scholarly journals Understanding violence when the perpetrator has an intellectual disability: The perceptions of professionals

2017 ◽  
Vol 23 (4) ◽  
pp. 552-566 ◽  
Author(s):  
Andrew Lovell ◽  
Joanne Skellern
Keyword(s):  
Intellectual Disability ◽  
Data Analysis ◽  
Qualitative Study ◽  
Intellectual Disabilities ◽  
The Other ◽  
Structured Interviews ◽  
Violent Behaviour ◽  
People With Intellectual Disabilities ◽  
Views And Perceptions ◽  
The Impact

Aim: The research sought to enhance professional understanding of the violence perpetrated by some people with an intellectual disability. Background: The violent behaviour exhibited by some people with intellectual disabilities remains poorly understood, particularly with regard to a clear and informative definition. Design: A qualitative study investigated the views and perceptions of professionals working directly with people with an intellectual disability in different settings. Methods: Twenty-two semi-structured interviews were undertaken with professionals from a variety of backgrounds, and four themes were generated through data analysis. Findings: Themes produced comprised the degree of intellectual disability, impulsivity, intentionality and unpredictability. Findings indicated tension between understanding violence as purposeful and explaining it in relation to the intellectual disability and/or additional conditions. Conclusion: Intellectual disability is central to understanding the impact of the other three themes, though there is a professional reluctance to use such knowledge as evidence to inform practice.

Offending Behaviours in People with Intellectual Disabilities

2020 ◽  
pp. 169-180
Author(s):  
John L. Taylor ◽  
William R. Lindsay ◽  
John Devapriam
Keyword(s):  
Intellectual Disability ◽  
Intellectual Disabilities ◽  
Service Level ◽  
Violent Behaviour ◽  
Sexually Aggressive ◽  
Assessment And Treatment ◽  
People With Intellectual Disabilities ◽  
Offending Behaviour ◽  
The Impact ◽  
The Relationship

Offending behaviour and intellectual disability has long been—erroneously—associated in the literature and this misattribution has shaped services for this population. In this chapter, the relationship between intellectual disability and criminality is described along with the impact on the care and treatment of people in this population. Developments in the assessment of risk are outlined and clinical interventions for fire setting, sexually aggressive and violent behaviour are detailed, along with consideration of service level outcomes. Over the last 20 years or so there have been significant developments in clinical assessment and treatment approaches for people with intellectual disabilities who offend, however more rigorous and larger scale research is required to support further advances.

scholarly journals Aspirations held by young adults with intellectual disabilities and their mothers

2020 ◽  
Vol 29 (2) ◽  
pp. 107-116
Author(s):  
Mary McMahon ◽  
Karen Moni ◽  
Monica Cuskelly ◽  
Jan Lloyd ◽  
Anne Jobling
Keyword(s):  
Young Adults ◽  
Intellectual Disability ◽  
Young People ◽  
Intellectual Disabilities ◽  
Small Scale ◽  
Structured Interviews ◽  
Future Aspirations ◽  
People With Intellectual Disabilities ◽  
Adults With Intellectual Disabilities ◽  
Nuanced Understanding

This study reports on Australian small-scale exploratory descriptive research into how young people with intellectual disability and their families construct their futures. The aims of this research were to (a) better understand the future aspirations held by young adults with intellectual disability and their parents, (b) identify enablers and barriers to the achievement of these aspirations, and (c) provide insights for career practitioners who support young people with intellectual disability and their parents to achieve their personal and career goals. Participants were four young people with intellectual disabilities aged between 18 and 30 years and their mothers. Data were collected through semi-structured interviews and analysed thematically. Results provide a nuanced understanding of the issues facing young people with intellectual disabilities and their families in constructing their futures. Suggestions are offered that can inform career development practice and policy.

The influence of intellectual disability on longitudinal arching and symmetry of lateral and medial load of the foot

2019 ◽  
Vol 6 (1) ◽  
pp. 29-34
Author(s):  
Marta Bibro ◽  
Agnieszka Jankowicz-Szymańska ◽  
Katarzyna Wódka ◽  
Małgorzata Łaczek-Wójtowicz
Keyword(s):  
Intellectual Disability ◽  
Intellectual Disabilities ◽  
Down's Syndrome ◽  
Down’S Syndrome ◽  
Control Group ◽  
Functional Efficiency ◽  
Flat Feet ◽  
People With Intellectual Disabilities ◽  
The Right ◽  
The Impact

Background: In the population of people with intellectual disabilities (ID) there is a frequent occurrence of bone deformities and orthopedic problems affecting the feet as well. They are associated with a change of the loading of the feet. It affects the deterioration of the functional efficiency of the feet, often contributes to discomfort, pain and predisposes to the development of adverse changes in the upper body segments. The aim of the study was to assess the impact of intellectual disability in participants with aetiology other than Down’s syndrome on longitudinal arching and symmetry of lateral and medial load of the foot. Materials and methods: There were 38 participants with mild and moderate intellectual disability, with an average age of 23 years and 44 young non-disabled people with an average age of 20.8 under research. The main measurement tool used to assess the arching and loading the foot zones was the BTS P-WALK platform. The measurement included analysis in terms of statics and lasted 30s. Results: The comparison of both groups showed no significant differentiation in the medial and lateral load of the forefoot and rearfoot. Among people with ID correct arches of the feet were observed in 52.6% of participants in the right foot and 57.9% of the left foot, while in the control group in 56.9% in both the right and left foot. People with intellectual disabilities were characterized by a higher rate of flatfoot in relation to the control group. The hollow foot was more frequently observed in control group than in people with ID. Conclusions: In people with intellectual disabilities with aetiology other than Down’s syndrome, flat feet are diagnosed more often than in healthy peers who do not differ in body weight and BMI. Intellectual disability is associated with a greater loading of the medial part of the forefoot.

scholarly journals Using PAR to promote social justice for older people and people with intellectual disabilities

2019 ◽  
Author(s):  
Katie Wright-Bevans ◽  
Michael Richards
Keyword(s):  
Qualitative Research ◽  
Health Promotion ◽  
Qualitative Study ◽  
Intellectual Disabilities ◽  
The Other ◽  
Participatory Methods ◽  
Research Projects ◽  
Participatory Action ◽  
People With Intellectual Disabilities ◽  
Community Choir

Qualitative research methods and participatory action research (PAR) share many intrinsic and complementary qualities. We present two cases, one adopted a broader PAR approach, a health promotion project with men with intellectual disabilities, and the other used participatory methods within a longitudinal qualitative study exploring the benefits of community choir participation. We discuss the nature of the methods adopted and how they helped and hindered both research projects. We conclude that despite some common challenges, qualitative studies can benefit from drawing on PAR principles.

scholarly journals Using PAR to Promote Social Justice for Older People and People with Intellectual Disabilities

2020 ◽  
Vol 13 (2) ◽  
pp. 219-232
Author(s):  
Katie Wright-Bevans ◽  
Michael Richards
Keyword(s):  
Qualitative Research ◽  
Health Promotion ◽  
Qualitative Study ◽  
Intellectual Disabilities ◽  
The Other ◽  
Participatory Methods ◽  
Research Projects ◽  
Participatory Action ◽  
People With Intellectual Disabilities ◽  
Community Choir

Qualitative research methods and participatory action research (PAR) share many intrinsic and complementary qualities. We present two cases, one adopted a broader PAR approach, a health promotion project with men with intellectual disabilities, and the other used participatory methods within a longitudinal qualitative study exploring the benefits of community choir participation. We discuss the nature of the methods adopted and how they helped and hindered both research projects. We conclude that despite some common challenges, qualitative studies can benefit from drawing on PAR principles.

scholarly journals – Effect of applying a teaching strategy based on brain absorption to people with intellectual disabilities– Case Study on Students with Intellectual Disabilities and Charges Syndrome : تأثير تطبيق استراتيجية تدريس مبنية على أفصاص الدماغ على ذوي الإعاقة الفكرية– دراسة حالة على عينة من طلبة ذوي الإعاقة فكرية ومتلازمة تشارج –

2019 ◽  
Vol 3 (25) ◽  
Author(s):  
Mshal Abdullah Almuqary
Keyword(s):  
Intellectual Disabilities ◽  
Teaching Strategy ◽  
Charge Syndrome ◽  
The Other ◽  
Before And After ◽  
People With Intellectual Disabilities ◽  
Students With Intellectual Disabilities ◽  
The Impact ◽  
Abnormal Brain

    This research examined the impact of hemispheric-teaching strategy on individuals with intellectual disability. The author argues that if one of the two hemispheres is more dysfunctional by presenting poorer attributed functions than the other due to abnormal brain development and one is more functional than the other, processing and analyzing inputs and information would be manifested in the superior hemisphere thus teaching those individuals by which it meets their dominant hemisphere will increase their performance. A sample of two students with Intellectual Disabilities and CHARGE Syndrome underwent right and left-hemispheric teaching strategies and were assessed before and after the intervention to examine the argument. Both participants exhibited improvement in their performance on the assigned task, but more improvement was exhibited from the participant who underwent the left-hemispheric teaching strategy.   ، ، ، ، ، 

scholarly journals Enhanced participation or just another activity? The social shaping of iPad use for youths with intellectual disabilities

2020 ◽  
pp. 174462952091131
Author(s):  
Charlotta Isaksson ◽  
Elisabet Björquist
Keyword(s):  
Intellectual Disability ◽  
Intellectual Disabilities ◽  
Interpersonal Communication ◽  
Social Care ◽  
The Other ◽  
Tablet Devices ◽  
Technology Acquisition ◽  
The Social ◽  
Social Shaping ◽  
People With Intellectual Disabilities

The use of smartphones and tablet devices in activities is believed to have great potential for enhancing the participation of people with intellectual disabilities. However, these technologies, in themselves, do not contribute to participation. What matters is how they are used. Employing the concept of domestication and insights gained from interviews with staff, this article examines conditions for the enhanced participation of youths with intellectual disability and how tablet devices are being integrated into social care settings, in particular. The findings reveal two approaches to tablet integration. In one approach, tablet use is an organized practice focused on technology acquisition, skills improvement and entertainment. In the other, it is integrated into existing practices as an aid to interpersonal communication. The organized digital activities create conditions for the youths to participate like non-disabled peers. The greatest potential for enabling participation with each other is when the youths themselves initiate the use of tablets.

scholarly journals Teachers Voices: A Qualitative Study on Burnout in the Portuguese Educational System

2021 ◽  
Vol 11 (8) ◽  
pp. 392
Author(s):  
Ana Isabel Mota ◽  
João Lopes ◽  
Célia Oliveira
Keyword(s):  
High School ◽  
Content Analysis ◽  
Qualitative Study ◽  
High School Teachers ◽  
Educational System ◽  
Education System ◽  
The Other ◽  
Structured Interviews ◽  
School Teachers ◽  
The Impact

Teaching has been identified as an environment of extreme physical, mental, and cognitive demand for teachers and is one of the careers where burnout levels are the highest. This qualitative study aims to (i) understand the importance of personal, organizational, and classroom dimensions concerning the Portuguese education system, (ii) and how these dimensions contribute to burnout in Portuguese teachers from different teaching levels. Semi-structured interviews were conducted with twenty-six primary and high school teachers. Results offer insights on the impact that different variables have on teachers’ burnout. The content analysis suggests that organization is the most relevant dimension contributing to teachers’ burnout. On the other hand, the classroom category appears to be the most challenging context for teachers to manage. The results highlight the need to consider the dynamics and interdependency between personal, organizational, and classroom dimensions in the development and prevalence of burnout.

scholarly journals Exploring the Impact of Home-Schooling on the Psychological Wellbeing of Irish Families During the Novel Coronavirus (COVID-19) Pandemic: A Qualitative Study Protocol

2020 ◽  
Vol 19 ◽  
pp. 160940692098095
Author(s):  
Katriona O’Sullivan ◽  
Amy McGrane ◽  
Serena Clark ◽  
Kevin Marshall
Keyword(s):  
Qualitative Study ◽  
Home Schooling ◽  
Open Access Journal ◽  
The Other ◽  
Psychological Wellbeing ◽  
Snowball Sampling ◽  
Structured Interviews ◽  
School Closures ◽  
Convenience Sample ◽  
The Impact

Background: The COVID-19 pandemic has placed severe restrictions on people’s behavior worldwide with school closures in many countries. These closures have shifted education from the classroom to the home. This change is unprecedented, and home-schooling has placed substantial stress on families across the world. As of 9 April 2020, 1.57 billion children were being educated by families that had little or no experience of protracted home-schooling. An essential but neglected issue related to COVID-19 is the psychological impact of home-schooling on family wellbeing, especially considering the other stressors they are experiencing including social isolation, fears of infection, frustration, boredom, inadequate information, and financial stress. This study explores the impact of home-schooling on family psychological wellbeing during COVID-19. These findings will help develop supports and interventions for this population. Methods: An exploratory qualitative study will be conducted using semi-structured interviews with a convenience sample of families (at least one parent and one child). Participants will be recruited using social media outlets, contacts of academic members and snowball sampling. Interviews will take place using Microsoft Teams and via telephone and recorded for transcription purposes. These transcripts will be analyzed using interpretative phenomenological analysis (IPA). Ethical approval has been granted by the Social Research Ethics Subcommittee (SRESC) Maynooth University (2407411). The Science Foundation Ireland (SFI) has funded the research with the COVID-19 rapid response grant. The dissemination of findings will be through open access journal publications, distribution of lay summaries, press release and policy papers. Discussion: The research findings will discuss the impact that home-schooling has had on family psychological wellbeing. It will examine how parents are managing their children’s education and learning while handling the other stresses associated with COVID-19. A deeper understanding of the impact of school closures and home-schooling on family processes is essential if the psychological wellbeing of families is to be protected and supported during challenging times such as health-related disasters.

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