Suchergebnisse

AbstractTo help maintain the right of children with an intellectual disability to grow up in their family home, this study explored Romanian mothers' experiences of overcoming the many challenges to the provision of care to assure a high quality of life for their child. Studied were mothers' experiences upon being told by a professional that their child had a disability and of their experiences of caring for their children at home in the context of Romanian disability legislation and contact with local Disability Commissions. The data, obtained via an exploratory qualitative study, were based upon eight interviews with mothers of children with disabilities carried out with the assistance of a bilingual interpreter. Interviews were transcribed and analyzed using Interpretative Phenomenological Analysis. Two themes of "uncertainty" and "disempowering bureaucracy" were parsed from mothers' various experiences. Due to various sociocultural barriers and unclear communication, mothers experienced uncertainty surrounding the diagnosis of their child's condition. In light of this uncertainty and the ambivalent attitudes of professionals, mothers experienced disempowering bureaucracy while striving to meet the annual requirements of their local Disability Commission. The study revealed gaps in the disclosure process of an intellectual disability that lead to uncertainty among the mothers toward professionals. The disempowering bureaucracy connected to the local Disability Commission impeded mothers access to community support and contributed toward a lack of understanding of the needs of their child.

AbstractBackgroundStaff member's views and attitudes can have a significant impact on people with an intellectual disability. This study explores staff attitudes and experiences of people with an intellectual disability's expression of relationships and sexuality across service providers in Ireland.MethodsStaff (n = 86) from service providers (n = 5) completed the Attitudes to Sexuality Questionnaire‐Individuals with an Intellectual Disability (ASQ‐ID) and open‐ended questions.ResultsMultidirectional significant differences were noted on staff attitudes to sexuality based on demographic factors, that is, age, education, as well as non‐demographics, for example, attendance at training, and active practising of religion. Qualitatively, three themes emerged: "Unsupported and Frustration"; "Taboo Subject Matter" and "Vulnerability and Access to Education". Staff reported a lack of service supports, dominant conservative cultures and people with an intellectual disability's vulnerability.ConclusionThis study highlights the need for improved service practices and enhanced provisions for staff and the people with an intellectual disability that they support.

Distinguishing autism spectrum behaviors from behaviors relating to disorganized attachment can be challenging. There is, for instance, a notable overlap between both conditions in terms of behaviors deemed stereotypical. In addition, there are also similarities regarding some atypical social overtures. Responding to this overlap has been the subject for much debate in the literature. Disorganized attachment was first introduced and conceptualized by the attachment researcher, Mary Main. Main is considered the leading authority on coding this phenomenon. During the course of archival research, we obtained Main's notes on coding attachment in a group of 15 children with autism spectrum conditions (hereafter ASC). Drawing on these texts, this article explores Main's reasoning when making distinctions between ASC and attachment at the behavioral level. Our approach is informed by Chang's argument for the potential of "history as complementary science." Analysis indicates that, for Main, frequency and timing were important differential factors when attributing a behavior to either ASC or the child's attachment pattern.