Emotion and relatedness as aspects of the identities of adolescents with severe learning disabilities: contributions from ‘practice‐near’ social work research

This paper considers social and personal/individual approaches to researching identities of adolescents with severe learning disabilities; suggesting that vital components of emotionality and relatedness are largely missing from research and consequently from literature informing social care professionals. This leaves untapped, rich information and communication resources for research which may improve understandings of the experiences of a socially excluded group of young people. A psychosocial view of adolescent identity development, ‘subjectivation’, offers a way forward and a case study on ‘Billy’, drawn from a ‘practice‐near’ observational study, helps to illustrate this. Observation allows the researcher to be sensitive to the subtle ways in which identities of young people with severe learning disabilities are constructed, often with a sense of fragility and uncertainty. Continuities of experience between the young people and the rest of the adolescent community may be seen, but also the impact of living with impairment can be thought about in relation to the particular psychosocial circumstances of each young person. Knowledge of these processes enhances social work practice by encouraging workers to be sensitive to, and healthily curious about, the multiple ways in which identities of young people with severe learning disabilities are shaped in relationship with those around them and the wider social field.     

Factors affecting poverty among people with disabilities and antipoverty policies in South Korea

Previous studies analysed factors of poverty among people with disabilities without considering hierarchical or segmented structure by disability type or degree. Such approaches overlooked an auto-correlation problem among observations and overestimated the significance of the coefficient. In this study, a hierarchical generalised linear model (HGLM) was used to overcome these problems. This study found that sex, age, educational level, health condition, employment, being head of the household, area of residence, number of household members, and employment and work-life discrimination all had a significant effect on poverty among people with disabilities. The author suggests more detailed antipoverty policies.     

Australia's disabling income support system: tracing the history of the disability pension from 1908 to today

This article is based on a historical‐comparative policy and discourse analysis of the principles underpinning the Australian disability income support system. It determines that these principles rely on a conception of disability that sustains a system of coercion and paternalism that perpetuates disability; this is referred to as disablism. The article examines the construction of disability in Australian income support across four major historical epochs spanning the period 1908–2007. Contextualisation of the policy trajectory and discourses of the contemporary disability pension regime for the time period 2008–now is also provided. The system was found to have perpetuated disablism through the generation of disability categories on the basis of normalcy and ableness as a condition of citizenship. Two major themes were found to have interacted with the ideology of disablism. The first theme – Commonwealth authority – set the tone for legitimising the regulation of disabled citizens. The second theme – conservative sanctioned paternalism and coercion – reflected the tensions between the paternalistic concern for income support provision while attempting to prevent idleness and welfare dependency. This article argues that a non‐disabling provision based on social citizenship, rather than responsible or productive citizenship, counters the tendency for authoritarian and paternal approaches.     

Financial access and economic participation of youth with disabilities in China: an exploratory study

Financial access is an important indicator of economic participation and is particularly relevant to asset building among vulnerable individuals in transitional stages of their lives. Drawing on data from a survey of disabled youth (ages 16–25) in Beijing, this study examines determinants of the target group's financial access. It focuses on a range of individual, household and institutional factors that affect breadth and depth of financial access. Quantitative results complemented by field interviews demonstrate a gap between financial access breadth, measured by account holding, and access depth, measured by regular banking activity. Although individual characteristics, especially disability types and severity, have significant effects on the chances that a youth holds an account, household and financial institution factors show stronger effects on regular banking activity than do individual variables. Finally, this article discusses the implications of the study for economic participation and financial capability among youth with disabilities in China.     

Effective personalised housing support for people with disabilities – case study analysis

International policy trends favour personalised approaches to housing support for people with disabilities. Previous research is inconclusive about whether these approaches are effective compared to group home support in the way they use government resources and benefit clients, partly because it does not usually consider the experiences of people who use the support. In this research we compared six new, innovative case studies of personalised housing support to previous research about group home support. We included qualitative data about client experiences, in particular regarding social networks, decision making, community service use and participation in domestic tasks. We found that client outcomes were positive in all four categories, while the financial costs to clients and government were similar to group home support. The results offer evidence that current, personalised approaches to housing support can be an effective policy option that allows people with disabilities to make choices about how to live and participate in their communities, without increasing the cost to government.     

Disability rating system reform in Korea: focusing on improving of the service delivery system for people with disabilities

The purpose of this study is designed to explore of improving the service delivery system for people with disabilities in Korea according to the reforming disability grading system. Focus group interview was conducted with public officials involved in the pilot project. As the analysis results, The study suggested it was able to provide integrated services for people with disabilities through intergraded network for public-private partnership, to be connected case management between public-private sector, to establish a unified window for the disabled to handle complaints while using the service and to be accessibility improvement through counseling visits to the disabled. Findings from the study have both practical and policy implications for the service delivery system for people with disabilities. Future studies should include opinions from the perspective of the people with disabilities who participated in the pilot project.     

Working‐age people with disability and labour force participation: Geographic variations in Australia

To examine geographic variation in labour force participation rate (LFPR) of working‐age people with disability in Australia and associated factors. This study uses Australian Census 2016 data at Statistical Area Level 2 (SA2) and engages multiple linear regression to explore the relationship between the dependent variable,= LFPR of people with disability, and diverse independent variables that reflect collective characteristics of people with disability and their non‐disabled peers within SA2. While LFPRs for people with disability varied greatly by SA2, people with disability had considerably lower LFPR than their non‐disabled peers in all areas. The LFPRs tended to be higher in SA2s with higher percentages of people with disability who had completed year 12 or gained post‐school education, with higher household income, and where a higher proportion of people with disability mainly spoke English at home. These results indicate that where people live matters. Geographic variation in LFPR for people with disability is associated with geographic variation in their educational attainment and other social and community characteristics of the areas in which they live. This study contributes towards gaining a more sophisticated and nuanced understanding of the factors that influence LFPR of people with disability in relation to their local community environment.     

Barriers to finding and maintaining open employment for people with intellectual disability in Australia

Everyone has the right to employment. Work is important for health, well-being, and social, economic, and financial inclusion. However, it is often difficult for people with intellectual disability to find and maintain work, especially in the open labour market. Policy challenges remain about who can access open employment (also sometimes called competitive or supported employment) and how often people with intellectual disability do so. Greater understanding about the barriers that people with intellectual disability encounter when they try to find and keep work in open employment is needed. Drawing on research with 51 people with intellectual disability in Australia, this paper examines the systemic barriers they report to finding and maintaining work in open employment. The findings highlight that the barriers they experience stem from narrow, dismissive, and discouraging attitudes to their work in open employment and from a spectrum of experiences of stigma and discrimination in open workplaces. The paper thus provides new knowledge about reasons that people with intellectual disability may either reject or not continue in open employment and take up less inclusive work options. The paper discusses the implications of the findings, including the need for policy development for attitudinal change, designing more varied roles for employees with intellectual disability, ensuring access to industrial relations protections, and increasing and better regulating and funding requirements on support to people with intellectual disability who are seeking work in open employment.     

Teaching and learning communication with children and young people: developing the qualifying social work curriculum in a changing policy context

Twenty years after survey evidence showed that UK social work students could complete their training without having learnt about or worked with children, new research suggests little has changed. There is still no guarantee that any student on qualification will have been taught about or assessed in communication skills with children and young people. This is despite the claim that the pre‐registration award provides teaching and assessment in core generic skills as a foundation for the development of specialist practice roles in agencies. In fact, as this paper shows, a common understanding of what counts as effective communication with children has yet to be consolidated in social work practice and research. This has impeded the process of curriculum development. Divergent expectations about what counts as social work communication with children in a changing policy context may be exacerbating long‐standing uncertainties about how genericism and specialism should be linked in professional education and training. In exploring these issues, this paper seeks to clear the way for the renewed effort that is now required if this aspect of curriculum development is to be effective.     

Policy and practices relating to the active engagement of older people in the community: a comparison of Sweden and Australia

This article compares policy and practices for engaging older people in community life in Sweden and Australia. Barriers and support for active engagement through paid work, social activism, volunteering and aged services are compared. Both countries face issues of ageing populations, services for rural areas and people with small needs. Issues for Sweden were the absence of age discrimination legislation, availability of funds and lack of recognition of the growing levels of volunteering. Issues for Australia concerned the new managerialist approach to services, with associated complexities of access and limited social activism.     

Mind the gap: the extent of violence against women with disabilities in Australia

A comprehensive national response to violence against women with disabilities is long overdue in Australia. Work to date suggests that the issue is endemic yet largely invisible. Responses at the national level are hampered by the lack of information regarding violence against women with disabilities due to under‐reporting and inadequate capture of the prevalence of this violence. This article explores approaches to collecting data regarding violence against women with disabilities in Australia and adds to the limited body of knowledge about the prevalence of violence for these women through interrogation of available data. Further analysis of the 2012 Personal Safety Survey data indicates that among women with disabilities aged under 50, 62 per cent have experienced violence since the age of 15, and women with disabilities had experienced three times the rate of sexual violence in the past 12 months compared to those without disabilities. These findings still do not represent the full extent of violence against women with disabilities, since the Personal Safety Survey samples only women who reside in private dwellings and excludes those living in disability care settings. Insight is offered as to what is needed to comprehensively capture the required data and the implications for policy.     

Access to social protection among people with disabilities: Evidence from Viet Nam

Although people with disabilities are frequently targeted as key beneficiaries of social protection, little is known on their access to existing programmes. This study uses mixed methods to explore participation in disability‐targeted and non‐targeted social protection programmes in Viet Nam, particularly in the district of Cam Le. In this district, social assistance and health insurance coverage among people with disabilities was 53 per cent and 96 per cent respectively. However, few accessed employment‐linked social insurance and other disability‐targeted benefits (e.g. vocational training, transportation discounts). Factors affecting access included the accessibility of the application process, disability assessment procedures, awareness and the perceived utility of programmes, and attitudes on disability and social protection.     

To Coordinate Information in Practice: Dilemmas and Strategies in Care Management for Citizens with Dementia

ABSTRACT

This qualitative study, based on 19 interviews with care managers, explores the experiences of care-managers involved in assessing the need for social services for people with dementia. The study shows that social workers, as care managers, face several dilemmas in their practice concerning people with dementia, in relation to the exchange of information and in regards to conflicting interests between different actors involved in the assessment of the need for support for people with dementia. Strategies used to handle problematic situations that arise in their work are using other sources for information (e.g., relatives and actors from other professions), persuading, and pursuing creative forms of consent. However, the study shows that dilemmas and strategies used generate other, prominently moral, dilemmas for care managers in their practice, which relate to participation and self-determination by the person with dementia. The study shed light on the problematic situation for care managers in their work to coordinate information and further the new “realities“ that they encounter as well as on how to handle these new situations. This study suggests possible ways to improve the everyday work of care managers, as well as how policies concerning social work and people with dementia can be improved.     

A seamless service: meeting the needs of children with disabilities through a multi-agency approach

Recent research and child care legislation has brought about a change in emphasis in services for families where there is a child with disabilities. The multi-disciplinary approach, where different agencies and professionals work together to provide a holistic service, has become of paramount importance. This study reports the results of an evaluation of a multi-agency Children's Centre which was attempting to put the rhetoric into practice. A multi-method research design, incorporating quantitative and qualitative techniques, was used. The main aim was to assess how far the Centre was carrying out an integrated approach in order to meet the needs of children and carers. The results indicate that while staff felt that there was still some way to go to provide a seamless service, the vast majority of parents felt that the Centre did meet its aims. While the reasons for these differences are explored, and the authors caution against complacency, the overall conclusion is that there is evidence that professionals can successfully work together in close proximity with one shared aim; and that such multi-agency centres work for families.     

Partners in practice: Developing integrated learning opportunities on the Frontline child and family social work qualifying programme

The Frontline programme is a social work qualifying route, in England, featuring a different approach to curriculum design and delivery. Students are based in groups of 4, learning through practicing social work in a statutory child and family social work setting, alongside a Consultant Social Worker (in the role of practice educator). They are also supported by an Academic Tutor who works in partnership with the Consultant Social Worker to facilitate learning. A weekly “unit meeting” is a foundational aspect of the programme, providing opportunities for in‐depth discussion, teaching, and reflection on practice with families. The authors worked together over the first 2 cohorts of the programme and undertook action research to explore the learning opportunities that arise when academic staff and practitioners work side by side to support student learning in this model. Three broad themes were identified which were considered to be significant in helping students to learn which are explored in the paper:

• Learning through engaging in joint dialogue about practice in a unit meeting
• The influence of relationships on learning in social work
• The importance of a connected model of learning which has practice with children and families at its heart

     

Shame and recognition: Social work practice with vulnerable young people

Drawing on the findings from a longitudinal study of vulnerable young people's transitions to adulthood, this paper explores the ideas of shame and recognition. The young people, aged between 12 and 17 years at the first interview, had experienced chronic exposure to adversity from an early age (abuse, violence, mental health issues, addictions, and expulsion from school). They were clients of statutory and non‐governmental services: child welfare, juvenile justice, remedial education, and mental health services. This paper draws on the qualitative phase of the study (n = 107); young people and a trusted other, nominated by the young person, participated in three annual qualitative interviews. Interviews focused on young people's experiences of services, key transitions, their relationships, and the strategies they used to locate support and resources. Experiences of shame, misrecognition, and seeking recognition emerged as dominant themes in the young people's accounts, and these are explored in this paper. The paper concludes with a discussion on responsive social work interventions that generate a deeper understanding of young people's experiences of shame and misrecognition. Central to this practice are critical and relational social work practices that actively support young people to achieve recognition.     

Beyond 'Vulnerability': An Ecological Model Approach to Conceptualizing Risk of Sexual Violence against People with Learning Difficulties

This paper presents an ecological model approach to conceptualizingrisk of sexual violence against people with learning difficulties,which takes account of the complex social processes involvedin the creation of risk. The concept ‘vulnerability’,often assumed to be a risk-creating characteristic of peoplewith learning difficulties, is too simplistic to take accountof all the processes involved in the formation of risk of sexualviolence. Risk is influenced by personal attributes, self-defenceskills, environments and socio-cultural factors. These riskfactors are closely interlinked and constantly interact withone another. The ecological model provides a tool for examiningthe impact that interactions between individuals and socialenvironments have on an individual’s learning and thedevelopment opportunities that have the potential to increaseself-defence skills.     

Importance of Land,family and culture for a good life: Remote Aboriginal people with disability and carers

Worldwide health and social outcomes of Indigenous people are poorer than those of non-Indigenous. In Australia, the Indigenous population experience disability at more than twice the rate of the non-Indigenous population, and a quarter live in geographically remote areas. The challenges associated with accessing services and supports in remote communities can impact on a good life for Aboriginal people with disability. Interviews were conducted with Aboriginal people (An angu) with disability and family carers from remote Central Australian communities and service workers. Thematic data analysis determined factors An angu viewed as essential to living a good life: connection to their Lands, being with family and engaging in cultural activities. Workers' support for a good life involves “Proper Way” help and an understanding of An angu culture. Three culturally relevant strengths-based concepts are important in supporting An angu with disability to live a good life: being connected to the Lands and family, sharing together and working together.     

“Power together”: Professionals and parents of children with disabilities creating productive partnerships

Disparity of power and authority in the relationship between parents and professionals has been shown to be a major challenge in creating a successful partnership in caring for children with disability. The goal of this article was to evaluate workshops attended by professionals and parents of children with disability by raising awareness to barriers related to incompatible expectations and role definitions. The research explored the experiences of the participants in order to identify factors that facilitated or impeded their collaborations. Data were collected from three workshops attended by 22 mothers of children with disability and 24 professionals (most of them are social workers). This qualitative research used interpretative phenomenological analysis to investigate the participants' experiences. Findings showed that parents and professionals joined forces to create a productive working relationship by taking advantage of power over and power together relationships. This mutual process required participants to be aware, empathic, and respectful of one another's needs and limitations; acknowledge the contribution of experiential and professional knowledge; and co‐operate in overcoming the effects of ineffective bureaucratic service systems. Interventions geared to contain emotional burden, acknowledge differential knowledge and experience, and structure the use of power are suggested.     

Older Carers of Adults with a Learning Disability Confront the Future: Issues and Preferences in Planning

The Valuing People White Paper (Department of Health, 2001)requires services to secure a plan for all service-users withlearning disabilities living with older carers and promisesthem and their families more choice and control over how andwhere they live. This paper examines the views of the oldercarers (aged over seventy) of sixty-two adults with a learningdisability about planning for the future. Fifty-six took partin interviews in their own homes and six completed a questionnaire.All carers were white and recruited from one local authorityin response to the requirements of the White Paper. Findingsindicate that a significant proportion (thirty-four—55per cent) is either not ready or is unwilling to make futureplans. Barriers to planning include a perceived lack of needdue to the existence of two carers, a lack of awareness of timescalesinvolved in securing housing, difficulties in letting go, alack of confidence in available housing options, and the existenceof mutually supportive relationships. The findings show a needfor a proactive approach to information and support provisionto enable these families to work through a process of makingplans for the future. This is essential to prevent the needfor emergency placements in response to crisis and in turn toensure that adults with learning disabilities have genuine choiceand involvement in how and where they live.