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Psychosocial implications of rare genetic skin diseases affecting appearance on daily life experiences, emotional state, self-perception and quality of life in adults: a systematic review. Orphanet J Rare Dis 2023; 18:39. [PMID: 36823650 PMCID: PMC9951542 DOI: 10.1186/s13023-023-02629-1] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/29/2022] [Accepted: 02/06/2023] [Indexed: 02/25/2023] Open
Abstract
BACKGROUND Since the beginning of human genetic research, there are very few publications sharing insights of the negative impact of rare genetic skin diseases (RGSD) on patients' experiences. This systematic review assessed the psychosocial implications of these conditions in terms of daily life experiences, emotional state, self-perception, and Quality of Life (QoL). METHODOLOGY A systematic review was carried out on albinism, neurofibromatosis type 1 (NF1), birthmarks and inherited ichthyosis. The PubMed, Scopus, PsycArticle, PsychInfo, Psychology and Behavioral Sciences Collection, and SOCindex databases were queried. Inclusion criteria were adult patients with one of these RGSDs. Simple descriptive statistics and qualitative content analysis were conducted to summarize the main results reported by the authors. RESULTS Of the 9987 articles retrieved, 48 articles were included: albinism (16), NF1 (16), inherited ichthyosis (10), birthmarks (6). The majority of the studies on albinism were conducted in Africa. Twenty-seven studies quantitatively assessed diverse psychological parameters: 13 showed a significant impact of the disease on QoL, five on emotional state, two on self-representation and two others on psychiatric comorbidities. Disease severity and visibility were good predictors of QoL (except for albinism). Body image and appearance concerns were also associated with QoL and emotional state. The 19 qualitative studies highlighted recurring themes across each of these diseases: discrimination and stigma during childhood and adolescence, discomfort in social interactions, guilt of transmission, the importance of social support from family and friends, altered daily life functioning, altered romantic and sex life, limited academic and professional aspirations, lack of interest and support from the medical field, and the unpredictability of the evolution of the disease. The only two mixed-method studies in this review were unable to contribute to any inferential analyses but could corroborate some of the qualitative findings. CONCLUSION These results showed that RGSDs have a significant impact on different aspects of patients' lives. This review has demonstrated that there is a real need for support systems for patients with these diseases. Such systems should be developed to provide them with necessary information and to guide them through an appropriate care pathway.
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Ericson S, Hesla MW, Stadskleiv K. Gaining super control: Psychoeducational group intervention for adolescents with mild intellectual disability and their parents. JOURNAL OF INTELLECTUAL DISABILITIES : JOID 2021; 26:1744629521995373. [PMID: 33722098 PMCID: PMC9168904 DOI: 10.1177/1744629521995373] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 01/18/2021] [Indexed: 06/12/2023]
Abstract
Adolescents with intellectual disability experience psychological and social challenges in their transition to adulthood. Knowledge about the diagnosis and insight into own strengths and difficulties can help them manage the limitations and barriers they face, but suitable interventions with this purpose are scarce. The present paper presents a psychoeducational group intervention, The Super Control Project, for adolescents (15-17 years old) with mild intellectual disability (n = 23) and their parents. In a pre-post design, adolescent outcome data was obtained through teacher and parent questionnaires, and interviews with the adolescents. Parents and adolescents also evaluated the interventions' usefulness. Results indicated positive impact on participants' understanding of the diagnosis, managing of everyday challenges, and social networking. The intervention seemed to fit the participants' needs and abilities. The study encourages further implementation and rigorous evaluation.
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Lee J, Koo K. 'I was scared at first, but not anymore': interpersonal contact and attitudes toward people with intellectual and developmental disabilities among Korean American adolescents and young adults. INTERNATIONAL JOURNAL OF DEVELOPMENTAL DISABILITIES 2021; 68:671-680. [PMID: 36210893 PMCID: PMC9542274 DOI: 10.1080/20473869.2021.1874602] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/03/2020] [Revised: 12/08/2020] [Accepted: 01/06/2021] [Indexed: 06/16/2023]
Abstract
The purpose of this qualitative study is to explore experiences of naturalistic interpersonal contact with persons with intellectual and developmental disabilities (IDD) and attitudes toward persons with IDD among Korean American adolescents and young adults. In interviews with 12 Korean American high school and college students, Korean American participants reported six common themes regarding their experiences of interpersonal contact with persons with IDD: 1) affective attitude, 2) behavioral attitude, 3) cognitive attitude, 4) communication with persons with IDD, 5) moments of having a positive attitude, and 6) comparisons of attitudes in the United States and Korea. Recommendations for research and practical implications are discussed.
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Affiliation(s)
- Jisun Lee
- Department of Counseling Psychology and Social Welfare, Handong Global University, Pohang, Republic of Korea
| | - Katie Koo
- Department of Higher Education and Learning Technologies, Texas A&M University-Commerce, Commerce, TX, USA
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Rose J, Malik K, Hirata E, Roughan H, Aston K, Larkin M. Is it possible to use interpretative phenomenological analysis in research with people who have intellectual disabilities? JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2019; 32:1007-1017. [PMID: 31033103 DOI: 10.1111/jar.12605] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/20/2018] [Revised: 03/01/2019] [Accepted: 04/02/2019] [Indexed: 12/01/2022]
Abstract
BACKGROUND This paper examines the appropriateness of using interpretative phenomenological analysis (IPA) in research with people who have intellectual disabilities, focussing on quality. METHODS We conducted a systematic search to identify published studies. We assessed the quality of the studies using a bespoke framework, adapted from previous reviews, and articles on indicators of "good" IPA work. RESULTS Twenty-eight papers were reviewed. The studies were of varying quality: 6 (22%) papers were rated as "good" quality; 16 (57%) were "acceptable", and 6 (21%) were "poor." This ratio was comparable to that found in assessments of IPA papers in other domains, suggesting that issues of quality reflect researcher competence, rather than challenges with the population. CONCLUSIONS IPA can be an appropriate methodology to use with people with intellectual disabilities. We encourage researchers to develop more detailed analyses, to provide more transparency about their sampling strategies, and more detail of the characteristics of their samples.
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Affiliation(s)
- John Rose
- Centre for Applied Psychology, School of Psychology, The University of Birmingham, Birmingham, UK.,Academic Unit, St Andrews Health Care, Northampton, UK
| | - Kulsoom Malik
- Centre for Applied Psychology, School of Psychology, The University of Birmingham, Birmingham, UK
| | - Edward Hirata
- Centre for Applied Psychology, School of Psychology, The University of Birmingham, Birmingham, UK
| | - Harry Roughan
- Centre for Applied Psychology, School of Psychology, The University of Birmingham, Birmingham, UK
| | - Kirsty Aston
- Centre for Applied Psychology, School of Psychology, The University of Birmingham, Birmingham, UK
| | - Michael Larkin
- Centre for Applied Psychology, School of Psychology, The University of Birmingham, Birmingham, UK.,Aston University, Birmingham, UK
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Logeswaran S, Hollett M, Zala S, Richardson L, Scior K. How do people with intellectual disabilities construct their social identity? A review. JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2019; 32:533-542. [PMID: 30656797 DOI: 10.1111/jar.12566] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/06/2018] [Revised: 10/04/2018] [Accepted: 12/17/2018] [Indexed: 01/08/2023]
Abstract
BACKGROUND A 2005 review by Beart, Hardy and Buchan, asking how people with intellectual disabilities view their social identities, has been widely cited, indicating this important topic needs an updated review. This review covers research on how people with intellectual disabilities view their ascribed label; to what extent they ascribe it to themselves; and whether they recognize it as devalued in society. METHOD Rapid review methodology using PsycINFO, citation- and hand-searching identified relevant studies. RESULTS The 16 studies identified indicate that the majority are aware of their ascribed label, or acknowledge they are "different". Others reject it, focusing on alternative attributes or roles. Most recognize others view the label negatively and express feelings of shame, anger and powerlessness. CONCLUSIONS The review advances our understanding of social identity formation in people with intellectual disabilities, with implications for future research and practice to support construction of positive social identities and stigma resistance.
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Affiliation(s)
- Sophini Logeswaran
- Research Department of Clinical, Educational and Health Psychology, University College London, London, UK
| | - Megan Hollett
- Research Department of Clinical, Educational and Health Psychology, University College London, London, UK
| | - Sonia Zala
- Research Department of Clinical, Educational and Health Psychology, University College London, London, UK
| | - Lisa Richardson
- 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
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Werner S, Hochman Y. On self-identity: the process of inclusion of individuals with intellectual disabilities in the military. Disabil Rehabil 2018; 41:1639-1646. [PMID: 29475378 DOI: 10.1080/09638288.2018.1443158] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Abstract
PURPOSE Identity development among individuals with disabilities may depend on their being included in central institutions in society. The centrality of the military in Israeli society makes it a highly important setting for inclusion and identity development. We examined the self-identity of young adults with intellectual disabilities who serve in the "Equal in Uniform" project. MATERIAL AND METHODS Forty-nine interviews were conducted with 31 individuals with intellectual disabilities. RESULTS Findings showed that military service helped develop the identity of soldiers, which enhanced their self-efficacy. Participants described their participation in the military as an opportunity to take an active part in socially valued roles. CONCLUSIONS Findings are discussed with reference to the effect of the project on the self-identity of individuals with intellectual disabilities. The meaning of successfully serving in socially valued roles for self-efficacy is discussed. Implications for rehabilitation Completing socially valued roles leads to greater self-efficacy, enhanced self-esteem and greater psychological well-being among individuals with intellectual disabilities. Inclusion of individuals with intellectual disabilities within a central community setting (specifically the military) allows them to deal with issues of identity development, as it does for other young people without intellectual disabilities. Receiving ongoing positive input from others for one's abilities and success is a conducive factor in positive identity formation.
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Affiliation(s)
- Shirli Werner
- a Paul Baerwald School of Social Work and Social Welfare , Hebrew University of Jerusalem , Jerusalem , Israel
| | - Yael Hochman
- b School of Social Work , Sapir Academic College , Sederot , Israel
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Groves E, Rayner K, Muncer S. “It's good, they're like me; the same but different.” An interpretative phenomenological analysis of the identities of women with down's syndrome. JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2017; 31:445-453. [DOI: 10.1111/jar.12425] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 10/26/2017] [Indexed: 11/29/2022]
Affiliation(s)
- Emma Groves
- Tees, Esk and Wear Valleys NHS Foundation Trust Middlesbrough UK
| | - Kelly Rayner
- Tees, Esk and Wear Valleys NHS Foundation Trust Harrogate UK
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Forrester-Jones R, Beecham JK, Barnoux M, Oliver D, Couch E, Bates C. People with intellectual disabilities at the end of their lives: The case for specialist care? JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2017; 30:1138-1150. [PMID: 28875573 DOI: 10.1111/jar.12412] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 07/12/2017] [Indexed: 11/28/2022]
Abstract
BACKGROUND People with intellectual disabilities have a shorter life expectancy, but healthcare improvements mean that they are beginning to live longer, with associated health difficulties. This means that there is an urgent need to focus research on ageing as well as end-of-life care. This study aimed to explore a specialist intellectual disability service for older people who are dying and how it related to their quality of life and to costs associated with care provided. METHOD Data were collected for nine residents and 15 staff members of the specialist service. A single case study design with mixed methods including observations, interviews, standardized questionnaires and costs analysis was utilized. RESULTS We found positive results regarding overall quality of life, although individuals had limited social networks. Placement fees paid by local health trusts and social services departments were slightly higher than the estimated cost of care reflecting good financial management by a small voluntary sector organization. CONCLUSION Whilst the philosophical arguments around "specialist" care persist, this service fills a gap in intellectual disability care provision.
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Affiliation(s)
| | | | | | - David Oliver
- The Tizard Centre, University of Kent, Canterbury, UK
| | - Elyse Couch
- The Tizard Centre, University of Kent, Canterbury, UK
| | - Claire Bates
- The Tizard Centre, University of Kent, Canterbury, UK
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Bhardwaj AK, Forrester-Jones RVE, Murphy GH. Social networks of adults with an intellectual disability from South Asian and White communities in the United Kingdom: A comparison. JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2017; 31:e253-e264. [PMID: 28503841 DOI: 10.1111/jar.12351] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/04/2017] [Indexed: 11/29/2022]
Abstract
BACKGROUND Little research exists comparing the social networks of people with intellectual disability (ID) from South Asian and White backgrounds. This UK study reports on the barriers that South Asian people with intellectual disability face in relation to social inclusion compared to their White counterparts. MATERIALS AND METHODS A mixed-methods research design was adopted to explore the social lives of 27 men (15 White; 12 South Asian) and 20 women (10 White; 10 South Asian with intellectual disability). Descriptive and parametric tests were used to analyse the quantitative data. RESULTS The average network size of the whole group was 32 members. South Asian participants had more family members whilst White participants had more service users and staff in their networks; 96% network members from White intellectual disability group were also of White background, whilst the South Asian group had mixed ethnic network members. CONCLUSIONS Social networks of individuals with intellectual disability in this study were found to be larger overall in comparison with previous studies, whilst network structure differed between the White and South Asian population. These differences have implications relating to future service planning and appropriateness of available facilities.
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Berg LA, Jirikowic T, Haerling K, MacDonald G. Navigating the Hidden Curriculum of Higher Education for Postsecondary Students With Intellectual Disabilities. Am J Occup Ther 2017; 71:7103100020p1-7103100020p9. [DOI: 10.5014/ajot.2017.024703] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Abstract
Abstract
Students with intellectual and/or developmental disabilities (IDD) increasingly pursue postsecondary education (PSE). Navigating the hidden curriculum—including meeting prerequisites for PSE and employment, using support systems and community transportation, and carrying out adulthood expectations—is an area of challenge. This exploratory case study examined experiences of students with IDD attending a PSE program and stakeholder perspectives. Thirty-two participants (10 students with IDD, 5 parents or guardians, 4 college administrators, 8 college instructors, 4 occupational therapists, and a transition specialist) were interviewed. Conventional content analysis revealed navigating the hidden curriculum as a key theme and three subthemes: (1) adult-based system navigation, (2) persisting challenges with adaptive behaviors, and (3) disability awareness and disclosure. Limited awareness of disability and supports and services needed for a successful PSE outcome were contributing factors. Occupational therapists have the skills to support students with IDD in skill acquisition to successfully transition to and navigate PSE and the hidden curriculum.
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Affiliation(s)
- Lucretia A. Berg
- Lucretia A. Berg, EdD, OTR/L, is Occupational Therapist, II, Children’s Therapy Unit, MultiCare Good Samaritan Hospital, Puyallup, WA;
| | - Tracy Jirikowic
- Tracy Jirikowic, PhD, OTR/L, FAOTA, is Associate Professor, Department of Rehabilitative Medicine, University of Washington, Seattle
| | - Katie Haerling
- Katie Haerling, PhD, RN, is Associate Professor, Nursing and Healthcare Leadership, University of Washington, Tacoma
| | - Ginger MacDonald
- Ginger MacDonald, PhD, is Professor and Director of Educational Leadership, University of Washington, Tacoma
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