British Journal of Learning Disabilities最新文献

{"title":"Digital technology design activities—A means for promoting the digital inclusion of young adults with intellectual disabilities","authors":"Mugula Chris Safari,&nbsp;Sofie Wass,&nbsp;Elin Thygesen","doi":"10.1111/bld.12521","DOIUrl":"10.1111/bld.12521","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Information and communication technology has become an important aspect of everyday life, including community living and social participation. However, people with intellectual disabilities face several societal inequalities, including digital exclusion. Even if people with intellectual disabilities still do not have the same access as others, this group is increasingly involved in digital technology design activities. Although digital technology design activities can lead to several user gains, little is known about how such activities affect digital inclusion. Therefore, we explore whether and how participation in digital technology design activities can support the digital inclusion of young adults with intellectual disabilities.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We interviewed seven young adults with intellectual disabilities about their participation in ten digital technology design sessions. We also collected reflective notes from eight support workers who participated in the same design activities. The interviews were analysed thematically.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>Thematic analysis generated four themes describing how participation in technology design activities can support the digital inclusion of people with intellectual disabilities: improving digital skills and knowledge, displaying skills and competence, increased interest in technology use, and influencing and adapting technology.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Participation in digital technology design activities with support workers can provide new opportunities for young adults with intellectual disabilities and can help overcome several digital activity barriers. Designers and researchers should increasingly, and actively involve people with intellectual disability in digital technology design activities as it can support and promote digital inclusion.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"51 2","pages":"238-249"},"PeriodicalIF":1.5,"publicationDate":"2023-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bld.12521","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41718876","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":"Internet activities and social and community participation among young people with learning disabilities","authors":"Kristin Alfredsson Ågren,&nbsp;Helena Hemmingsson,&nbsp;Anette Kjellberg","doi":"10.1111/bld.12519","DOIUrl":"10.1111/bld.12519","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>A digital lag has been reported on access to the internet and performing internet activities for young people with learning disabilities in everyday life.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aim</h3>\u0000 \u0000 <p>The aim of this study is to explore environmental opportunities and challenges when performing internet activities and how internet use influences social and community participation for young people with learning disabilities from the perspectives of the target group.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>An inductive design was applied, with focused observations and follow-up interviews of 15 internet-using young persons with learning disabilities in their everyday settings. The data was analysed interpretatively using open coding.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>The environment offered both opportunities and challenges in terms of the design of digital devices and digital support. Support from peers was often preferred. All participants performed internet activities related to social participation although not all used social media. Searching for information was performed, however, finding the information or understanding it was challenging and led to restricted participation in the community.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>More examples of internet use positively influencing social participation were found, contrary to community participation. It is indicated that concrete learning situations when using the internet for social participation were more adapted to the participants and promoted this type of participation, contrary to situations of internet use influencing community participation.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"51 2","pages":"125-134"},"PeriodicalIF":1.5,"publicationDate":"2023-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bld.12519","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46292870","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":"The joy of knowing pete: Much was said, yet no words were spoken, By \u0000 Hazel Morgan. \u0000YouCaxton Publications.  2022. 120 pages.","authors":"Catherine de Haas","doi":"10.1111/bld.12520","DOIUrl":"10.1111/bld.12520","url":null,"abstract":"","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"51 4","pages":"608"},"PeriodicalIF":1.5,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46921648","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}

{"title":"Lived experience research in learning disabilities: The understanding inequalities project from a service user's perspective","authors":"Ben Gray,&nbsp;Tom Kerridge","doi":"10.1111/bld.12518","DOIUrl":"10.1111/bld.12518","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>People with learning disabilities are often left behind and ostracised in life, education, employment and in research. This article describes the importance and value that people with learning disabilities can bring when participating in co-production and lived experience research. The article reports on the inequalities and barriers that people living with learning disabilities have in accessing health and social care services and hospitals and makes recommendations for improving services and people's experiences of services. The intertwining of subject (inequalities and barriers of access) and process (lived experience research and co-production) leads to more comprehensive knowledge and understanding of learning disabilities.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Co-production events were held with people with learning disabilities, facilitated by the co-author (Tom Kerridge). Tom and a service user researcher (Ben Gray) with Asperger's syndrome and schizophrenia thematised transcripts and made recommendations, in Ben's case with the insight of lived experience of learning disabilities and mental health problems.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>A series of recommendations are made based on the insight of a lived experience perspective. For example: to have a grass roots learning disabilities champion, lived experience peer mentors and supporters, training via a film made by people with learning disabilities, the involvement of Learning Disabilities Research Ambassadors to conduct phase two of the research as well as other recommendations.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Lived experience research and co-production are at the heart and centre of contemporary research in health and social care. Participation can change feelings of exclusion and stigma into feelings of being valued, accepted and being able to make a difference.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"51 4","pages":"479-488"},"PeriodicalIF":1.5,"publicationDate":"2023-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45164993","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}

{"title":"In response to ‘“Now that I'm connected this isn't social isolation, this is engaging with people”: Staying connected during the COVID-19 pandemic’ (Natasha A. Spassiani, Mojca Becaj, Clare Miller, Andrew Hiddleston, Aaron Hume, Stephan Tait)","authors":"Nathaniel Lawford,&nbsp;Danielle Garratt,&nbsp;Noelle McCormack","doi":"10.1111/bld.12515","DOIUrl":"10.1111/bld.12515","url":null,"abstract":"&lt;p&gt;Danielle Garratt is a Learning Disability Voices Network Project worker for Brighton and Hove Speak Out. Speak Out is an independent charity that makes sure people with learning disabilities can speak up and take action about things that matter to them. During the pandemic Danielle discovered a big interest in research. She started up an interview series on YouTube called ‘Speak Out with Danielle’. She interviewed, filmed and edited the recordings by herself. She interviewed many different people including those who have a learning disability and the head of Learning Disability England. She then got asked to help with ‘50 Years of speaking up in England—Towards an important history’ (Walmsley, Davies &amp; Garratt, 2022). Through Speak Out Danielle also worked with Noelle, on a project called ‘Covid Stories from the learning disability community’, where she continued to be able to interview and capture people's stories and video edit. As a result of doing this project an opportunity come up to write this response. Danielle and Noelle both wanted to work on it and Danielle thought that Nathaniel would make a great third person to help us create a response to our chosen article.&lt;/p&gt;&lt;p&gt;Nathaniel Lawford is the Inclusion and Projects Director of Grace Eyre, as well as a member of Brighton and Hove Speak Out's ‘Being heard in Government’ group. Nathaniel is deeply passionate about understanding and supporting the voices of humanity in the many diverse forms that exist, and is currently focused through work and volunteering on the inclusion and ownership of persons with learning disabilities and/or Autism. Nathaniel also has Autism as well as active PTSD. Nathaniel found the article most insightful and inspiring, in parts speaking to his lived experience and understanding gained from others, as well as challenging assumptions, especially around the formation of relationships through digital inclusion. A massive thank you to all involved in the research of the article.&lt;/p&gt;&lt;p&gt;Noelle McCormack is a visiting research fellow and member of the Social History of Learning Disability research group based at the Open University. Her interests include life story work and creative research methods. She has recently worked with Brighton and Hove Speak Out, on a project called ‘Covid Stories from the learning disability community’ which recorded experiences of local people during the pandemic.&lt;/p&gt;&lt;p&gt;We met three times to discuss our thoughts about the article. At our first meeting we had a read through and were each drawn to different parts of the research. Danielle wanted to respond to leadership and digital inclusion, Nathaniel was interested in aspects of relationships and online safety, and Noelle wanted to find out more about the nuts and bolts of the research methods. We wrote up and emailed each other our first drafts. At our second meeting we read our responses to each other. While each of us was reading aloud we noticed changes we wanted to make, went aw","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"51 1","pages":"111-115"},"PeriodicalIF":1.5,"publicationDate":"2023-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bld.12515","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46703295","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":"Use of technology by older adults with an intellectual disability in Ireland to support health, well-being and social inclusion during the COVID-19 pandemic","authors":"Darren McCausland,&nbsp;Mary McCarron,&nbsp;Philip McCallion","doi":"10.1111/bld.12514","DOIUrl":"10.1111/bld.12514","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Before COVID-19, people with intellectual disabilities were digitally excluded, facing difficulties accessing and using technology. The pandemic outbreak closed down many in-person services and supports for this population.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This study examined changes in technology use to support the healthcare and social connections of older adults with intellectual disability in Ireland (<i>n</i> = 682) during COVID-19. Decision tree analyses explored factors associated with using technology for health and social connection; and to explore relationships between technology use and subjective outcomes of stress/anxiety and of positives during this period.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>Technology use for healthcare and social connection increased during COVID-19, but not enough to make up for the loss of in-person care/connection. Residence type was associated with increased use of technology for healthcare utilisation, with the highest rates among community group home residents and the lowest among those in independent/family settings. Increased technology use to speak with both family and friends was associated with prior digital skills and digital access. Increased technology use was significantly associated with both positive and negative experiences during the pandemic.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The COVID-19 pandemic offered an opportunity for increased digital connection for older adults with intellectual disabilities, but not all benefitted. Those with prior skills, available supports, and the greatest need to connect were more likely to enhance their use of technology. The complexity of the COVID-19 period, including the general impact on mental health and well-being, means that the role technology played in supporting quality of life and mitigating stress/anxiety needs further and longer-term investigation.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"51 2","pages":"175-190"},"PeriodicalIF":1.5,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bld.12514","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45398726","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":"Promoting the Health and Well-Being of People with Learning Disabilities by Pauline Heslop & Crispin Hebron (Editors). Springer 2020. ISBN 978-3-030-43487-8 (Hardcover); ISBN 978-3-030-43488-5 (eBook), hardback £49.99","authors":"Elspeth Clark","doi":"10.1111/bld.12513","DOIUrl":"10.1111/bld.12513","url":null,"abstract":"","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"51 3","pages":"476-477"},"PeriodicalIF":1.5,"publicationDate":"2022-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41357859","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}

{"title":"Editorial: What a year!","authors":"Melanie Nind","doi":"10.1111/bld.12509","DOIUrl":"10.1111/bld.12509","url":null,"abstract":"<p>For many people with learning disabilities, as for all of us, this has been an unsettling year. When we all wanted a return to normal lives after the Covid-19 lockdowns, uncertainties and inequalities have prevailed. When there are wars, and pandemics, and cost of living crises, people suffer. This has been the context for the journal and those writing for it, doing peer review, making editorial decisions, and most critically perhaps for the people the journal is about. It feels important to acknowledge this.</p><p>In my last editorial I promised an update on the outcomes of the research about how people with learning disabilities might contribute to reviewing papers. The jury of people with learning disabilities who mulled over this issue aided by expert informants, reached consensus about why they would like to be involved in an inclusive peer review process. Their reasons focused on the opportunity this provides to discuss things that are important to them, to learn, be heard, and to feel good about being treated well. They thought that their involvement in peer review should be done in groups rather than as individuals. Also important to them was that the process should be unrushed and use accessible formats to review papers about things they know and that are relevant to their lives. In moving forward on this agenda we will be introducing a series of small pilot projects.</p><p>Respondents so far have often said that all of these are important as well as indicating what their preferences are and why. Before the decision is made and the call appears for editors to take forward that 2024 special issue, we have the special issue on digital inclusion of people with learning disabilities to look forward to in 2023.</p><p>As well as being a difficult year in many ways it has also been a productive year for the journal. The volume and quality of the papers we receive continues to rise. Having special issues and a lot of interest in the journal means both that authors may have to wait longer before their paper moves from being published online Early View to being allocated to an issue, and that the issues get bigger with more papers each time. Hence, we end the year with a big issue, rich in papers covering a range of the journal's core themes. There is a lot here for readers concerned with the heath of people with learning disabilities. The journal's stance of <i>standing with</i> people with learning disabilities is evident in papers on researching together and sustaining relationships. And the fundamentals of life are addressed: eating, mothering, having friendships, staying well, ageing. With so many papers I am not going to outline the contents of this issue in more detail. However I am going to end with a big thank you to everyone who has contributed to the issue, to the work this year, to the consultation, and to making this a journal we all want to be associated with.</p>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"50 4","pages":"453-454"},"PeriodicalIF":1.5,"publicationDate":"2022-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bld.12509","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"63486452","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":"“Please send me the link for tomorrow, María” human-rights based participatory research with people with learning disabilities via Zoom","authors":"María Gómez-Carrillo de Castro,&nbsp;Adela Palazuelos,&nbsp;Adrián Corona,&nbsp;Ángela Sánchez,&nbsp;Gema Alises,&nbsp;Marta Sancho,&nbsp;Paola Cauja,&nbsp;Víctor Sanz","doi":"10.1111/bld.12511","DOIUrl":"10.1111/bld.12511","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>This paper describes the experience of conducting a co-researched project with people with learning disabilities in Madrid, Spain, during the COVID pandemic and lockdown. I discuss the advantages and limitations of working online and challenges encountered while coordinating and facilitating the research.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Our research project was on the impact of COVID on the lives of people with learning disabilities, which the eight co-researchers chose. As part of my PhD, I offered my services as researcher to work together with persons with learning disabilities. Eight people took up my offer. We worked together from January 2021 to March 2022 virtually and I recorded this experience. I have written the paper, but as part of my co-researcher agreement, I have shared my reflections and work with my co-researchers, and we have co-written a section to share our findings.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>In this paper, I discuss the advantages and limitations of working online, challenges I encountered while coordinating and facilitating the research and the work together. Remote work enabled the group to work on a biweekly basis and with members from different parts of Madrid. It saved people time and effort getting around town, yet we had to introduce express times and spaces to socialise and create a working relationship that is less natural than during in-person interactions and breaks. During our fieldwork, we found that the pandemic had spurred the access to digital devices and programmes, but people may still be reliant on their environment, carers or supporters to facilitate it. I included a section written with my co-researchers, in which we reflect together on the experience of working online and how we reached out to their peers during our fieldwork. We identified limitations due to our online research methodology such as lack of owning a digital device, the difficulties having access to a private space from which to connect online and the joy of meeting other people to exchange experiences.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Human rights based participatory research can be done online. There are different ways of overcoming barriers to participation. However, there are people with no access to the internet or without digital skills that are being excluded and we must ensure that we reach out to them as well.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"51 2","pages":"260-268"},"PeriodicalIF":1.5,"publicationDate":"2022-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bld.12511","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42820054","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":"The perceived helpfulness of structural family therapy in caring for Hong Kong Chinese families of an adolescent with intellectual disabilities: A qualitative inquiry","authors":"Julia W. K. Lo,&nbsp;Joyce L. C. Ma","doi":"10.1111/bld.12510","DOIUrl":"10.1111/bld.12510","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Previous literature pinpointed the limitations of behavioural treatment in helping families of people with intellectual disabilities to transit lifecycle adjustment and suggested the contributions of systemic intervention made to this population.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This study aimed to explore the applicability of structural family therapy to helping Hong Kong Chinese families of adolescents with intellectual disabilities from the perspective of family members. Nine members from four families of adolescents with intellectual disabilities were recruited. Family or individual interviews were conducted. A thematic analysis was adopted for data analysis.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>The families experienced two major changes after the therapy, that is, sharing the care responsibilities among family members and using more open communication styles in the family. Structural family therapy was found to be helpful in mediating family problems and promoting the active involvement of adolescents with intellectual disabilities in family interactions. However, the family participants expected clear guidance for the future development of adolescents with intellectual disabilities in a family treatment process.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Structural family therapy can be a promising approach to working with Chinese families of adolescents with intellectual disabilities.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"51 3","pages":"440-449"},"PeriodicalIF":1.5,"publicationDate":"2022-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bld.12510","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49346030","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}