digitalisation is motivated by a desire to preserve the organisation's legitimacy and be a relevant service provider. Digital infrastructure is required for digitalisation but is lacking because of intertwined legal and moral issues. Digitalisation also appears to be hindered by organisational structures and organisational culture, whose impact greatly outweighs that of digital issues.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"52 1","pages":"76-86"},"PeriodicalIF":1.5,"publicationDate":"2023-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bld.12547","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42774103","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Sarah Wigham, Eleanor Melvin, Joe Lester, Jane Bourne, Melissa Harris, Iain McKinnon, Simon Hackett
Background
Rates of mental health conditions are high among adults with learning disabilities relative to the general population, however research suggests mental health conditions may be missed or under-identified in this population group. This review considers factors associated with the identification of mental health conditions among adults with learning disabilities in primary care.
Methods
A scoping review was conducted and reported in accordance with Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidance extension for scoping reviews (PRISMA-ScR) We searched electronic databases (Cinahl, PsychINfo and Medline) for articles published between the years 2000 and 2022. Data were extracted, tabulated and themes were identified.
Findings
The searches identified 3262 articles and 34 met inclusion criteria and were included in the review. Six broad themes were identified including (i) mental health screening in primary care, (ii) education, training and awareness raising for primary care staff, (iii) increasing access to psychological therapies (IAPT) through improved mental health condition case recognition in primary care and IAPT practitioner confidence, (iv) health checks and continuity of care, (v) specialist support for primary care providers, and (vi) awareness raising among adults with learning disabilities.
Conclusions
There should be efforts to increase availability in primary care of mental health screening measures suitable for people with learning disabilities. Training opportunities for providers across different sectors of health and social care pathways, on the mental health needs of people with a learning disability are also required. The findings can be used to guide the development of services, for adults with learning disabilities and symptoms of mental health conditions in primary care.
{"title":"Factors associated with the identification of mental health conditions among people with learning disabilities in primary care: A scoping review","authors":"Sarah Wigham, Eleanor Melvin, Joe Lester, Jane Bourne, Melissa Harris, Iain McKinnon, Simon Hackett","doi":"10.1111/bld.12544","DOIUrl":"10.1111/bld.12544","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Rates of mental health conditions are high among adults with learning disabilities relative to the general population, however research suggests mental health conditions may be missed or under-identified in this population group. This review considers factors associated with the identification of mental health conditions among adults with learning disabilities in primary care.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A scoping review was conducted and reported in accordance with Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidance extension for scoping reviews (PRISMA-ScR) We searched electronic databases (Cinahl, PsychINfo and Medline) for articles published between the years 2000 and 2022. Data were extracted, tabulated and themes were identified.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>The searches identified 3262 articles and 34 met inclusion criteria and were included in the review. Six broad themes were identified including (i) mental health screening in primary care, (ii) education, training and awareness raising for primary care staff, (iii) increasing access to psychological therapies (IAPT) through improved mental health condition case recognition in primary care and IAPT practitioner confidence, (iv) health checks and continuity of care, (v) specialist support for primary care providers, and (vi) awareness raising among adults with learning disabilities.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>There should be efforts to increase availability in primary care of mental health screening measures suitable for people with learning disabilities. Training opportunities for providers across different sectors of health and social care pathways, on the mental health needs of people with a learning disability are also required. The findings can be used to guide the development of services, for adults with learning disabilities and symptoms of mental health conditions in primary care.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"52 1","pages":"36-53"},"PeriodicalIF":1.5,"publicationDate":"2023-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bld.12544","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44200366","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
People with intellectual/intellectual and physical disabilities frequently use day-service centres, an array of services that involve the provision of care and social activities during the daytime and offer homebound people with disabilities opportunities to live in their communities. While nurses working at day-service centres for people with disabilities are expected to promote service-users' health, little research has focused on this area. Nurses' relationships with service-users of day-service centres have not been sufficiently investigated regarding how their interactions determine service-users' specific activities and daily lives within such facilities. This study sought to address this research gap.
Methods
We conducted a qualitative descriptive study with six nurses working at day-service centres located in Tohoku region, Japan. Six participants were interviewed 16 times. The psychological-phenomenological method developed by Amedeo Giorgi was used as the model for data analysis.
Findings
The analysis generated five themes. First, nurses show interest in service-users by ‘continuing to show interest’ and by ‘trying to understand the service-users from the perspective of what they can do’. Additionally, the nurses ensure that service-users enjoy their time in the facility by ‘supporting enjoyment through nursing and medical care’, ‘stabilising feelings’ and ‘creating an environment conducive to everyone's comfort’.
Conclusions
Nurses working at day-service centres for people with intellectual/intellectual and physical disabilities provide support for social participation while maintaining the service-users' mental and physical health. Thus, these nurses support enjoyment among service-users from the nursing and medical care aspect; they also devise ways for service-users to interact and adjust to the environment to improve service-users' comfort at day-service centres. Furthermore, participation in daytime activities at day-service centres indicated that nurses are interested in service-users' activities, and they perceive service-users as positive individuals.
{"title":"Experiences of nurses working at day-service centres for people with intellectual disabilities/intellectual and physical disabilities and their interactions with service-users","authors":"Yoshimi Ito, Kyoko Asakura, Shoko Sugiyama, Nozomu Takada","doi":"10.1111/bld.12546","DOIUrl":"10.1111/bld.12546","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>People with intellectual<b>/</b>intellectual and physical disabilities frequently use day-service centres, an array of services that involve the provision of care and social activities during the daytime and offer homebound people with disabilities opportunities to live in their communities. While nurses working at day-service centres for people with disabilities are expected to promote service-users' health, little research has focused on this area. Nurses' relationships with service-users of day-service centres have not been sufficiently investigated regarding how their interactions determine service-users' specific activities and daily lives within such facilities. This study sought to address this research gap.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We conducted a qualitative descriptive study with six nurses working at day-service centres located in Tohoku region, Japan. Six participants were interviewed 16 times. The psychological-phenomenological method developed by Amedeo Giorgi was used as the model for data analysis.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>The analysis generated five themes. First, nurses show interest in service-users by ‘continuing to show interest’ and by ‘trying to understand the service-users from the perspective of what they can do’. Additionally, the nurses ensure that service-users enjoy their time in the facility by ‘supporting enjoyment through nursing and medical care’, ‘stabilising feelings’ and ‘creating an environment conducive to everyone's comfort’.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Nurses working at day-service centres for people with intellectual<b>/</b>intellectual and physical disabilities provide support for social participation while maintaining the service-users' mental and physical health. Thus, these nurses support enjoyment among service-users from the nursing and medical care aspect; they also devise ways for service-users to interact and adjust to the environment to improve service-users' comfort at day-service centres. Furthermore, participation in daytime activities at day-service centres indicated that nurses are interested in service-users' activities, and they perceive service-users as positive individuals.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"52 1","pages":"66-75"},"PeriodicalIF":1.5,"publicationDate":"2023-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bld.12546","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47758978","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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