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Jackson I, Dagnan D, Golding L, Rayner-Smith K. How do people with intellectual disabilities understand friendship? A systematic meta-synthesis. JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2024; 37:e13244. [PMID: 38733213 DOI: 10.1111/jar.13244] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/03/2023] [Revised: 04/20/2024] [Accepted: 04/28/2024] [Indexed: 05/13/2024]
Abstract
BACKGROUND Previous systematic reviews of the relationships of people with intellectual disabilities have included consideration of intimate relationships. In this paper, we report a systematic review of papers describing friendship only. METHOD A systematic qualitative meta-synthesis of the research exploring experiences of friendship as reported by people with intellectual disabilities. RESULTS Seven papers met the inclusion criteria for analysis. Three superordinate themes were identified. (1) Reciprocity, 'Someone who helps me, and I help them'. (2) The building blocks of friendships, 'I can tell her some secrets'. (3) Managing friendship difficulties, 'In real life it's much harder'. CONCLUSION People with intellectual disabilities value friendship and actively engage in reciprocal exchanges. We explore the strengths and limitations of current research, clinical implications, and directions for future research.
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Affiliation(s)
- Isabel Jackson
- Cumbria, Northumberland, Tyne and Wear NHS Foundation Trust, Community Learning Disability Services, Unit 9, Lillyhall Business Centre, Lillyhall, Workington, UK
| | - Dave Dagnan
- Cumbria, Northumberland, Tyne and Wear NHS Foundation Trust, Community Learning Disability Services, Unit 9, Lillyhall Business Centre, Lillyhall, Workington, UK
| | - Laura Golding
- The Point of Care Foundation, The Foundry, London, UK
| | - Kelly Rayner-Smith
- Cumbria, Northumberland, Tyne and Wear NHS Foundation Trust, Community Learning Disability Services, Unit 9, Lillyhall Business Centre, Lillyhall, Workington, UK
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Sanderson KA, Burke MM, Hodapp RM. Understanding Natural Supports in Diverse Adults With Intellectual and Developmental Disabilities Across Life Domains. AMERICAN JOURNAL ON INTELLECTUAL AND DEVELOPMENTAL DISABILITIES 2024; 129:247-262. [PMID: 38917997 DOI: 10.1352/1944-7558-129.4.247] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/03/2022] [Accepted: 11/28/2023] [Indexed: 06/27/2024]
Abstract
Although natural supports benefit individuals with intellectual and developmental disabilities (IDD), little is known about natural support provided within specific life domains or how race/ethnicity or support from professionals impacts the extent of natural support one receives. In this study, 518 parents of adults with IDD responded to a national survey about natural supports, including who provides support, the number of supporters, and variables that predict natural supports. Family most often provided support, although professionals and family friends were frequent supporters in several domains. Natural support was most extensive in health, least extensive in employment and housing. Individuals with IDD who regularly participated in daytime activities and/or identified as Black had more extensive natural support. Implications are discussed.
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Affiliation(s)
| | - Meghan M Burke
- Meghan M. Burke and Robert M. Hodapp, Vanderbilt University and Vanderbilt University Medical Center
| | - Robert M Hodapp
- Meghan M. Burke and Robert M. Hodapp, Vanderbilt University and Vanderbilt University Medical Center
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Wang Z, Sommerlad A, Hassiotis A, Richards M, Livingston G. Mid-life social participation in people with intellectual disability: The 1958 British birth cohort study. PLoS One 2024; 19:e0302411. [PMID: 38768178 PMCID: PMC11104648 DOI: 10.1371/journal.pone.0302411] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/06/2023] [Accepted: 04/03/2024] [Indexed: 05/22/2024] Open
Abstract
BACKGROUND Low social participation is a potentially modifiable risk factor for cognitive deterioration in the general population and related to lower quality of life (QoL). We aimed to find out whether social participation is linked to cognitive deterioration and QoL for people with borderline intellectual functioning and mild intellectual disability. METHOD We used data from the National Child Development Study, consisting of people born during one week in 1958, to compare midlife social participation in people with mild intellectual disability, borderline intellectual functioning, and without intellectual impairment. We defined social participation as 1. confiding/emotional support from the closest person and social network contact frequency at age 44, and 2. confiding relationships with anyone at age 50. We then assessed the extent to which social participation mediated the association between childhood intellectual functioning and cognition and QoL at age 50. RESULTS 14,094 participants completed cognitive tests at age 11. People with borderline intellectual functioning and mild intellectual disability had more social contact with relatives and confiding/emotional support from their closest person, but fewer social contacts with friends and confiding relationships with anyone than those without intellectual disability. Having a confiding relationship partially mediated the association at age 50 between IQ and cognition (6.4%) and QoL (27.4%) for people with borderline intellectual functioning. CONCLUSION We found adults with intellectual disability have positive family relationships but fewer other relationships. Even at the age of 50, confiding relationships may protect cognition for people with borderline intellectual functioning and are important for QoL.
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Affiliation(s)
- Zuyu Wang
- Division of Psychiatry, University College London, London, United Kingdom
| | - Andrew Sommerlad
- Division of Psychiatry, University College London, London, United Kingdom
- Camden and Islington NHS Foundation Trust, London, United Kingdom
| | - Angela Hassiotis
- Division of Psychiatry, University College London, London, United Kingdom
- Camden and Islington NHS Foundation Trust, London, United Kingdom
| | - Marcus Richards
- MRC Unit for Lifelong Health & Ageing at UCL, University College London, London, United Kingdom
| | - Gill Livingston
- Division of Psychiatry, University College London, London, United Kingdom
- Camden and Islington NHS Foundation Trust, London, United Kingdom
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Brand F, Scior K, Loewenberger A. Understanding experiences of 'Gig Buddies': A befriending scheme for people with intellectual disabilities. JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2024; 37:e13232. [PMID: 38623597 DOI: 10.1111/jar.13232] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/31/2023] [Revised: 03/04/2024] [Accepted: 03/14/2024] [Indexed: 04/17/2024]
Abstract
BACKGROUND Research into befriending for people with intellectual disabilities is limited. This study aimed to explore the impact, mechanisms of change, and limitations of a befriending scheme for adults with intellectual disabilities and/or autism. METHODS Participants were recruited using convenience sampling. Thirteen individuals with intellectual disabilities and/or autism were interviewed and data thematically analysed. RESULTS Four themes were generated: 'Something fun for me'; 'A good connection'; 'Increasing independence'; and 'A life less quiet'. Befriending had direct benefits through the activities undertaken and the befriending relationships themselves being fun and reducing isolation. Befriending facilitated belonging, improved access to mainstream activities, and fostered independence by providing safety and support. The importance of shared interests and external support for the relationship was highlighted. CONCLUSIONS Positive outcomes of befriending were found, supporting existing literature and revealing new information from the voices of participants with intellectual disabilities themselves.
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Affiliation(s)
- Fiona Brand
- Research Department of Clinical, Educational and Health Psychology, University College London, London, UK
| | - Katrina Scior
- Research Department of Clinical, Educational and Health Psychology, University College London, London, UK
| | - Alana Loewenberger
- Research Department of Clinical, Educational and Health Psychology, University College London, London, UK
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Freire AR, Noell JF, Díaz MP. Personal support networks of young people with and without intellectual disability. A comparative study. JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2024; 37:e13192. [PMID: 38361391 DOI: 10.1111/jar.13192] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/20/2023] [Revised: 12/13/2023] [Accepted: 12/15/2023] [Indexed: 02/17/2024]
Abstract
BACKGROUND Previous studies show that the personal support networks of people with intellectual disability are smaller and less diverse than those of people without intellectual disability. This article aims to compare the characteristics of the personal networks of young people with and without intellectual disability. METHOD The Personal Network Analysis (McCarty, Revista Hispana Para El Análisis de Redes Sociales, 2010, 19, 242-271) was applied. The participants comprised 51 young people aged between 13 and 19, of whom 27 had an intellectual disability. The Egonet programme was used to compile information, and SPSS v.27 for the statistical analysis. RESULTS Young people with intellectual disabilities have smaller personal networks than people without disability, while they also comprise more people with disability and fewer 'friends' and support people. CONCLUSIONS The full social inclusion of people with intellectual disability requires schools, families, the community and the individual to work together to develop activities that help them initiate and maintain relationships, prioritising mainstream contexts.
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Affiliation(s)
- Ana Rey Freire
- Department of Pedagogy and Diversity Research Group, University of Girona, Girona, Spain
| | - Judit Fullana Noell
- Department of Pedagogy and Diversity Research Group, University of Girona, Girona, Spain
| | - Maria Pallisera Díaz
- Department of Pedagogy and Diversity Research Group, University of Girona, Girona, Spain
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Voermans MAC, Wilthagen T, Embregts PJCM. Informal Network Members' Perspectives and Experiences on Work for People with Intellectual Disabilities: A Thematic Synthesis. JOURNAL OF OCCUPATIONAL REHABILITATION 2024; 34:37-55. [PMID: 37421467 PMCID: PMC10899270 DOI: 10.1007/s10926-023-10128-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 06/19/2023] [Indexed: 07/10/2023]
Abstract
PURPOSE The level of participation of people with intellectual disabilities (ID) in various forms of work, including daytime activities, appears to be suboptimal. Informal networks of people with ID constitute crucial forms of support, as they can significantly influence occupational choices and opportunities. This review aims to synthesize existing research for the purpose of examining how informal network members perceive the meaning of employment or daytime activities for their relatives with ID. METHODS Following the PRISMA guideline, a systematic search of scientific literature published between 1990 and July 2022 was conducted. The qualitative results from twenty-seven studies (qualitative and mixed-method) were analyzed using thematic synthesis. RESULTS Four overarching themes and several subthemes were identified: (I) Ensuring customized work for my relative; (II) The ongoing need to collaborate and share care responsibilities with professionals; (III) The meaning of work for both my relative and myself; and (IV) Achieving full work participation for my relative is neither straightforward nor self-evident. CONCLUSIONS Informal networks place great value upon customized and sustainable work opportunities for their relatives with ID, particularly community-based work. While network members play an important role in creating these opportunities, they encounter obstacles resulting from both collaboration difficulties with professionals and employers and public and structural forms of stigma. Researchers, professionals, policy makers, and employers are encouraged to collaborate with individuals with ID as well as their networks to increase the meaningful work opportunities available to them.
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Affiliation(s)
- Moniek A C Voermans
- Tranzo, Tilburg School of Social and Behavioral Sciences, Tilburg University, P/O Box 90153, Tilburg, 5000 LE, The Netherlands.
- Amarant, Healthcare Organisation for People with Intellectual Disabilities, Tilburg, The Netherlands.
| | - Ton Wilthagen
- Public Law and Governance, Tilburg Law School, Tilburg University, Tilburg, The Netherlands
| | - Petri J C M Embregts
- Tranzo, Tilburg School of Social and Behavioral Sciences, Tilburg University, P/O Box 90153, Tilburg, 5000 LE, The Netherlands
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AlJameel AH, Gulzar S, Gupta M, Alshehri AA, Almalki SA, Asiri FY, Chaudhry SJ. Oral Health Promotion among Individuals with Intellectual Disabilities: A Systematic Review. Eur J Dent 2024; 18:55-64. [PMID: 37207679 PMCID: PMC10959599 DOI: 10.1055/s-0043-1768151] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/21/2023] Open
Abstract
People with disabilities experience inferior health and poor access to good quality health services as compared with the general population. Optimum oral health is associated with improvement in the quality of life in such patients. As oral diseases are largely preventable, good oral health education can have a positive impact on individuals with disabilities. So, the aim of the study was to review the effectiveness of oral health promotion among individuals with intellectual disabilities (IDs). Seven electronic databases were searched using keywords like intellectual disability/mental retardation/learning disability AND dental health education/health promotion. All records that were identified electronically from this search were subjected to a preliminary review to identify eligible papers. Identified studies were grouped into oral health promotion directed at individuals with IDs, and those aimed at caregivers of people with IDs. Interpretation of the outcomes included the effects on oral health knowledge, attitudes, and behaviors (either observed or self-reported). Eventually, 16 studies were included in the review including five studies that were randomized controlled trials, while the remaining 11 studies were pre-post single group oral health promotion studies. Critical appraisal of each study was conducted with the 21-item criteria by Kay and Locker (1997) to provide a numerical quantification and ranking of the evidence. Positive changes in the behaviors and attitudes were observed, while other studies reported a considerable improvement in the knowledge of caregivers for oral healthcare of individuals with IDs. However, such activities need to be done over a long period of time with constant monitoring.
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Affiliation(s)
- AlBandary Hassan AlJameel
- Department of Periodontics and Community Dentistry, College of Dentistry, King Saud University, Riyadh, Saudi Arabia
| | - Shabnam Gulzar
- Dental Specialist, Pedodontics and Preventive Dentistry, District Hospital Pulwama, Kashmir, India
| | - Megha Gupta
- Department of Pedodontics and Preventive Dentistry, Vyas Dental College and Hospital, Jodhpur, Rajasthan. India
| | - Alhassan Ali. Alshehri
- Dentistry Department, North of Riyadh Dental Center, Second Health Cluster, Riyadh region, Ministry of Health, Saudi Arabia
| | - Sultan A. Almalki
- Department of Preventive Dental Sciences, College of Dentistry, Prince Sattam Bin AbdulAziz University, Al-kharj, Saudi Arabia
| | - Faris Y. Asiri
- Department of Preventive Dental Sciences, College of Dentistry, King Faisal University, Al-Ahsa, Saudi Arabia
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Suarez-Balcazar Y, Balcazar F, Labbe D, McDonald KE, Keys C, Taylor-Ritzler T, Anderson SM, Agner J. Disability rights and empowerment: Reflections on AJCP research and a call to action. AMERICAN JOURNAL OF COMMUNITY PSYCHOLOGY 2023; 72:317-327. [PMID: 37853910 DOI: 10.1002/ajcp.12710] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/15/2023] [Revised: 06/06/2023] [Accepted: 08/22/2023] [Indexed: 10/20/2023]
Abstract
People living with physical, sensory, intellectual, and/or developmental disabilities experience complex social, environmental, political, and cultural challenges along with stigma and marginalization in education, employment, and community life. These multiple and complex barriers often hinder their full and effective participation in society. In this reflection, we curated articles on physical, sensory, intellectual, and/or developmental disabilities published in the American Journal of Community Psychology from 1973 to 2022. We reviewed titles and abstracts to identify themes that grouped manuscripts in relevant community psychology core concepts and values. From our analysis, five themes emerged: (a) promoting empowerment and advocacy; (b) promoting organizations and settings that support people with disabilities; (c) including people with disabilities in knowledge production; (d) promoting social justice in disability research, and (e) promoting support networks of families of people with disabilities. We conclude this reflection with a discussion of recommendations for future research, practice, and a call to action.
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Affiliation(s)
| | | | | | | | | | | | | | - Joy Agner
- University of Southern California, Los Angeles, California, USA
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Lee HY, Kim SY, Yeob KE, Kim YY, Park JH. Nationwide trends in the prevalence and incidence of depressive disorders and their correlates among adults with disabilities in Korea from 2006 to 2017. Int J Soc Psychiatry 2023; 69:1670-1681. [PMID: 37226935 DOI: 10.1177/00207640231174363] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 05/26/2023]
Abstract
BACKGROUND Evidence suggests that people with disabilities are more likely to suffer from depression. Previous studies have focused on depressive disorders in specific disability types or age groups using small-scale cross-sectional samples. We investigated longitudinal trends in the prevalence and incidence of depressive disorders according to disability types and severity levels in the entire Korean adult population. METHODS The age-standardised prevalence and incidence of depressive disorders were investigated using National Health Insurance claims data from 2006 to 2017. The odds of depressive disorders by type and severity were examined using logistic regression after adjusting for sociodemographic characteristics and comorbidities based on merged 2006 to 2017 data. RESULTS Both the incidence and prevalence of depressive disorders were higher among the disabled than the non-disabled, with the prevalence gap being larger than the incidence gap. In regression analyses, adjusting for sociodemographic characteristics and comorbidities considerably reduced the odds ratios, particularly for incidence. The severity of disabilities was inversely associated with the incidence of depressive disorders. Brain injury and disabilities in major internal organs were associated with lower odds of developing depressive disorders than in non-disabled individuals. CONCLUSIONS A significant proportion of depressive disorders in disabled individuals are caused by financial hardships or comorbidities rather than disabilities themselves. We must pay special attention to those who cannot access healthcare services due to severe disabilities and those whose depressive disorders are misdiagnosed as intellectual disabilities. More research is required to elucidate the causal mechanisms underlying depressive disorders in people with various types and severities of disabilities.
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Affiliation(s)
- Hwa-Young Lee
- Department of Global Health and Population, Harvard T. H. Chan School of Public Health, Boston, MA, USA
- Graduate School of Public Health and Healthcare Management, The Catholic University of Korea, Republic of Korea
| | - So Young Kim
- Department of Public Health and Preventive Medicine, Chungbuk National University Hospital, Cheongju, Republic of Korea
- Institute of Health & Science Convergence, Chungbuk National University, Cheongju, Republic of Korea
| | - Kyoung Eun Yeob
- Institute of Health & Science Convergence, Chungbuk National University, Cheongju, Republic of Korea
| | - Yeon Yong Kim
- Big Data Steering Department, National Health Insurance Service, Wonju, Republic of Korea
- Drug Evaluation Department, National Institute of Food and Drug Safety Evaluation, Cheongju, Republic of Korea
| | - Jong-Hyock Park
- Institute of Health & Science Convergence, Chungbuk National University, Cheongju, Republic of Korea
- Department of Preventive Medicine, College of Medicine, Chungbuk National University, Cheongju, Republic of Korea
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Chumo I, Kabaria C, Shankland A, Igonya E, Mberu B. Complementarity of formal and informal actors and their networks in support of vulnerable populations in informal settlements: Governance diaries approach. Front Public Health 2023; 10:1043602. [PMID: 36777785 PMCID: PMC9911518 DOI: 10.3389/fpubh.2022.1043602] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/13/2022] [Accepted: 11/07/2022] [Indexed: 01/28/2023] Open
Abstract
Introduction Beyond several interests and speculations on the relationship between formal and informal actors and their networks in support of vulnerable populations, most studies do not conclusively establish whether the two types of support are substitutes or complements. While informal care and formal care may be substitutes in general, they are complements among the vulnerable groups. Despite how some studies have described complementarity, further insights on the synergy between formal and informal actors and networks are needed to pinpoint how to maximize policy and interventions to alleviate the challenges facing vulnerable groups in informal settlements. Methods We conducted an ethnography using governance diaries with 24 participants in Korogocho and Viwandani informal settlements in Nairobi, Kenya. The governance diaries approach involved conducting bi-weekly governance in-depth interviews (IDIs) with study participants for 4 months, complemented with observations, reflections, participant diaries and informal discussions. We used framework analysis approach. Findings Informal actors identified include family, neighbors, friends, community groups and community members, and their direct networks. Formal actors on the other hand included government institutions, individuals and authorities that make policies and rules and their desired and possible networks. Both the formal and informal actors and their networks had complementary roles that were beneficial to the vulnerable populations living and working in informal settlements. The complementarities between formal and informal actors and networks in supporting vulnerable groups were portrayed in roles and responsibilities to the vulnerable groups; rules, regulations and governance in supporting vulnerable groups; knowledge, skills and dynamic workforces among formal and informal actors and their networks; information flow on health and wellbeing to the vulnerable populations; transition of actors in supporting vulnerable groups; availability, access and involvement of formal and informal actors and networks to support vulnerable groups. The complementarities allowed for maximum support of the vulnerable populations than otherwise. Conclusion We conclude that informal social support is needed regardless of the availability of formal social support. Moreover, a combination of formal and informal actors and related networks are essential to support vulnerable persons. Formal actors should establish, support, or maintain the informal actors and related networks through goodwill and sundry incentives as a vital dimension of building with local community structures and enhancing inclusion, participation and ownership of policy and program interventions by marginalized and vulnerable groups.
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Affiliation(s)
- Ivy Chumo
- African Population and Health Research Center (APHRC), Nairobi, Kenya
| | - Caroline Kabaria
- African Population and Health Research Center (APHRC), Nairobi, Kenya
| | - Alex Shankland
- Institute of Development Studies (IDS), Brighton, United Kingdom
| | - Emmy Igonya
- African Population and Health Research Center (APHRC), Nairobi, Kenya
| | - Blessing Mberu
- African Population and Health Research Center (APHRC), Nairobi, Kenya
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Pérez-Curiel P, Vicente E, Morán ML, Gómez LE. The Right to Sexuality, Reproductive Health, and Found a Family for People with Intellectual Disability: A Systematic Review. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:ijerph20021587. [PMID: 36674341 PMCID: PMC9864803 DOI: 10.3390/ijerph20021587] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/14/2022] [Revised: 01/08/2023] [Accepted: 01/12/2023] [Indexed: 05/31/2023]
Abstract
Although sexuality, reproductive health, and starting a family are human rights that should be guaranteed for all citizens, they are still taboo issues for people with intellectual disability (ID), and even more so for women with ID. This paper systematically reviews the current qualitative and quantitative evidence on the rights of people with ID in regard to Articles 23 (right to home and family) and 25 (health, specifically sexual and reproductive health) of the Convention on the Rights of Persons with Disabilities (CRPD). A systematic review of the current literature, following PRISMA 2020, was carried out in ERIC, PsychInfo, Scopus, PubMed, ProQuest, and Web of Science. In all, 151 articles were included for review. The studies were categorized into six themes: attitudes, intimate relationships, sexual and reproductive health, sexuality and sex education, pregnancy, and parenthood. There are still many barriers that prevent people with ID from fully exercising their right to sexuality, reproductive health, and parenthood, most notably communicative and attitudinal barriers. These findings underline the need to continue advancing the rights of people with ID, relying on Schalock and Verdurgo's eight-dimensional quality of life model as the ideal conceptual framework for translating such abstract concepts into practice and policy.
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Affiliation(s)
- Patricia Pérez-Curiel
- Department of Psychology and Sociology, University of Zaragoza, C./Pedro Cerbuna, 12, 50009 Zaragoza, Spain
| | - Eva Vicente
- Department of Psychology and Sociology, University of Zaragoza, C./Pedro Cerbuna, 12, 50009 Zaragoza, Spain
| | - M. Lucía Morán
- Department of Education, University of Cantabria, Av./de los Castros, 52, 39005 Santander, Spain
| | - Laura E. Gómez
- Department of Psychology, University of Oviedo, 33003 Oviedo, Spain
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Ee J, Kroese BS, Lim JM, Rose J. What do specialist mental health professionals think of the mental health services for people with intellectual disabilities in Singapore? JOURNAL OF INTELLECTUAL DISABILITIES : JOID 2022; 26:972-989. [PMID: 34427139 PMCID: PMC9608008 DOI: 10.1177/17446295211030094] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 06/11/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND This research aimed to investigate the views and experiences of specialist mental health professionals working with adults with intellectual disabilities and mental health problems in Singapore in order to gain insight into the functioning of the local specialist intellectual disability mental health service and how it may be improved. METHODS Eight staff members from specialist service were interviewed. The transcriptions of the interviews were analysed using thematic analysis. RESULTS Analysis revealed four themes (1) Identifying their roles; (2) Ensuring continuity of care; (3) Disempowerment of service users and (4) Improving clinical practice. CONCLUSIONS Participants identified the challenges they faced working with this population. They highlighted the importance of building therapeutic relationships during the treatment process and discussed the stigma that people with intellectual disabilities face in the community. Recommendations and implications are discussed in relation to service provision, improving staff knowledge and recruiting more staff to work in this field.
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Affiliation(s)
- Jonathan Ee
- Jonathan Ee, School of Psychology, University of Birmingham, Edgbaston, Birmingham B15 2TT, UK.
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13
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Ailey SH, Heller T, Brown HE. Mental Health of Older Adults With Intellectual Disability. J Psychosoc Nurs Ment Health Serv 2022; 60:10-14. [DOI: 10.3928/02793695-20220610-01] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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14
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Sociocentric SNA on fuzzy graph social network model. Soft comput 2022. [DOI: 10.1007/s00500-022-06961-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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Dykens EM, Roof E, Hunt-Hawkins H, McDonald C. The Feasibility and Effectiveness of a Novel, On-Line Social Skills Intervention for Individuals With Prader-Willi Syndrome. Front Psychiatry 2022; 13:863999. [PMID: 35693970 PMCID: PMC9175568 DOI: 10.3389/fpsyt.2022.863999] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/27/2022] [Accepted: 04/25/2022] [Indexed: 11/13/2022] Open
Abstract
INTRODUCTION People with neurodevelopmental disabilities, including Prader-Willi syndrome (PWS), are at heightened risk for the negative sequalae of loneliness, including depression and anxiety. While societal factors such as stigma or limited social opportunities contribute to loneliness, so too do deficits in social cognition and social skills. People with PWS have specific difficulties recognizing affect in others, accurately interpreting social interactions, and taking the perspectives of others. These features, combined with hyperphagia, rigidity, and insistence on sameness conspire to impede the abilities of people with PWS to make and sustain friendships and reduce feelings of loneliness. METHODS We developed and administered an intervention, Building Our Social Skills (BOSS), that aimed to improve social skill deficits in PWS. The 10-week intervention was administered on-line via Zoom to 51 young people with PWS in the U.S. (M age = 20.8, SD = 6.42). Two clinicians co-led groups of 6-8 participants in 30-min sessions, 3 times per week, and also trained 4 graduate students to co-lead groups with high fidelity. We used a pre-post intervention and 3-month follow-up design, with no control group, and mitigated this design limitation by triangulating across informants and methodologies. Specifically, parents completed the widely used Social Responsiveness Scale (SRS) and Child Behavior Checklist (CBCL), and participants were individually interviewed about their friendships and loneliness. Interview responses were reliably coded by independent raters. RESULTS Repeated measure multivariate analyses, with baseline values entered as covariates, revealed significant pre-to post-test improvements in the SRS's social cognition, motivation and communication subscales (p's < 0.001), with large effect sizes ( n p 2 = 0.920, 0.270, and 0.204, respectively). Participant and parental reports of loneliness were correlated with the CBCL's Internalizing domain, specifically the Anxiety/Depressed subdomain. Over time, parents reported getting along better with peers, increased contact with friends, more friends and less loneliness. Participants also reported significantly less loneliness and more friends. CONCLUSIONS This mixed method, proof-of-concept study demonstrated the feasibility of delivering an on-line social skills intervention to young people with PWS. As no differences were found between clinician vs. graduate student outcomes, the BOSS curriculum holds considerable promise for wider dissemination and implementation in the PWS community.
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Affiliation(s)
- Elisabeth M Dykens
- Department of Psychology and Human Development and Vanderbilt Kennedy Center, Vanderbilt University, Nashville, TN, United States
| | - Elizabeth Roof
- Department of Psychology and Human Development and Vanderbilt Kennedy Center, Vanderbilt University, Nashville, TN, United States
| | - Hailee Hunt-Hawkins
- Department of Psychology and Human Development and Vanderbilt Kennedy Center, Vanderbilt University, Nashville, TN, United States.,Psychiatric Nursing Program, Vanderbilt University School of Nursing, Nashville, TN, United States
| | - Charles McDonald
- Department of Psychology and Human Development and Vanderbilt Kennedy Center, Vanderbilt University, Nashville, TN, United States
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16
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Personal Support Networks of Young People with Mild Intellectual Disabilities during the Transition to Adult Life. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph182211810. [PMID: 34831568 PMCID: PMC8623372 DOI: 10.3390/ijerph182211810] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 09/20/2021] [Revised: 11/03/2021] [Accepted: 11/05/2021] [Indexed: 11/17/2022]
Abstract
Social support networks occupy a priority position requiring attention in the processes of social inclusion of people with intellectual disabilities, during their transition to adult life. The objective of the study was to analyze social support from a relational approach through Personal Network Analysis. A total of 41 young people with mild intellectual disabilities participated in the study, in two groups differentiated according to their educational stage, either compulsory secondary education or post-compulsory training. Descriptive and comparative results are presented based on the variables of structure, composition, and functional content in the social support of their personal networks. The results show that both groups have restricted personal networks, made up of members of the family and the educational environment who constitute the main providers of support. When moving towards adult life, the change in social contacts in other educational, geographical, and relational settings may mean a change in the provision of support received in previous life stages. Developing social and educational actions to support these people in the development and maintenance of social relationships is essential to their access to support resources that will affect their social inclusion.
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17
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Bumble JL, Sanderson KA, Zemke KE, Hodapp RM. Marrying into it: Siblings-in-law in the social support networks of adults with intellectual and developmental disabilities. JOURNAL OF INTELLECTUAL DISABILITY RESEARCH : JIDR 2021; 65:849-862. [PMID: 34235796 DOI: 10.1111/jir.12864] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/15/2021] [Revised: 05/21/2021] [Accepted: 06/14/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND Although attention has been devoted to social supports provided by parents and siblings of adults with intellectual and developmental disabilities (IDD), much less is known about supports provided by the spouses of these siblings-the so-called siblings-in-law. This study examined the role of the sibling-in-law in the social support networks of their brother/sister-in-law with IDD and factors associated with providing greater amounts of tangible, informational and emotional support. METHOD Siblings-in-law of adults with IDD living predominately in the United States (N = 99) participated in a cross-sectional survey. Measures covered demographic and family background, perspectives towards having a brother/sister-in-law with IDD, supports provided and characteristics of the adult with IDD's social support network. RESULTS Most siblings-in-law reported providing support to their brother/sister-in-law with IDD. Percentages of siblings-in-law providing support were similar to that of the spouse and the spouse's family in the area of emotional support and similar to percentages of paid professionals in tangible and informational supports. Across all three support types, the main predictor of increased sibling-in-law support levels was a decreased ability of the parents-in-law to care for their child with IDD. Other predictors (e.g. distance from brother/sister-in-law with IDD and disability 'insider' status) varied by support type. CONCLUSIONS Findings highlight the role of siblings-in-law in the social support networks of adults with IDD, with implications for policy and practice.
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Affiliation(s)
- J L Bumble
- Department of Educator Preparation and Leadership, University of Missouri-St. Louis, St. Louis, MO, USA
| | - K A Sanderson
- Department of Advanced Studies in Education and Counseling, California State University-Long Beach, Long Beach, CA, USA
| | - K E Zemke
- Department of Special Education, Peabody College, Vanderbilt University, Nashville, TN, USA
| | - R M Hodapp
- Department of Special Education, Peabody College, Vanderbilt University, Nashville, TN, USA
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18
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Steiger A, Mumenthaler F, Nagel S. Friendships in Integrative Settings: Network Analyses in Organized Sports and a Comparison with School. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18126603. [PMID: 34205305 PMCID: PMC8296506 DOI: 10.3390/ijerph18126603] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 04/23/2021] [Revised: 06/05/2021] [Accepted: 06/14/2021] [Indexed: 11/16/2022]
Abstract
Social networks affect health. In this empirical study, friendship networks in integrative organized sports were examined and then compared with friendship networks in integrative school. Relevant factors for friendship network formation were investigated, with a particular interest in the relevance of intellectual disability. Advanced social network analysis was performed using exponential random graph modeling (ERGM) on individual attributes and dyadic factors, while controlling for network structures. A meta-analysis of estimated ERGMs in each setting, organized sports and school, was conducted. When controlling for all other included factors, intellectual disability is not relevant for friendship networks in organized sports. Athletic ability and gender homophily are relevant factors, while language and similarity in athletic ability are not. Contrary to the results for organized sports, intellectual disability and speaking a foreign language at home are negative factors in friendship networks at school. Athletic ability is important in both settings. Regarding dyadic factors, gender homophily is important in both settings, but similarity in athletic ability is not. To foster the psychosocial health of children with intellectual disabilities, they should be encouraged to participate in integrative organized sports as, there, they are part of friendship networks in a manner equal to their peers without an intellectual disability.
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Affiliation(s)
- Alexander Steiger
- Institute of Sport Science, University of Bern, 3012 Bern, Switzerland; (F.M.); (S.N.)
- Correspondence: ; Tel.: +41-31-684-56-54
| | - Fabian Mumenthaler
- Institute of Sport Science, University of Bern, 3012 Bern, Switzerland; (F.M.); (S.N.)
- Institute of Special Education, Bern University of Teacher Education, 3012 Bern, Switzerland
| | - Siegfried Nagel
- Institute of Sport Science, University of Bern, 3012 Bern, Switzerland; (F.M.); (S.N.)
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19
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Meys E, Hermans K, Maes B. Using an ecological approach to grasp the complexity of social inclusion around a person with a disability. Disabil Health J 2021; 14:101152. [PMID: 34175256 DOI: 10.1016/j.dhjo.2021.101152] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/20/2020] [Revised: 03/16/2021] [Accepted: 06/04/2021] [Indexed: 10/21/2022]
Abstract
BACKGROUND Mapping social inclusion often focuses merely on a specific aspect of interpersonal relationships or community participation and is often executed from one perspective (either the person with a disability or a proxy). OBJECTIVE This paper explores whether the ecological model of Simplican, Leader, Kosciulek and Leahy (2015) can serve as a basis to develop an instrument that maps a variety of influencing enabling and disabling variables on both interpersonal relations and community participation, including the input of persons with a disability, network members and professionals. METHODS Directed content analysis was used to apply the ecological model to 14 cases of persons with a disability in independent supported living. RESULTS The ecological model proved to be a useful framework to map enabling and disabling factors of social inclusion in individual cases. Additions were made to the model, including adding a new level of 'dynamics' to grasp the dynamic reality of social inclusion. Different informants gave partly overlapping information, but the integration of the three perspectives was an added value for understanding social inclusion in all its complexities. CONCLUSIONS This paper serves as a first step in developing an in-depth instrument to map social inclusion.
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Affiliation(s)
- Evy Meys
- Parenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, Belgium.
| | - Koen Hermans
- KU Leuven, LUCAS, Centre for Care Research and Consultancy, Leuven, Belgium
| | - Bea Maes
- Parenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, Belgium
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20
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Harrison RA, Bradshaw J, Forrester-Jones R, McCarthy M, Smith S. Social networks and people with intellectual disabilities: A systematic review. JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2021; 34:973-992. [PMID: 33729639 DOI: 10.1111/jar.12878] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/29/2020] [Revised: 01/11/2021] [Accepted: 02/24/2021] [Indexed: 11/27/2022]
Abstract
BACKGROUND Despite the importance of social networks for health and well-being, relatively little is known about the ways in which adults with intellectual disabilities in the U.K. experience their social networks. METHOD A systematic review was completed to identify research focused on the social networks of adults with intellectual disabilities. Studies published from 1990 to 2019 were identified. Studies were thematically analysed. RESULTS Quantitative, qualitative and mixed methods studies were analysed to identify key factors influencing social networks. Experiences of people with intellectual disabilities identified themes of identity, powerlessness, inclusion, family and support. These themes are discussed with reference to theories of stigma and normalisation. CONCLUSIONS Stigma and normalisation can be used to better understand the needs, desires and dreams of people with intellectual disabilities for ordinary relationships, from which they are regularly excluded. Implications for policy and practice are discussed in relation to building and repairing often spoiled identities.
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21
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Kim MA, Yi J, Bradbury L, Han KM, Yang J, Lee J. A Photovoice Study: The life experiences of middle-aged adults with intellectual disabilities in Korea. JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2021; 34:852-865. [PMID: 33686721 DOI: 10.1111/jar.12870] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/26/2020] [Revised: 01/14/2021] [Accepted: 01/25/2021] [Indexed: 11/29/2022]
Abstract
BACKGROUND As adults with intellectual disabilities approach older adulthood, they face unique physical and psychosocial challenges. This study explored the lived experiences of middle-aged adults with intellectual disabilities living in their community. METHOD Six sessions of Photovoice were conducted with a purposeful sample of six middle-aged adults with intellectual disabilities in South Korea. Participants were involved with the theme selection, taking photographs related to the themes, group discussion of photo stories and sharing Photovoice outcomes. RESULTS Thematic analysis yielded 11 subthemes under the five major themes selected by the participants: health, free time, time in the centre, family and my future in old age. CONCLUSIONS The study findings showed complex issues middle-aged adults with intellectual disabilities may face in later life, including bereavement and healthy lifestyle concerns. It is important to create a space for meaningful social support and social interactions without stigma.
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Affiliation(s)
- Min Ah Kim
- Department of Social Welfare, Sungkyunkwan University, Seoul, Republic of Korea
| | - Jaehee Yi
- College of Social Work, University of Utah, Salt Lake City, UT, USA
| | - Laura Bradbury
- College of Social Work, University of Utah, Salt Lake City, UT, USA
| | - Ki-Myung Han
- Department of Gerontology, Graduate School of East-West Medical Science, Kyung Hee University, Gyeonggi, Republic of Korea
| | - Jieun Yang
- Therapy Center for Children with Emotional and Behavioral Issues, I-Zone in Seodaemun, Seoul, Republic of Korea
| | - Jinseung Lee
- Woori Daycare Center, Gyeonggi, Republic of Korea
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22
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Evidences of an Implemented Training Program in Consensual and Responsible Sexual Relations for People with Intellectual Disabilities. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18052323. [PMID: 33652989 PMCID: PMC7967667 DOI: 10.3390/ijerph18052323] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/17/2020] [Revised: 02/14/2021] [Accepted: 02/23/2021] [Indexed: 11/29/2022]
Abstract
(1) Background: While there is a growing awareness of the rights of individuals with intellectual disabilities, very limited progress has been made in supporting these people to create and maintain intimate and personal relationships. (2) Methods: This paper reports the results from a program aimed at promoting responsible and consensual sexual relations of adults with intellectual disabilities. Of the 44 participants, 31.8% were women and 68.2% were men aged 22 to 67 years. Pre and post measurements regarding the attitudes toward sexual relations were taken, and difficulty and discrimination indexes were calculated. (3) Results: Statistically significant improvements were identified in the overall measurements, as were they for the domains of privacy, safety, and respect. The difficulty index changed from 0.67 to 0.79 in a pre-post assessment, denoting more positive attitudes. This and other results support the relevance and usefulness of the intervention program and encourage further intervention efforts.
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23
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Pitt H, Thomas SL, Watson J, Shuttleworth R, Murfitt K, Balandin S. How Do People With Intellectual Disability Engage With and Understand Gambling? A Qualitative Study of Adults in Victoria, Australia. Front Public Health 2021; 8:536520. [PMID: 33511094 PMCID: PMC7835725 DOI: 10.3389/fpubh.2020.536520] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/20/2020] [Accepted: 12/02/2020] [Indexed: 11/22/2022] Open
Abstract
Objective: This study aimed to understand the factors that may influence how and why people with intellectual disability may engage in gambling. Method: Nineteen people with intellectual disability were recruited from a disability advocacy organization and participated in face to face, semi-structured qualitative interviews. Open ended questions were used to explore participants' gambling participation, recall of, and attitudes toward, different gambling products, understanding of gambling harm, and awareness of responsible gambling messages. Results: All participants could remember gambling in their lifetime and some participants had recently engaged in gambling. Many participants were aware of different gambling products, and a few participants could describe in detail the technical aspects of electronic gambling machines. Most participants did not specifically recall seeing gambling harm minimization messages, however some described engaging in individual responsibility measures, such as limits and control, as they perceived this reduced the risks of experiencing harm. Conclusions: People with intellectual disability are engaging with gambling products in a similar way to the general community. Therefore, it is important to understand the different pathways that may lead people with intellectual disability to initiate and continue gambling and to ensure that they are aware of and protected from the potential risk. Implications for Public Health: Policy makers and practitioners should seek to understand and implement a range of strategies to reduce and prevent the harms associated with particular gambling products and environments for this population sub-group.
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Affiliation(s)
- Hannah Pitt
- Faculty of Health, School of Health and Social Development, Institute for Health Transformation, Deakin University, Geelong, VIC, Australia
| | - Samantha L Thomas
- Faculty of Health, School of Health and Social Development, Institute for Health Transformation, Deakin University, Geelong, VIC, Australia.,Department of Anthropology, Goldsmiths, University of London, London, United Kingdom
| | - Joanne Watson
- Faculty of Health, School of Health and Social Development, Institute for Health Transformation, Deakin University, Geelong, VIC, Australia
| | - Russell Shuttleworth
- Faculty of Health, School of Health and Social Development, Institute for Health Transformation, Deakin University, Geelong, VIC, Australia
| | - Kevin Murfitt
- Faculty of Health, School of Health and Social Development, Institute for Health Transformation, Deakin University, Geelong, VIC, Australia
| | - Susan Balandin
- Faculty of Health, School of Health and Social Development, Institute for Health Transformation, Deakin University, Geelong, VIC, Australia
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24
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Giesbers SAH, Hendriks AHC, Hastings RP, Jahoda A, Tournier T, Embregts PJCM. Family-based social capital of emerging adults with and without mild intellectual disability. JOURNAL OF INTELLECTUAL DISABILITY RESEARCH : JIDR 2020; 64:757-769. [PMID: 32743943 PMCID: PMC7540391 DOI: 10.1111/jir.12764] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 12/21/2018] [Revised: 05/15/2020] [Accepted: 06/27/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND Family is recognised as an important context for the self-development of young adults in emerging adulthood, although very little research has addressed the perspective of young people with intellectual disability about their families by using self-report. This study examined how emerging adults with mild intellectual disability define their family support networks, compared with definitions of students without intellectual disability, within a social capital theoretical framework. METHODS Fifty-three participants with mild intellectual disability and 53 students without intellectual disability were interviewed individually using the Family Network Method - Intellectual Disability (FNM-ID). Data from the FNM-ID relate to key social network measures on how individuals define their family groups, and how they perceive existing supportive relationships within their families. Participants with mild intellectual disability and students were compared on the FNM-ID social network measures. RESULTS Participants with mild intellectual disability reported fewer family members who they considered significant to them than students without intellectual disability. They were less likely to include peers (i.e. friends and partners) and siblings in their significant family networks, had fewer relationships with family members in which they received or gave support, had fewer reciprocal support relationships and had a less central position in their family network. DISCUSSION The family-based social capital of emerging adults with mild intellectual disability differed from that of students without intellectual disability. They may remain more dependent on their natural family for emotional support as their supportive networks have not necessarily made the transition to networks with emotionally close peer relationships.
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Affiliation(s)
- S. A. H. Giesbers
- Tranzo, Tilburg School of Social and Behavioral SciencesTilburg UniversityTilburgthe Netherlands
- Dichterbij Innovation and ScienceGennepthe Netherlands
| | - A. H. C. Hendriks
- School of Pedagogical and Educational Science, Faculty of Social SciencesRadboud University NijmegenNijmegenthe Netherlands
| | - R. P. Hastings
- Centre for Educational Development, Appraisal and ResearchUniversity of WarwickCoventryUK
- Centre for Developmental Psychiatry and Psychology, Department of Psychiatry, School of Clinical Sciences at Monash HealthMonash UniversityClaytonAustralia
| | - A. Jahoda
- Psychological MedicineUniversity of GlasgowGlasgowUK
| | - T. Tournier
- Tranzo, Tilburg School of Social and Behavioral SciencesTilburg UniversityTilburgthe Netherlands
- ASVZSliedrechtthe Netherlands
| | - P. J. C. M. Embregts
- Tranzo, Tilburg School of Social and Behavioral SciencesTilburg UniversityTilburgthe Netherlands
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25
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Tournier T, Hendriks AHC, Jahoda A, Hastings RP, Giesbers SAH, Vermulst AA, Embregts PJCM. Family network typologies of adults with intellectual disability: Associations with psychological outcomes. JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2020; 34:65-76. [PMID: 32710673 PMCID: PMC7818276 DOI: 10.1111/jar.12786] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/20/2020] [Revised: 05/28/2020] [Accepted: 06/17/2020] [Indexed: 11/30/2022]
Abstract
Background Based on self‐reported social capital, different typologies of family networks of people with intellectual disabilities were examined. Associations between behavioural and emotional problems or well‐being and typologies were investigated. Method 137 participants with mild intellectual disability were interviewed using the Family Network Method‐Intellectual Disability to assess their emotionally supportive family relationships. Data on participants’ well‐being and behavioural and emotional problems were also gathered. Latent class analysis was used to identify family typologies based on social network measures. Results Four distinguishable typologies were identified, two supportive and two less supportive. A small association was found with behavioural and emotional problems and one of the supportive typologies. Associations with constructs of well‐being were found for both supportive and less supportive typologies. Conclusions A variety of family types were found, with implications for sensitive professional support.
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Affiliation(s)
- Tess Tournier
- Tranzo, Tilburg School of Social and Behavioral Sciences, Tilburg University, Tilburg, The Netherlands.,ASVZ, Sliedrecht, The Netherlands
| | - Alexander H C Hendriks
- School of Pedagogical and Educational Science, Faculty of Social Sciences, Radboud University Nijmegen, Nijmegen, The Netherlands
| | - Andrew Jahoda
- Institute of Health and Wellbeing, University of Glasgow, Glasgow, UK
| | - Richard P Hastings
- Centre for Educational Development, Appraisal and Research, University of Warwick, Coventry, UK.,Centre for Developmental Psychiatry and Psychology, Department of Psychiatry, School of Clinical Sciences at Monash Health, Monash University, Clayton, Vic., Australia
| | - Sanne A H Giesbers
- Tranzo, Tilburg School of Social and Behavioral Sciences, Tilburg University, Tilburg, The Netherlands
| | - Ad A Vermulst
- GGZ (Mental Health Care) Oost Brabant, Boekel, The Netherlands
| | - Petri J C M Embregts
- Tranzo, Tilburg School of Social and Behavioral Sciences, Tilburg University, Tilburg, The Netherlands
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26
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Cowles M, Randle-Phillips C, Medley A. Compassion-focused therapy for trauma in people with intellectual disabilities: A conceptual review. JOURNAL OF INTELLECTUAL DISABILITIES : JOID 2020; 24:212-232. [PMID: 29759022 DOI: 10.1177/1744629518773843] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/20/2023]
Abstract
Trauma exposure and post-traumatic stress disorder are more prevalent in people with intellectual disabilities (PWID) than in the general population, yet the evidence base for trauma interventions in this population is sparse. Compassion-focused therapy (CFT) may be particularly well-suited to PWID for a number of reasons, including its adaptability to different developmental levels. PWID are more likely to have issues with self-relating (e.g. shame and self-criticism) and attachment than the general population, two issues that are compounded by trauma and which CFT explicitly seeks to address. Furthermore, compassion-focused approaches emphasize cultivating a sense of safeness while empowering people to make behavioural changes; this is particularly pertinent to PWID who have been traumatized and may feel unsafe and disempowered. An overview of CFT and its application to trauma are given, as well as some case studies using CFT with PWID.
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Affiliation(s)
- Megan Cowles
- Avon and Wiltshire Mental Health Partnership NHS Trust, UK
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27
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Giesbers SAH, Hendriks AHC, Hastings RP, Jahoda A, Tournier T, Embregts PJCM. Social Capital and the Reciprocal Nature of Family Relationships: The Perspective of Individuals With Mild Intellectual Disability. AMERICAN JOURNAL ON INTELLECTUAL AND DEVELOPMENTAL DISABILITIES 2020; 125:170-185. [PMID: 32357108 DOI: 10.1352/1944-7558-125.3.170] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
Even though family plays a significant role in the lives of people with intellectual disability, little research has included their own views about their families. This study examined how 138 people with mild intellectual disability describe their family group, with a focus on the reciprocal nature of the emotional support in relationships with family members. Participants reported "significant" family members beyond the nuclear family, and parents were seen as the main provider of support. Only half of participants had a support relationship with siblings and just 13% of participants reported partners. About 30% of support was reciprocal, and reciprocity varied greatly with the types of family connection (e.g., siblings, peers). Implications for future research as well as practice are discussed.
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Affiliation(s)
- Sanne A H Giesbers
- Sanne A. H. Giesbers, Tranzo, Tilburg School of Social and Behavioral Sciences, Tilburg University, the Netherlands and Dichterbij Innovation and Science, Gennep, the Netherlands; Alexander H. C. Hendriks, School of Pedagogical and Educational Science, Faculty of Social Sciences, Radboud University Nijmegen, the Netherlands; Richard P. Hastings, Centre for Educational Development, Appraisal and Research, University of Warwick, Coventry, UK and Centre for Developmental Psychiatry and Psychology, Department of Psychiatry, School of Clinical Sciences at Monash Health, Monash University, Australia; Andrew Jahoda, Psychological Medicine, University of Glasgow, Glasgow, UK; Tess Tournier, Tranzo, Tilburg School of Social and Behavioral Sciences, Tilburg University, the Netherlands and ASVZ, Sliedrecht, the Netherlands; and Petri J. C. M. Embregts, Tranzo, Tilburg School of Social and Behavioral Sciences, Tilburg University, the Netherlands
| | - Alexander H C Hendriks
- Sanne A. H. Giesbers, Tranzo, Tilburg School of Social and Behavioral Sciences, Tilburg University, the Netherlands and Dichterbij Innovation and Science, Gennep, the Netherlands; Alexander H. C. Hendriks, School of Pedagogical and Educational Science, Faculty of Social Sciences, Radboud University Nijmegen, the Netherlands; Richard P. Hastings, Centre for Educational Development, Appraisal and Research, University of Warwick, Coventry, UK and Centre for Developmental Psychiatry and Psychology, Department of Psychiatry, School of Clinical Sciences at Monash Health, Monash University, Australia; Andrew Jahoda, Psychological Medicine, University of Glasgow, Glasgow, UK; Tess Tournier, Tranzo, Tilburg School of Social and Behavioral Sciences, Tilburg University, the Netherlands and ASVZ, Sliedrecht, the Netherlands; and Petri J. C. M. Embregts, Tranzo, Tilburg School of Social and Behavioral Sciences, Tilburg University, the Netherlands
| | - Richard P Hastings
- Sanne A. H. Giesbers, Tranzo, Tilburg School of Social and Behavioral Sciences, Tilburg University, the Netherlands and Dichterbij Innovation and Science, Gennep, the Netherlands; Alexander H. C. Hendriks, School of Pedagogical and Educational Science, Faculty of Social Sciences, Radboud University Nijmegen, the Netherlands; Richard P. Hastings, Centre for Educational Development, Appraisal and Research, University of Warwick, Coventry, UK and Centre for Developmental Psychiatry and Psychology, Department of Psychiatry, School of Clinical Sciences at Monash Health, Monash University, Australia; Andrew Jahoda, Psychological Medicine, University of Glasgow, Glasgow, UK; Tess Tournier, Tranzo, Tilburg School of Social and Behavioral Sciences, Tilburg University, the Netherlands and ASVZ, Sliedrecht, the Netherlands; and Petri J. C. M. Embregts, Tranzo, Tilburg School of Social and Behavioral Sciences, Tilburg University, the Netherlands
| | - Andrew Jahoda
- Sanne A. H. Giesbers, Tranzo, Tilburg School of Social and Behavioral Sciences, Tilburg University, the Netherlands and Dichterbij Innovation and Science, Gennep, the Netherlands; Alexander H. C. Hendriks, School of Pedagogical and Educational Science, Faculty of Social Sciences, Radboud University Nijmegen, the Netherlands; Richard P. Hastings, Centre for Educational Development, Appraisal and Research, University of Warwick, Coventry, UK and Centre for Developmental Psychiatry and Psychology, Department of Psychiatry, School of Clinical Sciences at Monash Health, Monash University, Australia; Andrew Jahoda, Psychological Medicine, University of Glasgow, Glasgow, UK; Tess Tournier, Tranzo, Tilburg School of Social and Behavioral Sciences, Tilburg University, the Netherlands and ASVZ, Sliedrecht, the Netherlands; and Petri J. C. M. Embregts, Tranzo, Tilburg School of Social and Behavioral Sciences, Tilburg University, the Netherlands
| | - Tess Tournier
- Sanne A. H. Giesbers, Tranzo, Tilburg School of Social and Behavioral Sciences, Tilburg University, the Netherlands and Dichterbij Innovation and Science, Gennep, the Netherlands; Alexander H. C. Hendriks, School of Pedagogical and Educational Science, Faculty of Social Sciences, Radboud University Nijmegen, the Netherlands; Richard P. Hastings, Centre for Educational Development, Appraisal and Research, University of Warwick, Coventry, UK and Centre for Developmental Psychiatry and Psychology, Department of Psychiatry, School of Clinical Sciences at Monash Health, Monash University, Australia; Andrew Jahoda, Psychological Medicine, University of Glasgow, Glasgow, UK; Tess Tournier, Tranzo, Tilburg School of Social and Behavioral Sciences, Tilburg University, the Netherlands and ASVZ, Sliedrecht, the Netherlands; and Petri J. C. M. Embregts, Tranzo, Tilburg School of Social and Behavioral Sciences, Tilburg University, the Netherlands
| | - Petri J C M Embregts
- Sanne A. H. Giesbers, Tranzo, Tilburg School of Social and Behavioral Sciences, Tilburg University, the Netherlands and Dichterbij Innovation and Science, Gennep, the Netherlands; Alexander H. C. Hendriks, School of Pedagogical and Educational Science, Faculty of Social Sciences, Radboud University Nijmegen, the Netherlands; Richard P. Hastings, Centre for Educational Development, Appraisal and Research, University of Warwick, Coventry, UK and Centre for Developmental Psychiatry and Psychology, Department of Psychiatry, School of Clinical Sciences at Monash Health, Monash University, Australia; Andrew Jahoda, Psychological Medicine, University of Glasgow, Glasgow, UK; Tess Tournier, Tranzo, Tilburg School of Social and Behavioral Sciences, Tilburg University, the Netherlands and ASVZ, Sliedrecht, the Netherlands; and Petri J. C. M. Embregts, Tranzo, Tilburg School of Social and Behavioral Sciences, Tilburg University, the Netherlands
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Roll AE, Koehly LM. One social network, two perspectives: Social networks of people with Down syndrome based on self-reports and proxy reports. JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2020; 33:1188-1198. [PMID: 32285593 DOI: 10.1111/jar.12736] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/16/2019] [Revised: 02/11/2020] [Accepted: 03/18/2020] [Indexed: 11/28/2022]
Abstract
BACKGROUND For people with intellectual disabilities (ID), social networks play a key role in facilitating social inclusion, health, and quality of life. This study shows that a multi-informant approach to collecting social network data improves our understanding of the social worlds of people with Down Syndrome (DS). METHOD A mixed methods egocentric network approach was employed to investigate 27 dyads comprised of people with DS and their family members as proxy reporters to examine variability in network characteristics across self- and proxy reports. RESULTS The self-reported total network size of people with DS was significantly smaller than the network size based on proxy reports. Significant differences were found between self- and proxy-reported networks with respect to most relationship groups. Proxy informants reported more "paid staff". CONCLUSION Our study showed that multiple perspectives on the social networks of people with DS are advantageous for researchers, policy makers, and practitioners.
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Affiliation(s)
- Anne E Roll
- hsg Bochum Hochschule für Gesundheit, University of Applied Sciences, Bochum, Germany
| | - Laura M Koehly
- Social and Behavioral Branch, National Human Genome Research Institute, National Institutes of Health, Bethesda, Maryland
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Brotherton M, Stancliffe RJ, Wilson NJ, O'Loughlin K. Australians with intellectual disability share their experiences of retirement from mainstream employment. JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2020; 33:905-916. [PMID: 32072731 DOI: 10.1111/jar.12712] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/10/2019] [Revised: 11/22/2019] [Accepted: 01/28/2020] [Indexed: 12/01/2022]
Abstract
BACKGROUND As part of a larger study exploring the transition to retirement for people with intellectual disability from a working life in mainstream employment, this paper reports on retirement from the perspective of those who have already retired. METHOD Semi-structured interviews were undertaken with five Australian retirees with intellectual disability. Data were analysed using grounded theory methodology. Employment service records provided background information on participants' employment and supports. RESULTS Retirement occurred as the solution to ongoing problems primarily related to health. Retirement decisions were made in conjunction with family and support staff, with participants reporting varying levels of self-determination in the process, and mixed feelings about their retirement. None of the participants were participating in mainstream community groups in retirement. CONCLUSIONS There is a need for retirement preparation for this emerging population to support self-determination in retirement-related decisions including individualized training to facilitate independent participation in mainstream social activities in retirement.
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Affiliation(s)
- Michelle Brotherton
- Centre for Disability Research and Policy, Faculty of Health Sciences, The University of Sydney, Lidcombe, NSW, Australia
| | - Roger J Stancliffe
- Centre for Disability Research and Policy, Faculty of Health Sciences, The University of Sydney, Lidcombe, NSW, Australia
| | - Nathan J Wilson
- School of Nursing and Midwifery, University of Western Sydney, Richmond, NSW, Australia
| | - Kate O'Loughlin
- Faculty of Health Sciences, The University of Sydney, Lidcombe, NSW, Australia
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Edberg H, Chen Q, Andiné P, Larsson H, Hirvikoski T. Clinical Characteristics and Pharmacological Treatment of Individuals With and Without Intellectual Disability in Pre-trial Assessment-A Population-Based Study. Front Psychiatry 2020; 11:573989. [PMID: 33192702 PMCID: PMC7644565 DOI: 10.3389/fpsyt.2020.573989] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/18/2020] [Accepted: 09/17/2020] [Indexed: 11/13/2022] Open
Abstract
Background: The current lack of knowledge about intellectual disability (ID) in forensic psychiatric contexts can compromise the legal certainty of these individuals during the medico-legal process. To address ambiguous results in previous literature, the aim of the current study was to estimate the prevalence of ID in a pre-trial forensic psychiatric settings. Moreover, as little is known about the characteristics of offenders with ID, we conducted a clinical characterization of individuals with and without ID being subject to forensic psychiatric assessment. Methods: Using data from several Swedish national registers, we conducted a population-based retrospective observational study on 8,442 individuals being subject to pre-trial forensic psychiatric assessments in Sweden in 1997-2013. We performed univariate analyses to compare the characteristics of individuals with (n = 537) and without ID (n = 7,905). Results: The prevalence of ID was 6.4% in the Swedish pre-trial forensic psychiatric context during the observational period. Compared with individuals without ID, individuals with ID were younger at the time of assessment, had a lower educational level, and had less frequently started families. ID was associated with lower frequency of diagnosed psychotic and bipolar disorders. However, a similar prescription rate of antipsychotics, and a comparable rate of previous inpatient care was observed among individuals with and without ID. Individuals with ID had more often been prescribed anti-libidinal treatments often used for treating sexual disorders, although did not present a higher prevalence of sexual disorder. Conclusions: The prevalence of ID among pre-trial individuals being subject to forensic psychiatric assessment was more than twice as high as assumed in the general population. Our results suggest that individuals with ID received pharmacotherapy without clear indication. Remaining challenges in the clinical management of individuals with ID were indicated by the discrepancy between the occurrence of psychiatric diagnoses, pharmacological treatment patterns, and rates of inpatient care.
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Affiliation(s)
- Hanna Edberg
- Department of Women's and Children's Health, Paediatric Neuropsychiatry Unit, Centre for Neurodevelopmental Disorders at Karolinska Institute (KIND), Karolinska Institute, Stockholm, Sweden.,Northern Stockholm Psychiatric Clinic, Region Stockholm, Stockholm, Sweden.,Forensic Psychiatric Clinic, Region Stockholm, Stockholm, Sweden.,Center for Psychiatric Research, Region Stockholm, Stockholm, Sweden
| | - Qi Chen
- Department of Medical Epidemiology and Biostatistics, Karolinska Institute, Stockholm, Sweden
| | - Peter Andiné
- Department of Psychiatry and Neurochemistry, Centre for Ethics, Law and Mental Health (CELAM), Institute of Neuroscience and Physiology, Sahlgrenska Academy, University of Gothenburg, Gothenburg, Sweden.,Forensic Psychiatric Clinic, Sahlgrenska University Hospital, Gothenburg, Sweden.,Department of Forensic Psychiatry, National Board of Forensic Medicine, Gothenburg, Sweden
| | - Henrik Larsson
- Department of Medical Epidemiology and Biostatistics, Karolinska Institute, Stockholm, Sweden.,School of Medical Sciences, Örebro University, Örebro, Sweden
| | - Tatja Hirvikoski
- Department of Women's and Children's Health, Paediatric Neuropsychiatry Unit, Centre for Neurodevelopmental Disorders at Karolinska Institute (KIND), Karolinska Institute, Stockholm, Sweden.,Center for Psychiatric Research, Region Stockholm, Stockholm, Sweden.,Habilitation and Health, Region Stockholm, Stockholm, Sweden
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Van der Meulen APS, Taminiau EF, Hertogh CMPM, Embregts PJCM. Perspective of relatives on restrictions applied to their family members with moderate intellectual disability. INTERNATIONAL JOURNAL OF DEVELOPMENTAL DISABILITIES 2019; 68:56-63. [PMID: 35173964 PMCID: PMC8843310 DOI: 10.1080/20473869.2019.1699754] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 07/22/2019] [Revised: 10/30/2019] [Accepted: 11/27/2019] [Indexed: 06/14/2023]
Abstract
The application of restrictions plays a great part in daily support of people with moderate intellectual disability (ID). In this study we examine the evaluation of relatives of restrictions applied to their family members with moderate ID. Relatives are key and permanent figures in the lives of people with moderate intellectual disability. Moreover, relatives in their role as representatives are authorized to make decisions in case people with moderate ID are not able to oversee the consequences of their actions. To explore relatives' evaluation of restrictions, we conducted semi-structured interviews with 10 relatives. Qualitative analysis was carried out using a thematic approach. We found that respondents consider restrictions necessary when they promote physical well-being, safety and indistinctive, 'normal', appearance of their family members with ID. In applying these restrictions a 'rules are rules' and a 'tailor-made rules' approach can be discerned. The 'tailor-made approach' provides space for dialogue with people with moderate ID. In this dialogue the criteria of proportionality, effectiveness, and subsidiarity are helpful. In using these criteria, the application of a restriction has to be in proportion, has to lead to the desired effect, and, finally, should be as unintrusive as possible for the person concerned. As such, it is recommended that, in dialogue, support staff, people with moderate ID themselves, and their relatives seek ways to examine what kinds of restrictions are justified for people with moderate ID.
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Affiliation(s)
| | | | - Cees M. P. M. Hertogh
- Department of General Practice & Eldery Care Medicine, Amsterdam UMC, Amsterdam, Netherlands
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32
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Jacob L, Smith L, Thoumie P, Haro JM, Stickley A, Koyanagi A. Association between intelligence quotient and disability: The role of socioeconomic status. Ann Phys Rehabil Med 2019; 63:296-301. [PMID: 31550549 DOI: 10.1016/j.rehab.2019.07.010] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/09/2019] [Revised: 07/18/2019] [Accepted: 07/29/2019] [Indexed: 11/26/2022]
Abstract
BACKGROUND No study has investigated the association between intelligence quotient (IQ) and disability (i.e., difficulties in activities of daily living [ADL] or instrumental activities of daily living [IADL]) in the general population. OBJECTIVE The goal of this nationally representative study was to analyse the potential IQ-disability association in England and identify influential factors in this association. METHODS Cross-sectional data were analyzed from the 2007 Adult Psychiatric Morbidity Survey (n=6872). IQ was assessed by using the National Adult Reading Test, which consists of a list of 50 words and is scored by counting the number of errors in reading the words aloud. Disability was defined as difficulties in at least 1 of the 7 domains of ADL and IADL. Regression and mediation analyses were conducted to analyze the association between IQ and disability and identify potential factors involved in this relationship, estimating odds ratios (ORs) and 95% confidence intervals (CIs). RESULTS Among the 6872 participants, the mean (SD) age was 46.9 (18.9) years; 51.8% were women. The prevalence of disability increased from 27.7% with IQ 120-129 to 51.0% with IQ 70-79. After adjusting for sex, age and ethnicity, as compared with IQ 120-129, with IQ 110-119, 100-109, 90-99, 80-89, and 70-79, the probability of disability was increased (OR 1.22 [95% CI 1.01-1.48], 1.42 [1.16-1.72], 1.86 [1.54-2.25], 2.41 [1.92-3.03], and 4.71 [3.56-6.17], respectively). In addition, we found a positive association between a 1-SD decrease in IQ and disability (OR 1.53, 95% CI 1.43-1.63). Finally, income (mediated percentage 26.9%), social class (18.0%) and education (11.6%) strongly affected the IQ-disability association, and these socioeconomic factors collectively explained 37.1% of the association. CONCLUSIONS Low IQ was positively associated with disability in England, and socioeconomic status explained more than one-third of this relationship.
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Affiliation(s)
- Louis Jacob
- Faculty of medicine, University of Versailles Saint-Quentin-en-Yvelines, 78180 Montigny-le-Bretonneux, France; Parc Sanitari Sant Joan de Déu, CIBERSAM, Dr. Antoni Pujadas, 42, Sant Boi de Llobregat, Barcelona 08830, Spain.
| | - Lee Smith
- Cambridge Centre for Sport and Exercise Sciences, Anglia Ruskin University, Cambridge, United Kingdom
| | - Philippe Thoumie
- Inserm U-1150, Service de médecine physique et réadaptation, Hôpital Rothschild and Sorbonne University Agathe, AP-HP, 75012 Paris, France
| | - Josep Maria Haro
- Parc Sanitari Sant Joan de Déu, CIBERSAM, Dr. Antoni Pujadas, 42, Sant Boi de Llobregat, Barcelona 08830, Spain
| | - Andrew Stickley
- Department of Preventive Intervention for Psychiatric Disorders, National Institute of Mental Health, National Center of Neurology and Psychiatry, Kodaira, Tokyo, Japan
| | - Ai Koyanagi
- Parc Sanitari Sant Joan de Déu, CIBERSAM, Dr. Antoni Pujadas, 42, Sant Boi de Llobregat, Barcelona 08830, Spain; ICREA, Pg. Lluis Companys 23, Barcelona, Spain
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33
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Caldwell K, Parker Harris S, Renko M. Inclusive management for social entrepreneurs with intellectual disabilities: "how they act". JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2019; 33:204-218. [PMID: 31448504 DOI: 10.1111/jar.12662] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/29/2018] [Revised: 06/20/2019] [Accepted: 08/06/2019] [Indexed: 11/27/2022]
Abstract
BACKGROUND Social entrepreneurship is a growing trend that reflects a shift in contemporary policy towards entrepreneurship and self-employment as viable employment option for people with disabilities. Entrepreneurship is intended to promote autonomy and reduce dependence on entitlement-based services as well as reduce employment disparities while stimulating business and job creation.However, it is not well understood what exactly this means for people with intellectual disabilities (ID) involved in social entrepreneurial ventures. METHODS Dyadic interviews were conducted with people with ID participating in social entrepreneurship (n = 7) as well as with the person they identified as instrumental in providing support (n = 7). Interviews focused on understanding the management processes used by people with ID, or "how they act" in negotiating between formal and informal systems of services and supports and barriers encountered. RESULTS Themes that emerged include the main barriers they experienced, how their businesses are organized; and the use of formal and informal services and supports. CONCLUSIONS This research expands upon our understanding of social entrepreneurship and the management processes involved in customized employment for people with ID. It offers new insights and information for practitioners, policymakers, and researchers to inform the expectations we set for entrepreneurship as a sustainable employment option, from the perspective of social entrepreneurs with ID themselves.
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Affiliation(s)
- Kate Caldwell
- Department of Disability & Human Development, University of Illinois at Chicago, Chicago, Illinois
| | - Sarah Parker Harris
- Department of Disability & Human Development, University of Illinois at Chicago, Chicago, Illinois
| | - Maija Renko
- Department of Management & Entrepreneurship, DePaul University, Chicago, Illinois
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Pearson A, Austin K, Rose N, Rose J. Experiences of dialectical behaviour therapy in a community setting for individuals with intellectual disabilities. INTERNATIONAL JOURNAL OF DEVELOPMENTAL DISABILITIES 2019; 67:283-295. [PMID: 34408863 PMCID: PMC8366618 DOI: 10.1080/20473869.2019.1651143] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/28/2019] [Revised: 07/29/2019] [Accepted: 07/29/2019] [Indexed: 06/13/2023]
Abstract
Background There is growing interest in the application of dialectical behaviour therapy (DBT) for individuals with intellectual disability (ID) and recent qualitative studies have explored their experiences of DBT in inpatient and forensic settings. This article aimed to explore experiences of DBT in a community setting for people with ID. Method Eleven individuals recruited from two NHS Trusts were interviewed about their experiences of DBT. Interview data was analysed using interpretative phenomenological analysis (IPA). Results Four superordinate themes and eight subordinate themes emerged from the data. The first superordinate theme 'experience of power' captured participants experience of power within DBT. The second theme 'differences in therapy contexts' highlighted how participants had made sense of different therapeutic contexts. The third theme 'the experience of a positive therapeutic relationship' focused on the qualities and attitudes of the therapist. The fourth theme 'a new way of being' described the impact DBT had on participants' everyday lives and the shift in their sense of self. Discussion This study provides insight into the lived experiences of people with ID receiving DBT. Therapeutic processes including the interplay between factors unique to DBT and features common across therapies are discussed.
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Affiliation(s)
- Amy Pearson
- School of Psychology, Centre for Applied Psychology, The University of Birmingham, Birmingham, UK
| | - Katie Austin
- Surrey and Borders Partnership NHS Trust, Surrey, UK
| | - Nicola Rose
- Black Country Partnership NHS Trust, West Bromwich, UK
| | - John Rose
- School of Psychology, Centre for Applied Psychology, The University of Birmingham, Birmingham, UK
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35
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Vereenooghe L, Westermann K. Co-development of an interactive digital intervention to promote the well-being of people with intellectual disabilities. INTERNATIONAL JOURNAL OF DEVELOPMENTAL DISABILITIES 2019; 65:128-134. [PMID: 34141333 PMCID: PMC8115515 DOI: 10.1080/20473869.2019.1599606] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/15/2018] [Revised: 03/20/2019] [Accepted: 03/21/2019] [Indexed: 06/12/2023]
Abstract
Digital technologies have great potential in offering interventions for people with intellectual disabilities. In this study, we aimed to co-develop a digital psycho-educational intervention, using a positive resource-oriented approach, to improve the mental well-being of people with intellectual disabilities. Using a two-phase design process, we first used a theory-guided approach to develop the content. Next, iterative consultations with an advisory group of people with and without intellectual disabilities were conducted to proceed with the digital design of the intervention. Feedback from the advisory group addressed issues regarding the intervention's accessibility, interactivity, design and content. Changes were either implemented during the meetings or presented at consecutive meetings until the design and content were deemed satisfactory by the advisory group. This approach demonstrates that people with intellectual disabilities can be included in the development of a novel digital intervention. A future intervention study should determine the practicality and acceptability of this co-developed intervention in routine practice.
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Affiliation(s)
- Leen Vereenooghe
- Department of Psychology, Faculty of Psychology and Sports Science, Bielefeld University, Bielefeld, Germany
| | - Kristian Westermann
- Department of Psychology, Faculty of Psychology and Sports Science, Bielefeld University, Bielefeld, Germany
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36
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Klenk C, Albrecht J, Nagel S. Social participation of people with disabilities in organized community sport. GERMAN JOURNAL OF EXERCISE AND SPORT RESEARCH 2019. [DOI: 10.1007/s12662-019-00584-3] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
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Knight R, Jahoda A, Scott K, Sanger K, Knowles D, Dagnan D, Hastings RP, Appleton K, Cooper S, Melville C, Jones R, Williams C, Hatton C. “Getting into it”: People with intellectual disabilities’ experiences and views of Behavioural Activation and Guided Self‐Help for depression. JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2019; 32:819-830. [DOI: 10.1111/jar.12571] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/13/2017] [Revised: 12/10/2018] [Accepted: 01/09/2019] [Indexed: 11/30/2022]
Affiliation(s)
- Roseanna Knight
- Centre for Educational Development, Appraisal and Research University of Warwick Coventry UK
| | - Andrew Jahoda
- Institute of Health and Wellbeing University of Glasgow Glasgow UK
| | - Katie Scott
- Institute of Health and Wellbeing University of Glasgow Glasgow UK
| | - Kevanne Sanger
- Centre for Educational Development, Appraisal and Research University of Warwick Coventry UK
| | - Dawn Knowles
- Centre for Disability Research Lancaster University Lancaster UK
| | - Dave Dagnan
- Centre for Disability Research Lancaster University Lancaster UK
- Cumbria Partnership NHS Foundation Trust Barrow‐in‐Furness UK
| | - Richard P. Hastings
- Centre for Educational Development, Appraisal and Research University of Warwick Coventry UK
- Department of Psychiatry, Centre for Developmental Psychiatry and Psychology, School of Clinical Sciences at Monash Health Monash University Melbourne Victoria Australia
| | - Kim Appleton
- Institute of Health and Wellbeing University of Glasgow Glasgow UK
| | - Sally‐Ann Cooper
- Institute of Health and Wellbeing University of Glasgow Glasgow UK
| | - Craig Melville
- Institute of Health and Wellbeing University of Glasgow Glasgow UK
| | - Rob Jones
- Betsi Cadwaladr University Health Board Bangor UK
- School of Psychology Bangor University Bangor UK
| | - Chris Williams
- Institute of Health and Wellbeing University of Glasgow Glasgow UK
| | - Chris Hatton
- Centre for Disability Research Lancaster University Lancaster UK
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38
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DaWalt LS, Usher LV, Greenberg JS, Mailick MR. Friendships and social participation as markers of quality of life of adolescents and adults with fragile X syndrome and autism. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2019; 23:383-393. [PMID: 29232961 PMCID: PMC7062207 DOI: 10.1177/1362361317709202] [Citation(s) in RCA: 21] [Impact Index Per Article: 4.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/17/2022]
Abstract
Friendships and social participation are key domains of quality of life for individuals with intellectual disabilities. This study examined the friendships, social and recreational activities, and family social networks of individuals with intellectual disabilities from two distinct diagnostic groups: individuals diagnosed with fragile X syndrome (n = 81) compared with those diagnosed with autistic disorder (n = 226). Within each diagnostic group, individuals in two developmental stages were compared: adolescence and adulthood. Quality of life in friendships and social participation domains was notably low for individuals with fragile X and those with autism. Individuals with fragile X had more friendships and a less negative social impact on the family than individuals with autism. Across both groups, adolescents spent less time with friends and neighbors, and more time in exercising, than did adults.
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Wormald AD, McCallion P, McCarron M. The antecedents of loneliness in older people with an intellectual disability. RESEARCH IN DEVELOPMENTAL DISABILITIES 2019; 85:116-130. [PMID: 30551091 DOI: 10.1016/j.ridd.2018.11.009] [Citation(s) in RCA: 23] [Impact Index Per Article: 4.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/10/2018] [Revised: 11/10/2018] [Accepted: 11/14/2018] [Indexed: 06/09/2023]
Abstract
INTRODUCTION The cognitive discrepancy approach to loneliness is often used to describe loneliness in ageing populations, but to date, it has never been used to explore loneliness in older people with an intellectual disability. An analysis is needed utilising a refined list of causes of loneliness in this population. METHOD Using data from a nationally representative dataset of people aged over 40 with an intellectual disability (N = 708), this analysis runs repeated regressions of variables grouped into conceptual blocks, organised from sociodemographic to network quality. RESULTS Variables selected predicted 23% of the loneliness variance. Functional limitations, education, working in the community, transport difficulties, pain, stress caused by service change, emotional health problems and confiding were all significant predictors of loneliness. CONCLUSION That for those with fewer functional limitations only transport difficulties precipitated loneliness, suggests living a more independent life protects from loneliness, in this group. Those with functional limitations and who lead a more service dependent life appear more exposed to loneliness precipitating variables.
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Affiliation(s)
- Andrew D Wormald
- School of Nursing and Midwifery, Trinity College Dublin, Dublin, Ireland.
| | - Philip McCallion
- School of Social Work, Temple University, Philadelphia, United States
| | - Mary McCarron
- School of Nursing and Midwifery, Trinity College Dublin, Dublin, Ireland
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Giesbers SAH, Hendriks L, Jahoda A, Hastings RP, Embregts PJCM. Living with support: Experiences of people with mild intellectual disability. JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2018; 32:446-456. [PMID: 30362653 PMCID: PMC7379989 DOI: 10.1111/jar.12542] [Citation(s) in RCA: 24] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/11/2018] [Revised: 06/15/2018] [Accepted: 10/04/2018] [Indexed: 12/01/2022]
Abstract
BACKGROUND To enhance social inclusion of people with intellectual disability, policy is aimed at increasing informal support networks. Nevertheless, staff continue to play a vital role in their support networks. METHOD Six individuals with mild intellectual disability, living in community-based settings, were interviewed following a semi-structured format. In-depth accounts of participants' support experiences were established using Interpretative Phenomenological Analysis. RESULTS Three main themes were identified: relationships with staff placed within a personal history, relationships with staff within an organisational context, and staff support and interviewees' place in the world. CONCLUSIONS Relationships with staff were often one of the closest and most significant social relationships participants had. As living in the community had not necessarily led to meaningful inclusion for participants, the findings point at the important role of staff in supporting and facilitating friendships and close relationships of people with intellectual disability.
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Affiliation(s)
- Sanne A H Giesbers
- Tranzo, Tilburg School of Social and Behavioral Sciences, Tilburg University, Tilburg, The Netherlands.,Dichterbij Innovation and Science, Gennep, The Netherlands
| | - Lex Hendriks
- School of Pedagogical and Educational Science, Faculty of Social Sciences, Radboud University, Nijmegen, The Netherlands
| | - Andrew Jahoda
- Psychological Medicine, University of Glasgow, Glasgow, UK
| | - Richard P Hastings
- Centre for Educational Development, Appraisal and Research, University of Warwick, Coventry, UK.,Department of Psychiatry, Centre for Developmental Psychiatry and Psychology, School of Clinical Sciences at Monash Health, Monash University, Melbourne, Vic., Australia
| | - Petri J C M Embregts
- Tranzo, Tilburg School of Social and Behavioral Sciences, Tilburg University, Tilburg, The Netherlands
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Smith D, Ropar D, Allen HA. Does stereopsis account for the link between motor and social skills in adults? Mol Autism 2018; 9:55. [PMID: 30386542 PMCID: PMC6201514 DOI: 10.1186/s13229-018-0234-4] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/04/2017] [Accepted: 09/21/2018] [Indexed: 11/12/2022] Open
Abstract
Background Experimental and longitudinal evidence suggests that motor proficiency plays an important role in the development of social skills. However, stereopsis, or depth perception, may also play a fundamental role in social skill development either indirectly through its impact on motor skills or through a more direct route. To date, no systematic study has investigated the relationship between social skills and motor ability in the general adult population, and whether poor stereopsis may contribute to this association. This has implications for clinical populations since research has shown associations between motor abnormalities and social skills, as well as reduced depth perception in autism spectrum disorder and developmental coordination disorder. Methods Six hundred fifty adults completed three validated questionnaires, the stereopsis screening inventory, the Adult Developmental Coordination Disorder Checklist, and the Autism Spectrum Quotient. Results An exploratory factor analysis on pooled items across all measures revealed 10 factors that were largely composed of items from a single scale, indicating that any co-occurrence of poor stereopsis, reduced motor proficiency, and difficulties with social interaction cannot be attributed to a single underlying mechanism. Correlations between extracted factor scores found associations between motor skill and social skill. Conclusions Mediation analyses suggested that whilst fine motor skill and coordination explained the relationship between stereopsis and social skill to some extent, stereopsis nonetheless exerted a substantial direct effect upon social skill. This is the first study to demonstrate that the functional significance of stereopsis is not limited to motor ability and may directly impact upon social functioning.
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Affiliation(s)
- Danielle Smith
- Research and Development Department, Cumbria Partnership NHS Foundation Trust, Carleton Clinic, Carlisle, CA1 3SX UK
| | - Danielle Ropar
- School of Psychology, University of Nottingham, Nottingham, NG7 2RD UK
| | - Harriet A Allen
- School of Psychology, University of Nottingham, Nottingham, NG7 2RD UK
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42
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Baldner C, Amato C, Di Santo D. When obtaining support is important. The relationship between optimism, disclosure, and perceived peer support in a sample of young women. ACTA ACUST UNITED AC 2018. [DOI: 10.3280/pds2018-003006] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
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43
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Giesbers SAH, Tournier T, Hendriks L, Hastings RP, Jahoda A, Embregts PJCM. Measuring emotional support in family networks: Adapting the Family Network Method for individuals with a mild intellectual disability. JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2018; 32:94-105. [PMID: 30004149 PMCID: PMC7379605 DOI: 10.1111/jar.12512] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/19/2017] [Revised: 05/30/2018] [Accepted: 06/05/2018] [Indexed: 11/29/2022]
Abstract
Background Informal supportive networks of individuals with intellectual disability have become increasingly important. The aim of this paper is to describe how the Family Network Method – Intellectual Disability (FNM‐ID) offers a way to gather the perspective of people with mild intellectual disability on their family support. Method The FNM is designed to explore how individuals define their family contexts, and more specifically how they perceive existing supportive relationships in these contexts. Results By carefully piloting ways of questioning people with mild intellectual disability, systematic adaptations were made to the original FNM. Data obtained by the FNM‐ID can be analysed using social network analysis. Thereby, the FNM‐ID provides rich, theoretically significant information on emotional support in the family networks of individuals with mild intellectual disability. Conclusions The FNM‐ID is a useful and successfully adapted tool for other researchers and professionals to systematically explore the family support experiences of individuals with mild intellectual disability.
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Affiliation(s)
- Sanne A H Giesbers
- Tranzo, Tilburg School of Social and Behavioral Sciences, Tilburg University, Tilburg, The Netherlands.,Dichterbij Innovation and Science, Gennep, The Netherlands
| | - Tess Tournier
- Tranzo, Tilburg School of Social and Behavioral Sciences, Tilburg University, Tilburg, The Netherlands.,ASVZ, Sliedrecht, The Netherlands
| | - Lex Hendriks
- Faculty of Social Sciences, School of Pedagogical and Educational Science, Radboud University Nijmegen, Nijmegen, The Netherlands
| | - Richard P Hastings
- Centre for Educational Development, Appraisal and Research, University of Warwick, Coventry, UK.,Centre for Developmental Psychiatry and Psychology, Department of Psychiatry, School of Clinical Sciences at Monash Health, Monash University, Melbourne, Australia
| | - Andrew Jahoda
- Psychological Medicine, University of Glasgow, Glasgow, UK
| | - Petri J C M Embregts
- Tranzo, Tilburg School of Social and Behavioral Sciences, Tilburg University, Tilburg, The Netherlands
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44
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Promoting Wellness in People with Intellectual and Developmental Disabilities Through Relationships. CURRENT DEVELOPMENTAL DISORDERS REPORTS 2018. [DOI: 10.1007/s40474-018-0144-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
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45
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Scott HM, Havercamp SM. Comparisons of self and proxy report on health-related factors in people with intellectual disability. JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2018; 31:927-936. [DOI: 10.1111/jar.12452] [Citation(s) in RCA: 33] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/26/2018] [Indexed: 11/28/2022]
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46
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Alexandra P, Angela H, Ali A. Loneliness in people with intellectual and developmental disorders across the lifespan: A systematic review of prevalence and interventions. JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2018; 31:643-658. [DOI: 10.1111/jar.12432] [Citation(s) in RCA: 33] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/11/2017] [Indexed: 01/06/2023]
Affiliation(s)
| | | | - Afia Ali
- University College London; London UK
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47
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Chadwick DD, Fullwood C. An Online Life Like Any Other: Identity, Self-Determination, and Social Networking Among Adults with Intellectual Disabilities. CYBERPSYCHOLOGY BEHAVIOR AND SOCIAL NETWORKING 2018; 21:56-64. [DOI: 10.1089/cyber.2016.0689] [Citation(s) in RCA: 44] [Impact Index Per Article: 7.3] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/12/2022]
Affiliation(s)
- Darren D. Chadwick
- Faculty of Education, Health and Wellbeing, University of Wolverhampton, Wolverhampton, United Kingdom
| | - Chris Fullwood
- Faculty of Education, Health and Wellbeing, University of Wolverhampton, Wolverhampton, United Kingdom
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48
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Murphy MA, McFerran K. Exploring the literature on music participation and social connectedness for young people with intellectual disability: A critical interpretive synthesis. JOURNAL OF INTELLECTUAL DISABILITIES : JOID 2017; 21:297-314. [PMID: 27226260 DOI: 10.1177/1744629516650128] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/05/2023]
Abstract
BACKGROUND This article explores the literature on social connectedness and music for young people with disability. It then critically examines the level of congruence between the reported literature to date and current rights-based disability studies discourse. METHOD A critical interpretive synthesis was used to examine 27 articles referencing the use of music for social connectedness. Areas of focus in the review are the nature of connections being fostered in music programs, the use of voice and collaboration. RESULTS The majority of music programs reported on closed groups. Outdated 'expert' models of working persist. The use of participants' voice in the literature is growing, although there is a lack of collaboration and negative reporting. CONCLUSION A shift in thinking heralds greater collaboration with participants, although this could be broadened to include decisions on research agendas, planning and evaluation. There is also need for active fostering of broader socio-musical pathways.
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49
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Sanderson KA, Burke MM, Urbano RC, Arnold CK, Hodapp RM. Who Helps? Characteristics and Correlates of Informal Supporters to Adults With Disabilities. AMERICAN JOURNAL ON INTELLECTUAL AND DEVELOPMENTAL DISABILITIES 2017; 122:492-510. [PMID: 29115874 DOI: 10.1352/1944-7558-122.6.492] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Abstract
This study examined who provides informal (or unpaid) supports to people with intellectual and developmental disabilities (IDD). Participants included 657 adult siblings of people with disabilities who responded to a national survey about informal supports in the areas of recreation, employment, and housing. Results indicated that most people with IDD received informal supports, with parents and sibling respondents most often providing those supports. Support was most commonly received in recreation, as opposed to housing or employment. Asked to list nonfamily informal supporters, respondents often mentioned paid staff and disability organizations. Correlates of total numbers of informal supporters included the individual with disability's functioning level and parents' ability to care for their offspring with disabilities.
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Affiliation(s)
- Kelli A Sanderson
- Kelli A. Sanderson, Vanderbilt Kennedy Center and Peabody College, Vanderbilt University
| | - Meghan M Burke
- Meghan M. Burke, University of Illinois at Urbana-Champaign
| | - Richard C Urbano
- Richard C. Urbano, Vanderbilt Kennedy Center and Vanderbilt University Medical Center, Dept. of Pediatrics
| | | | - Robert M Hodapp
- Robert M. Hodapp, Vanderbilt Kennedy Center and Peabody College, Vanderbilt University
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50
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Shandra CL. Disability and social participation: The case of formal and informal volunteering. SOCIAL SCIENCE RESEARCH 2017; 68:195-213. [PMID: 29108597 DOI: 10.1016/j.ssresearch.2017.02.006] [Citation(s) in RCA: 19] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/16/2016] [Revised: 02/12/2017] [Accepted: 02/28/2017] [Indexed: 06/07/2023]
Abstract
People with disabilities in the United States experience lower levels of social integration than people without disabilities. However, less is known about the association between disability and volunteer participation-despite an extensive literature on other disparities in volunteerism. This study uses data from the 2009-2015 Volunteer Supplement of the Current Population Survey to evaluate how working-aged adults with sensory disabilities, cognitive disabilities, physical disabilities, or multiple disabilities access, participate in, and maintain volunteer roles. Net of sociodemographic characteristics, adults with disabilities are no less likely than those without disabilities to report informal volunteering, although the presence of physical and multiple disabilities negatively associates with formal volunteering. Adults with disabilities report no fewer annual hours or weeks than those without disabilities if they are formal volunteers, but the mechanism through which they initially become involved in volunteer organizations varies. People with different types of disability experience different patterns of volunteering, and the sociodemographic characteristics associated with having a disability exacerbate many of these differences. Results suggest that adults with disabilities can-and do-participate in voluntary work, but may face barriers to accessing formal volunteer roles.
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Affiliation(s)
- Carrie L Shandra
- Department of Sociology, State University of New York at Stony Brook, Stony Brook, NY 11794-4356, United States.
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