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Maor R. Profiles of Peer-Rejected Individuals: Their Attitudes toward the Intellectual Disability Population and the Mediating Role of Resilience. J Genet Psychol 2024; 185:323-336. [PMID: 38192068 DOI: 10.1080/00221325.2024.2301943] [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: 06/24/2023] [Accepted: 01/02/2024] [Indexed: 01/10/2024]
Abstract
Literature shows that public perceptions toward people with intellectual disability (ID) tend to be negative, perhaps more so than toward any other population with disabilities, causing severe consequences on the quality of life of these people. Understanding factors associated with these attitudes may contribute to better integration of the ID population into society. This study focuses on the predictive role of school-age peer rejection and contemporaneous familial support on attitudes toward people with ID. Specifically, it aims to identify distinct profiles of people who experienced peer rejection during their school years and who experienced various levels of familial support during the rejection period, and to examine the disparities between these profiles regarding attitudes toward people with ID. An additional goal is to examine whether resilience can mediate the association between profiles of peer-rejected individuals and their attitudes toward individuals with ID. The research sample comprised 1063 Israeli adults reporting various levels of peer rejection during school years. Cluster analysis revealed two profiles of peer-rejected individuals that significantly differ in the level of familial support provided in the face of peer rejection. In accordance with the hypotheses, attitudes of peer-rejected individuals with poor familial support were more negative than those with high familial support and the mediating effect of resilience was significant. Findings emphasize the protective role of familial support in the face of peer rejection, contributing to the emerging literature that deals with the long-term effects of peer rejection and poor resiliency resources on negative attitudes toward out-groups.
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Affiliation(s)
- Rotem Maor
- Education, David Yellin College of Education, Jerusalem, Israel
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2
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Holmgren M, Ahlström G. An Ethnographic Study Concerning the Implementation of Education on Ageing for Older Adults with Mild Intellectual Disability: The Perspective of the Educators. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2024; 21:953. [PMID: 39063529 PMCID: PMC11276783 DOI: 10.3390/ijerph21070953] [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: 06/05/2024] [Revised: 07/13/2024] [Accepted: 07/18/2024] [Indexed: 07/28/2024]
Abstract
Despite the fact that longevity in people with intellectual disability has increased at least as much as in the general population, there is a dearth of interventions related to ageing for these older people. Therefore, this study investigated educators' implementation strategies in a new tailor-designed educational intervention with the goal of supporting the process of ageing for people with mild intellectual disability. An ethnographic research design was employed, including participant observations, field notes, and 15 ad hoc interviews with educators, spread over two years in four towns. The strategies used for facilitating learning about ageing were expressed in the two themes promoting social togetherness through everyone's participation and learning together and from each other through recognition and consolidation. These strategies were applied to create a learning environment characterised by a good atmosphere and respectful interaction. Learning together involved consolidation through repetition, group discussions, the use of visual learning materials, and study visits. This new educational intervention about ageing is promising, but less resource-intensive interventions should also be developed and preferably integrated into the disability service. Before concluding whether this education supports the ageing process, it needs to be evaluated from the perspective of people with intellectual disability.
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Affiliation(s)
| | - Gerd Ahlström
- Department of Health Sciences, Applied Gerontology, Faculty of Medicine, Lund University, P.O. Box 117, SE-221 00 Lund, Sweden;
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3
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Hughes M, Hanna K, Wiles A, Taylor E, Giebel C. The experiences of caring for someone with dementia and a learning disability: A qualitative systematic review. DEMENTIA 2024; 23:817-849. [PMID: 38172089 PMCID: PMC11163849 DOI: 10.1177/14713012231225797] [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] [Indexed: 01/05/2024]
Abstract
BACKGROUND The life expectancy of people with a learning disability is increasing and with this comes a greater risk of developing dementia. Dementia poses new challenges for both family and formal learning disability carers as they try to support dementia's progressive nature and quality of life for their care recipient. This qualitative systematic review explores the evidence base of family and formal carers' experiences and needs of caring for someone with both a learning disability and dementia. METHODS Six electronic databases (PubMed, PsycINFO, Cochrane Library, Prospero, Scopus, CINAHL), were searched in May 2022, utilising a predefined search strategy. Thirteen papers fulfilled inclusion criteria and were included in in the review. RESULTS Thematic synthesis was used to explore and synthesise the qualitative findings of the studies. Four conceptual themes were identified following analysis: Knowledge and skills, Accessing support, Repercussions of dementia for carers, Influences of continuity of caring role. CONCLUSION There are significant training and educational needs for all carers who support the dual diagnosis of dementia and learning disability. Differences between family and formal carers relate to the organisational support and process available to formal carers. Parity across services combined with sufficiently trained carers may support dementia diagnosis and improve quality of care provided. Further research is needed to address environmental, and economic barriers carers face to facilitate ageing in place for their care recipients.
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Affiliation(s)
- Michelle Hughes
- Department of Primary Care and Mental Health, University of Liverpool, UK
| | - Kerry Hanna
- School of Health Sciences, University of Liverpool, UK
| | - Akpevwoghene Wiles
- Department of Primary Care and Mental Health, University of Liverpool, UK
| | | | - Clarissa Giebel
- Department of Primary Care and Mental Health, University of Liverpool, UK; NIHR Applied Research Collaboration North West Coast, UK
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4
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Kilic-Demir B, Kizilpinar SC, Polat S. The violence profile of male mentally disordered offenders in a high secure unit in Turkiye. INTERNATIONAL JOURNAL OF LAW AND PSYCHIATRY 2024; 94:101983. [PMID: 38537541 DOI: 10.1016/j.ijlp.2024.101983] [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: 06/26/2023] [Revised: 02/13/2024] [Accepted: 03/15/2024] [Indexed: 06/15/2024]
Abstract
Our knowledge of the severity and reoffending is limited for mentally disordered offenders, and studies generally evaluate without separation between different diagnostic groups. It was aimed to determine the general profile of mentally disordered offenders who are inpatients in a high secure psychiatry unit from Turkiye and to evaluate the factors associated with violence profiles among different diagnostic groups. According to the results the schizophrenia patients committed the most severe crimes, and intellectual disability patients had some different features from schizophrenia and bipolar disorder patients. History of substance misuse in the intellectual disability group (p = 0,045) and comorbid antisocial personality disorder in the bipolar disorder group (p = 0,015) were associated with increased crime severity. Substance misuse history, history of substance use during the crime, and the existence of comorbid antisocial personality disorder were associated with increased offenses in each of the three diagnosis groups. Living alone (p = 0,004) and having a suicide history (p= 0,052) were associated with the high number of offenses in the schizophrenia group. This study is the first study that compares three diagnostic groups to involve a large patient group. We believe that clinicians must evaluate these parameters for the violence risk assessment of patients.
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Affiliation(s)
- Baris Kilic-Demir
- Department of Psychiatry, Adana City Research and Training Hospital, Adana, Turkiye
| | | | - Selim Polat
- Department of Psychiatry, Adana City Research and Training Hospital, Adana, Turkiye
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5
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Carlsson ÕU. No ordinary adult life: Living conditions from the perspective of adults with intellectual disabilities. JOURNAL OF INTELLECTUAL DISABILITIES : JOID 2023; 27:944-963. [PMID: 35695211 PMCID: PMC10647887 DOI: 10.1177/17446295221107284] [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] [Indexed: 06/15/2023]
Abstract
This study focuses on the subjective experience of the living conditions of adults with intellectual disabilities as related to the Uppsala Quality of Life model (UQoL2). Eleven semi-structured interviews were conducted to study issues raised by people with intellectual disabilities. Study participants had their own home, either in an ordinary dwelling or group home. The findings show that the dependence on support in daily life infringes on the sense of adult social status and control of life. Staff and family had a mandate to define Quality of Life, which countered the possibilities of a life based on the preferences of those with intellectual disabilities. Knowledge about factors that affect living conditions, one of the social determinants of health, has implications for public health in general and the development of society's efforts for people who are in lifelong dependence on support and service from others.
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Affiliation(s)
- Õie Umb Carlsson
- Department of Public Health and Caring Sciences, Disability and Habilitation, Uppsala University, Sweden
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6
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Tatsuta M, Kawai N, Ushiyama M. The quality of life of individuals with intellectual disability: Differences between Denmark and Japan. JOURNAL OF INTELLECTUAL DISABILITIES : JOID 2023; 27:573-597. [PMID: 35506908 DOI: 10.1177/17446295221088706] [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] [Indexed: 06/14/2023]
Abstract
Despite recent developments in measurement tools to assess the quality of life of individuals with intellectual disability, little is known about the cultural aspects that affect their quality of life. This study examined the universal and cultural characteristics of the quality of life of individuals with intellectual disability in Denmark and Japan through a factor analysis of the Personal Outcomes Scale and analysing qualitative comments in both self-report and report-of-others components of the scale. Factor analysis and qualitative comments in self-report showed that personal development and self-determination, as well as well-being and social participation, were experienced as important components of quality of life in Denmark. Conversely, personal development and self-determination were less frequently mentioned in Japan. The findings reflect the general characteristics of quality of life in each culture and the current conditions of independence and available support for individuals with intellectual disability in Denmark and Japan.
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Affiliation(s)
- Mizuho Tatsuta
- Department of Sociology, Ryukoku University, Shiga, Japan
| | - Norimune Kawai
- Graduate School of Humanities and Social Sciences, Hiroshima University, Higashi-Hiroshima, Japan
| | - Michio Ushiyama
- Department of Special Needs Education, Kyoto University of Education, Kyoto, Japan
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Gur A, Bina R. Facilitators of Sense of Belonging Among People With Intellectual and Developmental Disabilities: A Systematic Review. JOURNAL OF INTELLECTUAL DISABILITIES : JOID 2023; 27:516-538. [PMID: 35271785 DOI: 10.1177/17446295211068424] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/07/2023]
Abstract
Background: This review synthesizes the available literature regarding factors which facilitate a sense of belonging in people with intellectual and developmental disabilities, and provide a comprehensive integrative view of the subject. Methods: Four electronic databases were searched, and 13 studies met inclusion criteria for review. The "standard quality assessment criteria for evaluating primary research papers from a variety of fields" indicated satisfactory quality. Factors which facilitate a sense of belonging in people with intellectual and developmental disabilities were analyzed into themes. Results: Sense of belonging is enhanced by feeling respected, accepted, and valued (Subjectivity). These experiences are more likely to be achieved in a familiar and safe environment (Dynamism), and with access to platforms for social interactions (Groundedness), where a sense of relatedness and connectedness achieved by shared experiences with others (Reciprocity). Sense of belonging is associated with committed action of people with disability, taking assertive action or being agentic (Self-determination). Conclusion: Sense of belonging is a unique concept that should be addressed in disability research and practice.
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Affiliation(s)
- Ayelet Gur
- Social Work Department, Tel-Hai College, Kiryat Shmona, Israel
- The Louis and Gabi Weisfeld School of Social Work, Bar Ilan University, Ramat Gan, Israel
| | - Rena Bina
- Social Work Department, Tel-Hai College, Kiryat Shmona, Israel
- The Louis and Gabi Weisfeld School of Social Work, Bar Ilan University, Ramat Gan, Israel
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8
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Özdemir A, Hall R, Lovell A, Ellahi B. Nutrition knowledge and influence on diet in the carer-client relationship in residential care settings for people with intellectual disabilities. NUTR BULL 2023; 48:74-90. [PMID: 36647738 DOI: 10.1111/nbu.12600] [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: 04/28/2022] [Revised: 12/11/2022] [Accepted: 12/13/2022] [Indexed: 01/18/2023]
Abstract
People with intellectual disabilities generally have poorer health outcomes compared with those who do not, including outcomes related to nutrition-related non-communicable diseases. Carers support people with intellectual disabilities in many aspects including habitual shopping and preparation of food, but their own nutrition knowledge and the influence this may have on dietary intakes of clients is unknown. We explored the nutrition knowledge of carers of people with intellectual disabilities in residential care settings, their dietary habits and their influence on clients' food shopping and preparation and therefore the diet consumed by their clients. Ninety-seven carers belonging to a large independent care sector organisation specialising in the care of people with an intellectual disability completed a validated general nutrition knowledge and behaviour questionnaire. Seventeen carers from the residential care settings were interviewed to contextualise practice. Knowledge about key dietary recommendations scored highly. Carers who had more work experience were found to have higher scores in 'making everyday food choices' (p = 0.034). Daily consumption of fruit and vegetables (at least one portion per day) was observed (for fruit by 46% of the carers and for vegetables by 60% of the carers), whilst most carers reported avoiding consuming full-fat dairy products, sugary foods and fried foods. The concept of a healthy diet; typical dietary habits of clients; role in food acquisition; and training in nutrition emerged as themes from the interviews. Carers discussed various topics including the importance of a balanced diet, cooking fresh foods and control of food portion sizes for clients relative to the care philosophy of a client-centred approach, which encapsulates client autonomy. Gaps in knowledge around specific nutrients, making healthy choices and cooking skills remain. Carers have an influence on clients' dietary choices; they are able to provide healthy meals and share good dietary habits with clients. Further training in nutrition is recommended for impact on clients' health.
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Affiliation(s)
- Aslıhan Özdemir
- Department of Nutrition and Dietetics, Faculty of Health Sciences, Hacettepe University, Ankara, Turkey
| | - Rebecca Hall
- Department of Mental Health and Learning Disabilities, Faculty of Health and Social Care, University of Chester, Chester, UK.,School of Nursing, Midwifery and Social Work, University of Salford, Salford, UK
| | - Andrew Lovell
- Department of Social Work and Interprofessional Studies, Faculty of Health and Social Care, University of Chester, Chester, UK
| | - Basma Ellahi
- Department of Social Work and Interprofessional Studies, Faculty of Health and Social Care, University of Chester, Chester, UK
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9
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Egan C, Mulcahy H, Naughton C. Transitioning to long-term care for older adults with intellectual disabilities: A concept analysis. JOURNAL OF INTELLECTUAL DISABILITIES : JOID 2022; 26:1015-1032. [PMID: 34758651 PMCID: PMC9607934 DOI: 10.1177/17446295211041839] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 08/06/2021] [Indexed: 06/13/2023]
Abstract
AIM To undertake a concept analysis of transitioning to long-term care for older adults with intellectual disabilities. BACKGROUND Individuals with an intellectual disability are experiencing increased longevity which is associated with an increase in transitions in later life to long-term care. Their experience of later life transitions is likely to be different to the general older population. METHODOLOGY Concept Analysis was undertaken using the Walker and Avant framework. RESULTS Eight studies met the inclusion criteria. Defining attributes are an older person with intellectual disability; a planned relocation to a long-term care facility; person-centred; and supported decision-making. CONCLUSION There is a dearth of empirical evidence and theorisation on this concept. Transitions of this nature have been inadequately informed by the perspective of the older person with an intellectual disability, and future research and practice requires greater efforts to include their voice.
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Affiliation(s)
- Caroline Egan
- Caroline Egan, Catherine McAuley School of Nursing and Midwifery, University College Cork, National University of Ireland, Brookfield Health Sciences Building, College Road, Cork, Ireland.
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10
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St John L, Volpe T, Jiwa MI, Durbin A, Safar Y, Formuli F, Thakur A, Lake J, Lunsky Y. 'More together than apart': The evaluation of a virtual course to improve mental health and well-being of adults with intellectual disabilities during the COVID-19 pandemic. JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2022; 35:1360-1369. [PMID: 35899843 PMCID: PMC9353296 DOI: 10.1111/jar.13024] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/17/2022] [Revised: 05/27/2022] [Accepted: 07/11/2022] [Indexed: 11/29/2022]
Abstract
BACKGROUND To address the growing concerns over poor mental health experienced by adults with intellectual disabilities due to the COVID-19 pandemic, a national virtual mental health course was delivered and evaluated. METHODS This mixed methods study utilized both qualitative and quantitative assessments. Participants were 27 adults with intellectual disabilities who participated in the 6-week course. Participants completed measures of self-efficacy and well-being at three time points and qualitative satisfaction measures at post and follow-up. RESULTS Attendance was high and the course was feasible and acceptable to participants. Positive changes related to mental health self-efficacy were detected (p = .01), though mental well-being did not improve. CONCLUSION The study provided evidence for the feasibility and value of the course for this population. Future research should examine how virtual courses could support the population in terms of pandemic recovery and how courses may work for individuals who are less independent.
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Affiliation(s)
- Laura St John
- Azrieli Adult Neurodevelopmental Centre, Centre for Addiction and Mental Health, Toronto, Canada
| | - Tiziana Volpe
- Azrieli Adult Neurodevelopmental Centre, Centre for Addiction and Mental Health, Toronto, Canada
| | - Muhammad Irfan Jiwa
- Azrieli Adult Neurodevelopmental Centre, Centre for Addiction and Mental Health, Toronto, Canada
| | - Anna Durbin
- MAP Centre for Urban Health Solutions, Unity Health Toronto, Toronto, Canada.,Department of Psychiatry, Temertry Faculty of Medicine, University of Toronto, Toronto, Canada
| | - Yousef Safar
- Azrieli Adult Neurodevelopmental Centre, Centre for Addiction and Mental Health, Toronto, Canada
| | - Fatima Formuli
- Azrieli Adult Neurodevelopmental Centre, Centre for Addiction and Mental Health, Toronto, Canada
| | - Anupam Thakur
- Azrieli Adult Neurodevelopmental Centre, Centre for Addiction and Mental Health, Toronto, Canada.,Department of Psychiatry, Temertry Faculty of Medicine, University of Toronto, Toronto, Canada
| | - Johanna Lake
- Azrieli Adult Neurodevelopmental Centre, Centre for Addiction and Mental Health, Toronto, Canada.,Department of Psychiatry, Temertry Faculty of Medicine, University of Toronto, Toronto, Canada
| | - Yona Lunsky
- Azrieli Adult Neurodevelopmental Centre, Centre for Addiction and Mental Health, Toronto, Canada.,Department of Psychiatry, Temertry Faculty of Medicine, University of Toronto, Toronto, Canada
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11
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Farran EK, Hudson KD, Bennett A, Ameen A, Misheva I, Bechlem B, Blades M, Courbois Y. Anxiety and Spatial Navigation in Williams Syndrome and Down Syndrome. Dev Neuropsychol 2022; 47:136-157. [PMID: 35282728 DOI: 10.1080/87565641.2022.2047685] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
Abstract
Individuals with Down Syndrome (DS) and individuals with Williams syndrome (WS) present with poor navigation and elevated anxiety. The aim of this study was to determine the relationship between these two characteristics. Parent report questionnaires measured navigation abilities and anxiety in WS (N = 55) and DS (N = 42) as follows. Anxiety: Spence Children's Anxiety Scale and a novel measure of navigation anxiety. Navigation: Santa Barbara Sense of Direction Scale (SBSOD) and a novel measure of navigation competence. Most individuals were not permitted to travel independently. A relationship between navigation anxiety and SBSOD scores (but not navigation competence) was observed for both groups.
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Affiliation(s)
- Emily K Farran
- Department of Psychological Science, School of Psychology, University of Surrey, Guildford, UK
| | - Kerry D Hudson
- Department of Psychology and Human Development, UCL Institute of Education, University College London, London, UK
| | - Amelia Bennett
- Department of Psychological Science, School of Psychology, University of Surrey, Guildford, UK
| | - Aan Ameen
- Department of Psychological Science, School of Psychology, University of Surrey, Guildford, UK
| | - Iliana Misheva
- Department of Psychological Science, School of Psychology, University of Surrey, Guildford, UK
| | - Badri Bechlem
- Department of Psychology and Human Development, UCL Institute of Education, University College London, London, UK
| | - Mark Blades
- Department of Psychology, University of Sheffield, Sheffield, UK
| | - Yannick Courbois
- Univ. Lille, ULR 4072 - PSITEC - Psychologie: Interactions Temps Émotions Cognition, Lille, France
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12
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Improving treatment for people with cognitive impairment and substance misuse issues: Lessons from an inclusive residential treatment program pilot in Australia. Disabil Health J 2022; 15:101295. [DOI: 10.1016/j.dhjo.2022.101295] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/05/2021] [Revised: 06/30/2021] [Accepted: 09/09/2021] [Indexed: 11/22/2022]
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13
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Gil-Llario MD, Díaz-Rodríguez I, Morell-Mengual V, Gil-Juliá B, Ballester-Arnal R. Sexual Health in Spanish People with Intellectual Disability: the Impact of the Lockdown due to COVID-19. SEXUALITY RESEARCH & SOCIAL POLICY : JOURNAL OF NSRC : SR & SP 2022; 19:1217-1227. [PMID: 34335991 PMCID: PMC8308064 DOI: 10.1007/s13178-021-00621-7] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 07/18/2021] [Indexed: 05/04/2023]
Abstract
INTRODUCTION The lockdown due to COVID-19 affected the sexual health of the people with intellectual disabilities by differentially modifying the frequency and characteristics of people's sexual activity depending on whether or not they lived with a partner during this period. The aim of this study was to analyze the extent to which the sexual behavior of people with intellectual disabilities (with and without a partner) was affected during the lockdown. METHODS The sample consisted of 73 people with intellectual disabilities between 21 and 63 years old (M = 39.63; SD = 10.11). The variables analyzed were the physical, social, and technological environment during the lockdown, sexual appetite, sexual behavior, online sexual activity, and sexual abuse. The data were collected between the months of May and June of 2020. RESULTS The lockdown increased the sexual appetite of a third of the sample (38%), especially the youngest participants. Sexual activity focused on autoeroticism and online behavior, particularly sending nude images of oneself (88%) and viewing pornography (83.6%). Rates of sexual abuse during this period were relatively high (6.8%). CONCLUSIONS The sexual activity of people with ID was important during the lockdown, and they had to adapt to the circumstances of isolation in a similar way to the general population. Technological improvements in terms of devices and connection quality at home allowed their sexual behavior to be reoriented, opening the door to new risks for the sexual health of people with ID. POLICY IMPLICATIONS Cybersex and the increase in sexual abuse due to confinement are aspects that should be included in programs to improve the sexual health of this group.
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Affiliation(s)
- M. Dolores Gil-Llario
- Department of Developmental and Educational Psychology, University of Valencia, Valencia, Spain
| | - Irene Díaz-Rodríguez
- Department of Developmental and Educational Psychology, University of Valencia, Valencia, Spain
| | - Vicente Morell-Mengual
- Department of Developmental and Educational Psychology, University of Valencia, Valencia, Spain
| | - Beatriz Gil-Juliá
- Department of Personality, Evaluation and Psychological Treatment, University of Valencia, Valencia, Spain
| | - Rafael Ballester-Arnal
- Department of Basic and Clinical Psychology and Psychobiology, Jaume I University, Castellon, Spain
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14
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Quality of Participation Experiences in Special Olympics Sports Programs. Adapt Phys Activ Q 2022; 39:17-36. [PMID: 34740991 DOI: 10.1123/apaq.2021-0033] [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: 01/30/2021] [Revised: 06/21/2021] [Accepted: 06/23/2021] [Indexed: 11/18/2022] Open
Abstract
This cross-sectional study examined experiential elements facilitating quality sport experiences for youth (ages 12-24 years) in Special Olympics, and the associated influences of sport program and sociodemographic characteristics. A total of 451 athletes involved in the 2019 Special Olympics Youth Games completed a survey assessing elements of quality participation (autonomy, belongingness, challenge, engagement, mastery, and meaning). The t tests investigated whether athletes with intellectual and developmental disabilities rated elements differently across Traditional and Unified Sport programs. Regression analyses explored whether sport program and sociodemographic characteristics were predictors of these elements. Youth reported high mean scores across the elements, with no significant differences between athletes with intellectual and developmental disabilities in Traditional or Unified Sport. Athletes with no reported disability rated higher autonomy than those who reported disability (p = .01). Women tended to report greater engagement in sport than men (p = .07). Findings provide theoretical and practical insights into quality sport participation among youth in Special Olympics.
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Spencer P, Van Haneghan J, Baxter A. Exploring social networks, employment and self-determination outcomes of graduates from a postsecondary program for young adults with an intellectual disability. JOURNAL OF VOCATIONAL REHABILITATION 2021. [DOI: 10.3233/jvr-211161] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
BACKGROUND: Data on graduates’ development and employment outcomes from postsecondary programs for young adults with an Intellectual Disability (ID) continue to increase and provide information on program efficacy and areas for growth. OBJECTIVE: This study explored the development of graduates’ social networks, employment outcomes, and self-determination a year after graduating from an inclusive postsecondary program. METHODS: The social networks, employment outcomes, and evidence of self-determination in a combined cohort of graduates (n = 6) were analyzed using social network analysis. RESULTS: All graduates except one were employed a year later. Half displayed smaller networks consisting of family members and new work ties. Only two graduates displayed large networks because of opportunities for socialization. In the absence of employment, students also fall back on familiar supports. Most parents were involved in graduates’ employment decisions, thereby curbing graduates’ expression of self-determination. CONCLUSIONS: Family supports are prominent in graduates’ networks and play a crucial role in employment choices. They act as constant protective and social-emotional supports ensuring graduates’ access to benefits and maintenance of well-being. Employment skills valued by employers and further opportunities to develop students’ social networks while in the PSE program needs to be a focus going forward.
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Affiliation(s)
- Patricia Spencer
- College of Education and Professional Studies, University of South Alabama, Mobile, AL, USA
| | - James Van Haneghan
- College of Education and Professional Studies, University of South Alabama, Mobile, AL, USA
| | - Abigail Baxter
- College of Education and Professional Studies, University of South Alabama, Mobile, AL, USA
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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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Nieto Carmona C, Moriña Díez A. Barreras y facilitadores para la inclusión educativa de personas con discapacidad intelectual. SIGLO CERO REVISTA ESPAÑOLA SOBRE DISCAPACIDAD INTELECTUAL 2021. [DOI: 10.14201/scero20215242949] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Abstract
El propósito de este estudio es analizar las barreras y ayudas que 32 personas con discapacidad intelectual (DI), escolarizadas en centros ordinarios, han identificado en su trayectoria escolar. Las autoras realizaron un estudio cualitativo basado en los supuestos de la investigación inclusiva con adultos españoles con DI. Se recogieron los datos mediante entrevistas individuales y fueron analizados a través de un sistema de categorías y códigos. En el análisis colaboraron activamente los participantes en la investigación. Los resultados muestran que las barreras y las ayudas que se encontraron las personas con DI estaban relacionadas con el perfil docente, el currículo, las relaciones sociales con los compañeros y otros agentes, como la familia y los equipos directivos de los centros educativos. Como principal conclusión sobresale que la práctica docente y la relación con los iguales son fundamentales y pueden llegar a actuar tanto como barrera cuanto como ayuda. Como recomendaciones se plantean la necesidad de que los docentes se comprometan con la enseñanza de contenidos funcionales, el uso de metodologías activas y centradas en el alumnado, así como con actuaciones para promover las relaciones sociales entre el alumnado.
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Spencer P, Van Haneghan JP, Baxter A, Chanto-Wetter A, Perry L. "It's ok, mom. I got it!": Exploring the experiences of young adults with intellectual disabilities in a postsecondary program affected by the COVID-19 pandemic from their perspective and their families' perspective. JOURNAL OF INTELLECTUAL DISABILITIES : JOID 2021; 25:405-414. [PMID: 33878973 DOI: 10.1177/17446295211002346] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/26/2023]
Abstract
Students' resilience in a postsecondary program for individuals with an intellectual disability impacted by the COVID-19 disruption and the challenges they faced during this time was captured in the context of social network analysis interviews that included students' and families' experiences as they managed the pandemic. Students' experiences spoke to their resilience in using the skills they gained through the program to navigate the COVID-19 disruption even though it was sometimes tricky. Parents' experiences revealed their increased confidence and sense of pride in their adult children when they observed growth in independence, self-determination, and familiarity with technology. Innovative and engaging instructional practices and e-mentoring support offered by peer mentors motivated students in their academics and encouraged their social development during this time. Student and parent experiences offer hope that young adults with an intellectual disability can gain skills in a postsecondary program that better prepares them to meet life's challenges.
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Fulton L, Kinnear D, Jahoda A. Belonging and reciprocity amongst people with intellectual disabilities: A systematic methodological review. JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2021; 34:1008-1025. [PMID: 33723903 DOI: 10.1111/jar.12881] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/27/2020] [Revised: 01/17/2021] [Accepted: 02/01/2021] [Indexed: 11/30/2022]
Abstract
BACKGROUND Social inclusion has been explored using a wide range of theories and methods. Belonging and reciprocity have been identified as key components of social inclusion. This systematic methodological review identifies and evaluates the theoretical frameworks and qualitative approaches adopted to explore belonging and reciprocity in the lives of adults with intellectual disabilities. METHOD A systematic search was conducted across ten databases. Screening and quality appraisal were carried out independently by two researchers, and data were extracted to provide detailed accounts of the theories and methods employed. RESULTS Seventeen papers met inclusion criteria. Clear conceptualisations of belonging and reciprocity were lacking, and these concepts were rarely the focus of the research. Theoretical and methodological shortcomings across this literature were identified and discussed. CONCLUSIONS More nuanced conceptualisations of belonging and reciprocity may be helpful in future research, to better capture the context and meaning of individual lives and relationships.
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Affiliation(s)
- Lauren Fulton
- Institute of Health and Wellbeing, University of Glasgow, Glasgow, UK
| | - Deborah Kinnear
- Institute of Health and Wellbeing, University of Glasgow, Glasgow, UK
| | - Andrew Jahoda
- Institute of Health and Wellbeing, University of Glasgow, Glasgow, UK
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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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Martin AJ, Strnadová I, Loblinzk J, Danker JC, Cumming TM. The role of mobile technology in promoting social inclusion among adults with intellectual disabilities. JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2021; 34:840-851. [DOI: 10.1111/jar.12869] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/18/2020] [Revised: 12/17/2020] [Accepted: 01/27/2021] [Indexed: 11/29/2022]
Affiliation(s)
- Andrew J. Martin
- Faculty of Arts, Design and Architecture School of Education University of New South Wales Sydney NSW Australia
| | - Iva Strnadová
- Faculty of Arts, Design and Architecture School of Education University of New South Wales Sydney NSW Australia
- Disability Innovation Institute University of New South Wales Sydney NSW Australia
| | - Julie Loblinzk
- Faculty of Arts, Design and Architecture School of Education University of New South Wales Sydney NSW Australia
- Self Advocacy Sydney, Inc Sydney NSW Australia
| | - Joanne C. Danker
- Faculty of Arts, Design and Architecture School of Education University of New South Wales Sydney NSW Australia
| | - Therese M. Cumming
- Faculty of Arts, Design and Architecture School of Education University of New South Wales Sydney NSW Australia
- Disability Innovation Institute University of New South Wales Sydney NSW Australia
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Setchell J, Barlott T, Torres M. A socio-emotional analysis of technology use by people with intellectual disabilities. JOURNAL OF INTELLECTUAL DISABILITY RESEARCH : JIDR 2021; 65:149-161. [PMID: 33225540 DOI: 10.1111/jir.12796] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/12/2020] [Revised: 10/13/2020] [Accepted: 10/13/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND Access to information and communication technologies (ICTs) is often thought to enhance the lives of people with intellectual disabilities (ID) and is considered an important aspect of digital inclusion. However, inclusion practices often fail to address societal inequalities that lead to and sustain exclusion. The aim of this research was to enhance understandings of the relationships people with ID form with technology by critically analysing the underlying assumptions of inclusion practices. METHOD We employed a post-qualitative approach to reanalyse previously collected data from face-to-face interviews with 10 Australian adults with ID who attended a community literacy programme about their technology use in their daily lives. Two of social theorist Sara Ahmed's key concepts were used to analyse these data: (1) 'stickiness' of emotions, where certain (socially dominant) emotions are considered to attach to objects over time (e.g. mobile phone use is normal/good) and (2) 'fit' between people and objects, where there is a sense of comfort when objects are designed for people like you - those outside the 'norm' experience discomfort and a sense of being 'othered' in their interactions with such objects which do not fit them. RESULTS Our analysis identified how people with ID often attributed positive feelings to technology even when they had seemingly negative interactions with their devices (e.g. they could not use certain features, caregivers acted as gatekeepers to access). The positive associations were likely the outcome of implicitly held understandings that society highly values technology (Ahmed's stickiness of emotions). Although some participants accessed technology without difficulty, others experienced discomfort due to difficulties using devices that were not designed for them (Ahmed's fit between people and objects). Importantly, some participants had access to technology and the technical skill to use ICTs, but other factors, such as not having many friends, impacted their ability to use their devices in meaningful ways. CONCLUSION Our analysis suggests that digital inclusion practices focused on providing access to technology may unintentionally harm in ways that are not immediately apparent when working with people with ID. Harms might include further marginalisation or 'othering' of people with ID. It is important to recognise that well-meaning attempts to encourage use of ICTs may be counterproductive if they lead to experiences of marginalisation. To avoid this, inclusion practices could focus beyond access to devices, and the ability to use them, to include considerations of the multiple socio-emotional effects. What is a good fit is not entirely predeterminable, exploration of the possibilities for what will work well for any individual requires experimentation and creativity, and a careful attention to unintended effects. Beyond this, the development of new technology should consider how to diversify devices that often fail to fit people with disabilities.
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Affiliation(s)
- J Setchell
- School of Health and Rehabilitation Sciences, The University of Queensland, Brisbane, Qld, Australia
| | - T Barlott
- School of Health and Rehabilitation Sciences, The University of Queensland, Brisbane, Qld, Australia
| | - M Torres
- School of Health and Rehabilitation Sciences, The University of Queensland, Brisbane, Qld, Australia
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Nieto C, Moriña A. Mainstream or Special Educational Settings: The Views of Spanish People With Intellectual Disability. JOURNAL OF POLICY AND PRACTICE IN INTELLECTUAL DISABILITIES 2021. [DOI: 10.1111/jppi.12372] [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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Barlott T, Aplin T, Catchpole E, Kranz R, Le Goullon D, Toivanen A, Hutchens S. Connectedness and ICT: Opening the door to possibilities for people with intellectual disabilities. JOURNAL OF INTELLECTUAL DISABILITIES : JOID 2020; 24:503-521. [PMID: 30819039 DOI: 10.1177/1744629519831566] [Citation(s) in RCA: 20] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/23/2023]
Abstract
This study aimed to investigate the experiences of people with intellectual disability (ID) using information and communication technologies (ICTs) and the ways these technologies foster social connectedness. In partnership with a community mental health organization, this qualitative descriptive study explored the experiences of 10 people with ID using ICTs. Participants described how ICTs Opened the Door to Possibilities in their life - ICTs provided an avenue for connecting with other people, a means to pursue personal interests and a tool for organizing everyday life. Opening the door to possibilities was further understood as movement towards digital inclusion for people with ID, conceptualized as the fit between social opportunity and personal skills. We have identified the prominent role social supports play in creating (and constraining) opportunities for digital inclusion, and that digital inclusion has the potential to enable social connectedness and the development of agency. Consideration of the complex interaction between social opportunity and personal skills, and the mediating influence of supports, will enhance the inclusion of people with ID.
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Zhao WM, Thirumal K, Renwick R, DuBois D. Belonging through sport participation for young adults with intellectual and developmental disabilities: A scoping review. JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2020; 34:402-420. [PMID: 33086436 DOI: 10.1111/jar.12817] [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: 03/08/2020] [Revised: 07/28/2020] [Accepted: 09/16/2020] [Indexed: 11/30/2022]
Abstract
BACKGROUND Research suggests that sport facilitates belonging for diverse athletes. This scoping review characterizes literature on sport participation and belonging for young adults with intellectual and developmental disabilities. MATERIALS AND METHODS A search of five databases identified 17,497 articles. Selected articles (N = 39) underwent data extraction and analysis guided by a theoretical framework of belonging, outlining four processes through which belonging is experienced by individuals with intellectual and developmental disabilities. RESULTS Articles originated from developed countries and in the context of Special Olympics (N = 17). Studies commonly used qualitative interviews with proxy respondents. While all studies described at least one belonging process, only 11 studies applied the term "belonging," and no study defined the construct. CONCLUSION Belonging is not well-conceptualized in sports literature for athletes with intellectual and developmental disabilities. Understanding belonging through sport participation for this population may inform sport-based policies and programming.
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Affiliation(s)
- Winnie Mai Zhao
- Department of Occupational Science & Occupational Therapy, University of Toronto, Toronto, Canada
| | - Kirtana Thirumal
- Department of Occupational Science & Occupational Therapy, University of Toronto, Toronto, Canada
| | - Rebecca Renwick
- Department of Occupational Science & Occupational Therapy, University of Toronto, Toronto, Canada
| | - Denise DuBois
- Department of Occupational Science & Occupational Therapy, University of Toronto, Toronto, Canada
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Hughes RB, Robinson-Whelen S, Goe R, Schwartz M, Cesal L, Garner KB, Arnold K, Hunt T, McDonald KE. "I really want people to use our work to be safe"…Using participatory research to develop a safety intervention for adults with intellectual disability. JOURNAL OF INTELLECTUAL DISABILITIES : JOID 2020; 24:309-325. [PMID: 30101664 DOI: 10.1177/1744629518793466] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
People with intellectual disability experience disproportionately high rates of interpersonal violence (IPV) due, in part, to disability-related risks that often can be minimized through targeted intervention. In this article, we describe using an academic and community participatory research approach to develop and test the feasibility of an accessible IPV prevention program for people with intellectual disability. The Safety Class, which is an interactive, structured, eight-session, weekly face-to-face group program, was found feasible for implementation in an efficacy study. Working in partnership with the intellectual disability community through all phases of the project helps ensure the relevance, inclusion, and accessibility of The Safety Class.
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Abstract
Purpose of Review This review explores recent literature (from 2017 onwards) to identify current developments related to reducing stigma and increasing acceptance for people with Intellectual and Developmental Disabilities (IDD) in their communities across diverse cultures. Recent Findings We identified literature related to experiences of stigma for people with IDD and their families across diverse cultures, as well as current and potential interventions and approaches for promoting acceptance. Summary Although the literature confirms that stigma is still a major barrier to acceptance and inclusion for people with IDD regardless of culture, there appears to be progress in terms of using diverse approaches to support acceptance and belonging. Researchers are also increasingly acknowledging the importance of culture and context in the experience and mitigation of stigma. There remains a need for researchers and practitioners to include people with IDD in identifying and prioritising interventions that promote belonging within their communities.
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Wilson NJ, Chen YW, Mahoney N, Buchanan A, Marks A, Cordier R. Experience sampling method and the everyday experiences of adults with intellectual disability: A feasibility study. JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2020; 33:1328-1339. [PMID: 32476225 DOI: 10.1111/jar.12753] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/08/2019] [Revised: 04/19/2020] [Accepted: 04/28/2020] [Indexed: 11/27/2022]
Abstract
BACKGROUND Experiences of people with intellectual disability are often reported by proxy, excluding the person's own perception. To assist people with intellectual disabilities ability to communicate their own experiences, the current study explored the feasibility, reliability and validity of experience sampling methods (ESMs) for people with intellectual disability. METHOD After a training session, 19 participants carried a mobile device for 7 consecutive days, answering a survey when prompted 7 times daily. Participants were interviewed at the end of data collection. RESULTS Excluding incomplete entries, the response rate was 33.8%, varying by living arrangement and employment. Split-half reliability and correlations among logically linked internal experiences demonstrated strong reliability and validity. Illustration of the context of responses supported face validity. Technological and content difficulties were discussed in interviews. CONCLUSIONS Experience sampling methods is feasible for some people with intellectual disability, providing valid and reliable information. Future research is needed to further improve feasibility.
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Affiliation(s)
- Nathan J Wilson
- School of Nursing and Midwifery, Western Sydney University, Richmond, NSW, Australia
| | - Yu-Wei Chen
- Faculty of Medicine and Health, The University of Sydney, Sydney, NSW, Australia
| | - Natasha Mahoney
- School of Nursing and Midwifery, Western Sydney University, Richmond, NSW, Australia.,School of Occupational Therapy, Social Work and Speech Pathology, Curtin University, Perth, WA, Australia
| | - Angus Buchanan
- Faculty of Health Sciences, School of Occupational Therapy, Social Work, and Speech Pathology, Curtin University, Perth, WA, Australia
| | - Anne Marks
- School of Nursing and Midwifery, Western Sydney University, Richmond, NSW, Australia
| | - Reinie Cordier
- Faculty of Health Sciences, School of Occupational Therapy, Social Work, and Speech Pathology, Curtin University, Perth, WA, Australia.,Faculty of Health and Life Sciences, Northumbria University, Newcastle Upon Tyne, UK
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Lin J, Manokara V, Ng JS, Penchaliah S. Implementing Active Support in disability day services: A 6-month prospective study on engagement and behaviours of concern among adults with intellectual disability. JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2020; 33:1307-1317. [PMID: 32413250 DOI: 10.1111/jar.12750] [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: 02/04/2020] [Revised: 04/14/2020] [Accepted: 04/19/2020] [Indexed: 11/28/2022]
Abstract
BACKGROUND Adults with intellectual disability are often disengaged in disability services. While Active Support has found efficacy in residential settings, less is known in day services. This study examines the impact of Active Support in day services for adults with intellectual disability in Singapore, particularly on engagement and behaviours of concern. METHOD An experimental design was used, with a group of 32 participants receiving an Active Support programme over 6 months, compared to a control group of 16 participants with treatment as usual. Time sampling of behaviours was conducted every 4 weeks. RESULTS The Active Support group saw increases in activity engagement and social engagement with staff, and decreases in disengagement and stereotypical behaviours, compared to the control group over time. CONCLUSION Results support the implementation of Active Support across other day services for adults with intellectual disability. Active Support principles should be considered in planning policies and service outcome measures.
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Olsson S, Gustafsson C. Employees' experiences of education and knowledge in intellectual disability practice. JOURNAL OF POLICY AND PRACTICE IN INTELLECTUAL DISABILITIES 2020. [DOI: 10.1111/jppi.12338] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Affiliation(s)
- Sylvia Olsson
- Department of School of Health Care and Social WelfareMälardalen University Eskilstuna Sweden
| | - Christine Gustafsson
- Department of School of Health Care and Social WelfareMälardalen University Eskilstuna Sweden
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Scior K, Hamid A, Hastings R, Werner S, Belton C, Laniyan A, Patel M, Kett M. Intellectual disability stigma and initiatives to challenge it and promote inclusion around the globe. JOURNAL OF POLICY AND PRACTICE IN INTELLECTUAL DISABILITIES 2020. [DOI: 10.1111/jppi.12330] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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Cheng SL, Prohn SM, Dinora P, Broda MD, Bogenschutz M. Measuring and Tracking Personal Opportunity Outcome Measures Over 3 Years to Guide Policy and Services That Promote Inclusive Community Living. INCLUSION (WASHINGTON, D.C.) 2020; 8:335-350. [PMID: 34423065 PMCID: PMC8375515] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
National policy and litigation have been a catalyst in many states for expanding personal outcomes for people with intellectual and developmental disabilities (IDD) and have served as an impetus for change in state IDD systems. Although several metrics are used to examine personal outcomes, the National Core Indicators (NCI) In-Person Survey (IPS) is one tool that provides an annual depiction of the lives of people who receive Medicaid Home and Community Based IDD waiver services (HCBS). This article examines whether a validated, three-factor (Privacy Rights, Everyday Choice, and Community Participation) measure of Personal Opportunity, derived from NCI items, functions as predicted across non-equivalent, NCI cohorts (N=2400) from Virginia in 2017, 2018, and 2019. Multiple-groups confirmatory factor analysis (CFA) was employed to examine the invariance and generalizability of the Personal Opportunity constructs. Results indicated that Privacy Rights, Everyday Choice, and Community Participation measured the same concepts even when time and group varied. Significant improvements in Privacy Rights and Community Participation were observed when comparing latent factor means across years. Findings provide stakeholders with a tool for interpreting personal outcomes in the contexts of policy and practice intended to improve inclusion and quality of life for adults with IDD.
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Louw JS, Kirkpatrick B, Leader G. Enhancing social inclusion of young adults with intellectual disabilities: A systematic review of original empirical studies. JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2019; 33:793-807. [PMID: 31652027 DOI: 10.1111/jar.12678] [Citation(s) in RCA: 18] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/12/2018] [Revised: 09/28/2019] [Accepted: 10/04/2019] [Indexed: 11/28/2022]
Abstract
BACKGROUND Social inclusion is regarded as an important determinant of health, particularly for young adults with intellectual disabilities. However, only a limited number of reviews report on the findings of original empirical studies on social inclusion of young adults with intellectual disabilities. This review provides a succinct synopsis of original empirical studies on social inclusion among young adults with intellectual disabilities for the period between January 2013 and January 2019. METHODS Studies were drawn from three electronic databases: ScienceDirect, PubMed and PsycINFO. In addition, hand searches were carried out in several international journals focusing on intellectual disability research. The review included both qualitative and quantitative studies. In all, 24 key studies met the inclusion criteria for this review. The Methodological Quality Checklist developed by Downs and Black (Journal of Epidemiology Community Health, 1998, 52, 377) was used to independently assess study quality, and the Cochrane Collaboration Intervention Clinical Appraisal Form was used to extract data and outcome measures for each study. RESULTS Among the key findings, structured and organized social inclusion interventions were reported to create better opportunities to engage in social interactions and improve social skills. Moreover, evaluating outcomes on the two core quality-of-life domains, that of interpersonal relationships and community participation, were reported to facilitate positive outcomes for social inclusion of young adults with intellectual disabilities. CONCLUSION There is a need to do an in-depth exploration of the potential impact of facilitators that promote social inclusion of young adults with intellectual disabilities, by conducting rigorous empirical investigations.
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The Impact of Lifelong Family Care on Family Caregivers’ Perceptions of the Sexuality of Young Adults with Intellectual Disabilities in the Western Cape of South Africa. SEXUALITY AND DISABILITY 2019. [DOI: 10.1007/s11195-019-09595-2] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/10/2023]
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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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Capri C, Abrahams L, McKenzie J, Coetzee O, Mkabile S, Saptouw M, Hooper A, Smith P, Adnams C, Swartz L. Intellectual disability rights and inclusive citizenship in South Africa: What can a scoping review tell us? Afr J Disabil 2018; 7:396. [PMID: 29850438 PMCID: PMC5968870 DOI: 10.4102/ajod.v7i0.396] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/30/2017] [Accepted: 12/05/2017] [Indexed: 11/18/2022] Open
Abstract
BACKGROUND Intellectual disability (ID) is the most prevalent disability in the world. People with intellectual disability (PWID) frequently experience extreme violations of numerous human rights. Despite greater prevalence in South Africa than in high-income countries, most ID research currently comes from the Global North. This leaves us with few contextually sensitive studies to draw from to advance inclusive citizenship. OBJECTIVES Our scoping review aims to investigate pertinent ID rights issues in South Africa, synthesise quantitative and qualitative studies, and provide a synopsis of available evidence on which to base future work. We aim to clarify key concepts, address gaps in the literature and identify opportunities for further research. METHOD We followed strict eligibility criteria. Medical subject heading terms were entered into seven databases. Seven reviewers worked independently, two per paper. Quantitative and qualitative data extraction forms were designed. We followed Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) guidelines and registered a protocol. An inductive approach enabled a thematic analysis of selected studies. RESULTS By following PRISMA guidelines, 82 studies were assessed for eligibility of which 59 were included. Ten sub-themes were integrated into four main themes: the right not to be discriminated against, the right to psychological and bodily integrity, the right to accommodating services and challenges to rights implementation. CONCLUSION People with intellectual disability face compound difficulties when trying to assert their constitutionally entitled rights. This ongoing project requires serious commitment and action. Statutory obligations to nurture every South African's human rights naturally extend to PWID and their supporters who forge ahead in a disabling environment.
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Affiliation(s)
- Charlotte Capri
- Department of Psychiatry and Mental Health, University of Cape Town, South Africa
- Alexandra Hospital, Western Cape Government, South Africa
| | - Lameze Abrahams
- Department of Psychiatry and Mental Health, University of Cape Town, South Africa
- Lentegeur Psychiatric Hospital, Department of Health, South Africa
| | - Judith McKenzie
- Department of Health & Rehabilitation Sciences, University Of Cape Town, South Africa
| | - Ockert Coetzee
- Department of Psychiatry and Mental Health, University of Cape Town, South Africa
- Alexandra Hospital, Western Cape Government, South Africa
| | - Siyabulela Mkabile
- Department of Psychiatry and Mental Health, University of Cape Town, South Africa
- Lentegeur Psychiatric Hospital, Department of Health, South Africa
| | - Manuel Saptouw
- Lentegeur Psychiatric Hospital, Department of Health, South Africa
| | - Andrew Hooper
- Lentegeur Psychiatric Hospital, Department of Health, South Africa
| | - Peter Smith
- Department of Psychiatry and Mental Health, University of Cape Town, South Africa
- Lentegeur Psychiatric Hospital, Department of Health, South Africa
| | - Colleen Adnams
- Department of Psychiatry and Mental Health, University of Cape Town, South Africa
| | - Leslie Swartz
- Department of Psychology, Stellenbosch University, South Africa
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