British Journal of Learning Disabilities最新文献

{"title":"In response to: “It should be more outspoken and not hushed away, not like put in a dark box”: An interpretative phenomenological analysis of experiences of menopause voiced by women with learning disabilities (Katie Langer-Shapland, Stephen J. Minton, Nel Richards)","authors":"Amanda Millear, Janice Slattery, Kelley Johnson","doi":"10.1111/bld.12557","DOIUrl":"https://doi.org/10.1111/bld.12557","url":null,"abstract":"<p>We are three women who have all gone through menopause. We all live and work in Melbourne, Australia. Amanda and Janice are self-advocates for the rights of people with learning disabilities in Australia. They have been advocate researchers in a number of research projects over the past 20 years including studies on sexuality and relationships, women's sexual health, a history of self-advocacy and life histories of women with learning disabilities (Johnson et al., <span>2001</span>, <span>2002</span>; Traustadottir & Johnson, <span>2000</span>). Both have held official positions in self-advocacy organisations and have presented their work at conferences in both Australia and overseas. Currently, Janice is president of a self-advocacy organisation and Amanda is involved in a number of different advocacy organisations and a community radio program. Kelley is a researcher who has worked with Amanda and Janice on a number of the research projects in which they have been involved. We have written articles and book chapters and given conference papers together.</p><p>We have been colleagues and friends for many years. We met three times to review this article. At our first meeting we looked at five possible articles which we could review and chose the one which seemed most relevant to us as women. We discussed this decision at some length and some of that discussion is included in this review.</p><p>We received from the authors of the article a plain English version of it, which we found very helpful. On our second meeting, which was a full afternoon's work, we used the Plain English version as a basis for our discussions. We had all read it before we met. Kelley had also read the full article and went to it when we wanted more detailed information than that given in the Plain English version. We recorded our discussion and Kelley also made notes of it. During this discussion we identified questions we wanted to discuss with the authors, and we also discussed our responses to the article. The questions were sometimes a starting point for discussion and sometimes they developed from it. Kelley took the recording and notes home and wrote a draft of our response. She sent this to Amanda and Janice. At our third meeting, we discussed what had been written, changed some of it and prepared for our discussion with the authors. We then met on Zoom with the authors and discussed our responses.</p><p>We have organised this review as questions and our ideas and responses to each of them. Because this review was the result of a discussion between the three of us we have organised it as questions and comments rather than as separate responses from each of us though sometimes we use particular quotes from one of us. We have included in italics a summary of the responses from the writers of the article following our Zoom meeting.</p><p>We were given a choice of five articles to review and chose the one on the experiences of women with menopause because as wome","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"51 4","pages":"613-616"},"PeriodicalIF":1.5,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71962795","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":"Disability, care and family law By \u0000 Beverley Clough, \u0000 Jonathan Herring(Eds.), \u0000Routledge. \u0000 2021. pp. \u0000 244.","authors":"Alison Tarrant","doi":"10.1111/bld.12560","DOIUrl":"10.1111/bld.12560","url":null,"abstract":"","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"52 1","pages":"177-178"},"PeriodicalIF":1.5,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136113437","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":"Supporting people to live well: A multimethod study of Shared Lives (adult placement)","authors":"Nadia Brookes,&nbsp;Sinead Palmer,&nbsp;Grace Collins,&nbsp;Lisa Callaghan","doi":"10.1111/bld.12556","DOIUrl":"10.1111/bld.12556","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Shared Lives (adult placement) is a model of community-based support where an adult who needs support and/or accommodation moves into or regularly visits the home of an approved Shared Lives carer. It is an established but small-scale service used mainly by adults with learning disabilities. However, little research has been conducted about whether and in what ways this model can support people to live well.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>This article presents findings from outcome measures focused on well-being for a sample of 39 people supported by Shared Lives in England. Fifteen semistructured interviews were also conducted by peer/coresearchers to supplement the quantitative data. Data collection took place between June 2017 and September 2018.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>Findings indicated that people using Shared Lives generally had good outcomes across all of the measures. All of those interviewed identified areas of their life where Shared Lives had made a positive difference, particularly with relationships and activities.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Limitations to the research mean that more work is needed to fully understand the role Shared Lives plays in supporting people to live well and in comparison to other forms of community support.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"52 1","pages":"131-139"},"PeriodicalIF":1.5,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bld.12556","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134973409","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 Routledge international handbook of critical autism studies By \u0000 Damian Milton and \u0000 Sara Ryan: \u0000Routledge. \u0000 2023. pp. 311. £152.00 (hbk). ISBN: 978-0-367-52107-3. £34.39 (ebk). ISBN: 9781003056577","authors":"Sarah Marsden","doi":"10.1111/bld.12555","DOIUrl":"10.1111/bld.12555","url":null,"abstract":"","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"52 1","pages":"175-176"},"PeriodicalIF":1.5,"publicationDate":"2023-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135980691","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":"What are the experiences of families facilitating the repatriation of their relatives with learning disabilities and/or autism back to Guernsey?","authors":"Rebecca Wallace,&nbsp;Julian Morris,&nbsp;Melanie Hodgkinson","doi":"10.1111/bld.12554","DOIUrl":"10.1111/bld.12554","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Recent Government guidelines have promoted returning people with learning disabilities and/or autism from out-of-area placements to their local communities. These transitions not only impact the individuals but also their families.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This study explores the experiences of family members who have been involved in the repatriation of people with learning disabilities and/or autism to their local community in Guernsey. Using semi-structured interviews, participants' experiences were analysed using Interpretative Phenomenological Analysis.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>Three superordinate themes emerged: ‘distress, powerlessness and hopelessness’, ‘not feeling included’ and ‘parental role’.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The findings highlight the barriers and successes family members experience when supporting a relative with learning disabilities and/or autism to move back to Guernsey. Recommendations for healthcare services such as requirements for better communication and to include families in decision-making are discussed.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"52 1","pages":"121-130"},"PeriodicalIF":1.5,"publicationDate":"2023-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135980862","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":"How do self-advocates use community development to change attitudes to disability?","authors":"Sally Robinson,&nbsp;Jan Idle,&nbsp;Karen R. Fisher,&nbsp;Kathleen Reedy,&nbsp;Christy Newman,&nbsp;Christiane Purcal,&nbsp;Gianfranco Giuntoli,&nbsp;Sarah Byrne,&nbsp;Ruby Nankivell,&nbsp;Gavin Burner,&nbsp;Rebeka Touzeau,&nbsp;Tim Adam,&nbsp;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}

{"title":"Irish mothers' experiences of providing support in decision-making to adults with intellectual disabilities: A qualitative study","authors":"Hannah Casey,&nbsp;Deirdre Desmond,&nbsp;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}

{"title":"Peer support by and for people with learning disabilities","authors":"Shalim Ali,&nbsp;Peter Allum,&nbsp;Santino Vassell,&nbsp;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}

{"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}