How parents of young adults with intellectual disability make sense of their experiences of transitioning from learning disability CAMHS to learning disability adult health service: An IPA study.

IF 1.4 4区 医学 Q2 EDUCATION, SPECIAL
Abisoye Sotonwa, Richard Meiser-Stedman, Corrina Willmoth
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引用次数: 0

Abstract

Whilst existing literature describes the experience of transitioning in mainstream mental health services, little is known about specialist learning disability services. The following study aimed to explore how parents of young adults, aged 17 to 21, with intellectual disability make sense of their experiences of transitioning from learning disability Child and Adolescent Mental Health Service (CAMHS) to adult community learning disability teams. Semi-structured interviews were conducted with four parents of individuals diagnosed with a learning disability who were receiving care in the adult community learning disability team. Transcripts were analysed using interpretative phenomenological analysis. Three group experiential themes emerged: impact of transition on sense of control, making sense of challenges experienced, and wishing for a better service. The findings highlighted experiences of parents transitioning both through specialist health and social care services. Future research should seek to understand the impact of race on transition and experience of service.

智障青年的父母如何理解他们从学习障碍CAMHS过渡到学习障碍成人健康服务的经历:一项IPA研究。
虽然现有文献描述了主流心理健康服务的过渡经验,但对专业学习障碍服务知之甚少。本研究旨在探讨17至21岁智障青年的父母如何理解他们从学习障碍儿童和青少年心理健康服务中心(CAMHS)过渡到成人社区学习障碍团队的经历。研究人员对四名在成人社区学习障碍小组接受治疗的学习障碍患者的父母进行了半结构化访谈。使用解释性现象学分析分析转录本。三个小组体验主题出现:过渡对控制感的影响,对经历的挑战的理解,以及希望得到更好的服务。调查结果强调了父母通过专业保健和社会护理服务进行过渡的经验。未来的研究应寻求了解种族对过渡和服务经验的影响。
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来源期刊
CiteScore
3.40
自引率
13.30%
发文量
82
期刊介绍: The principal aim of the journal is to provide a medium for the exchange of best practice, knowledge and research between academic and professional disciplines from education, social and health settings to bring about advancement of services for people with intellectual disabilities. The idea of a practice-led journal is both exciting and timely. This journal serves as a medium for all those involved with people with intellectual disabilities to submit and publish papers on issues relevant to promoting services for people with intellectual disabilities.
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