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Seale, Jane K.; Pockney, Rebecca
doi: 10.1046/j.1468-3156.2002.00195.xpmid: N/A
There has been considerable debate regarding whether people with a learning disability should be encouraged to develop friendships with disabled or nondisabled people and what influence this might have on their sense of identity. It is also increasingly recognized that the Personal Home Page is a useful tool for making contact with potential friends and for managing identity. This paper explores the extent to which people with Down's syndrome are using Personal Home Pages to make and maintain friendships and, thus, say something about the self‐image they wish to portray. The Personal Home Pages of five Internet Service Providers were sampled and 16 Personal Home Pages of adults with Down's syndrome were found that referred in some way to friendships. A thematic analysis of these pages indicated that the authors could be attempting to present an image of themselves as someone who is capable of having friends. Analysis of the guest‐book messages also revealed that the readers of the Home Pages were responding to these attempts at initiating a relationship. Further work needs to be done to develop the sampling methodology in order to enable further exploration of what influences the publication of these Home Pages.
Harper, Glynis; Hopkinson, Peter; McAfee, John G.
doi: 10.1046/j.1468-3156.2002.00208.xpmid: N/A
The purpose of this paper is to introduce people working in the field of learning disabilities to the concept of ‘protective behaviours’ (PBs). It suggests that the PBs approach is relevant to people with learning disabilities, particularly in relation to issues of vulnerability and empowerment. The paper briefly overviews the basic features of the PBs approach and provides examples of its application in clinical settings. It concludes that the PBs process is of fundamental importance to services for people with learning disabilities and recommends that professionals would benefit from attending any training opportunities that may arise.
Mendel, Elizabeth; Hipkins, Jane
doi: 10.1046/j.1468-3156.2002.00209.xpmid: N/A
The present study aimed to apply motivational interviewing techniques in assisting clients with learning disabilities through the Stages of Change (Prochaska & Diclemente 1986). Motivational interviewing and the stages of change model have been effectively applied to alcohol problems. However, this approach has not been applied to people with learning disabilities. Particularly within a forensic service, there is a need to develop group treatments for people with alcohol‐related offences as current alcohol education programmes do not necessarily lead to changes in attitudes and behaviour. This involved interactive teaching methods adapted for people with mild learning disabilities. The group met for 1 h over three sessions and staff training was provided. A variety of measures (pre and post group) demonstrated increases in clients' motivation, self‐efficacy and determination to change their drinking behaviour. Recommendations were made to develop the group further.
Mitchell, Jillian R.; Van Der Gaag, Anna
doi: 10.1046/j.1468-3156.2001.00131.xpmid: N/A
The aim of the present study was to investigate the effectiveness of Odyssey Now (ON), a multi‐sensory programme designed for use with people with learning disabilities. A combination of qualitative and quantitative methods was used to assess levels of interaction and engagement in two individuals with severe/profound learning disabilities. Increases in interaction and engagement were observed during the ON sessions. Both individuals interacted more with their environments during these sessions than they did during other, ‘routine’ activities. Staff also observed positive changes in the participants over time. These results suggest that the ON programme does have observable benefits for individuals with severe/profound learning disabilities. The methods used in the present study appear to be sensitive to subtle changes in communication which are often difficult to measure. Replication of this methodology on a larger scale would be beneficial, not only in terms of evaluating this programme, but also in determining the effectiveness of other programmes for individuals with severe/profound learning disabilities.
doi: 10.1046/j.1468-3156.2002.00210.xpmid: N/A
The paper examines the response of two subjects who attended a programme of music activity therapy in which the music activities encouraged peer interaction. Music activity therapy was compared with a control condition (i.e. ball and target games). Both treatment conditions increased the level of positive interaction. The absence of negative interaction was also significant. The results affirmed the value of nonverbal interventions in encouraging interaction, and offered insights into the relationship between the two subjects.
Robertson, John; Clegg, Jennifer
doi: 10.1046/j.1468-3156.2002.00194.xpmid: N/A
A small group of experienced community workers providing risk management for men with learning disabilities who sexually offend was studied. Attribution statements participants made about their risk appraisals were analysed using the Leeds Attributional Coding System (LACS). Results highlight the effort participants made to obtain sufficient information. They focused on factors external to the service‐user for most effective risk management, but their confidence was undermined by other staff minimizing the importance of such risks. Services that fail to develop specialist risk assessment skills and to address the modest ‘economics of effort’ required for effective practice may compromise risk management by community staff.
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