Community reintegration for people with psychiatric disabilities: challenging systemic barriers to service provision and public policy through participatory action research

People with psychiatric disabilities represent a growing group within the population of nursing home residents in the USA. Despite a preference for living in community‐based settings, the availability of supportive services for community living is hindered by barriers at both the service provision and public policy levels. Therefore, understanding and responding to the community living and participation needs of people with psychiatric disabilities is a highly relevant area for action research. This paper discusses a participatory action research endeavor carried out in collaboration with key personnel at Centers for Independent Living who work to provide community reintegration services for individuals with psychiatric disabilities. The events of this 15 month partnership are extensively described, analyzed and discussed. Findings reflect the critical need for communication, dialogue and action to support people with psychiatric disabilities in the community.     

Community-based arts research for people with learning disabilities: challenging misconceptions about learning disabilities

This article presents some of the community-based artwork of a group of men with learning disabilities, who aimed to challenge some of the misconceptions associated with learning disabilities. People with learning disabilities regularly face many forms of direct and indirect stigma. The consequences of such negative perceptions may affect individuals’ social relationships and ensure that barriers are strengthened which prevent their full inclusion. The men in this project used a series of visual and creative methods to challenge some of these misconceptions by telling stories through art, demonstrating skill through photography, using poetry to talk about sexual identity and improvising drama and filmmaking to challenge stigma, and through sculpture expressed their voices. Thus, by doing so, they were able to challenge some of the stigma associated with learning disabilities, indicating that community-based arts research is a valuable way in which to promote the voices of people with learning disabilities.     

Institutional woes of participation: Bulgarian disabled people’s organisations and policy‐making

This paper presents a critical study of the participation of Bulgarian disabled people’s organisations in the policy‐making process on a national level. It describes how the ‘representatives’ of disabled Bulgarians become depoliticised and even depersonalised when their participation becomes institutionalised through the National Council on Integration of People with Disabilities. It is argued that such an instance of ‘participation’ actually sustains the status quo of underdevelopment and dependency. A parallel is drawn with the concerns of the British disability movement. The paper ends by suggesting some tentative solutions to the highlighted problems.     

Benefits and barriers to sports participation for athletes with disabilities: the case of Malaysia

The purpose of this paper was to explore the benefits and barriers influencing participation for athletes with disabilities from a developing country (Malaysia). Two independent studies were undertaken: Study 1 included a sample of 123 athletes (95 males, 28 females) who participated in the 2006 Far East and South Pacific Games for the Disabled (FESPIC Games); Study 2 involved focus group discussions with 14 elite athletes. The athletes ranged in age from 15 to 59?years. Data were collected through a questionnaire (Study 1) and focus group discussions (Study 2). The primary reasons for participation in sport were achievement/challenge (58%) and competency/skill development (41%). The main barriers faced by the athletes were structural (facilities, equipment, funding) and the negative attitude from the government, public and media. However, despite these difficulties the majority of athletes were keen to continue to compete. Further work is required to ensure athletes with disabilities are provided with similar opportunities to athletes without disabilities.     

Collaborations between young people living with bodily impairments and their multiprofessional teams: The relational dynamics of participation and power

This paper explores how more or less relationally oriented forms of professional practices could be expressed in collaborations between young people living with bodily impairments and their multiprofessional teams. The analysis was based on life-mode interviews with young people (16–20 years), individual and focus group interviews with the professionals and participant observation in team meetings. Drawing on sociocultural perspectives on participation and the workings of power, different discourses, subject positions and participatory strategies were recognised and related to the participation of the young people. Finally, the relevance of the findings for practice is reflected on in a participation rights perspective.     

Policies supporting participation in leisure activities for children and youth with disabilities in Canada: from policy to play

Children with disabilities are at risk for lower participation in leisure. This study maps and analyzes disability-related leisure policies in Canada. Policy mapping and analysis were performed based on scope, social justice, disability models, and use of evidence. Few policies use scientific evidence, and their scope in supporting participation is often limited to organized sports, transportation, and financial incentives/exemptions. Few policies exist to support leisure promotion for children with disabilities. Action plans, benchmarking, and uptake measurement are rarely identified. Research-based evidence can be used to support socially-just policies to promote participation in leisure. Families should be able to identify mechanisms to guarantee access to their rights. Researchers, service providers, and families can use this framework of policy mapping and analysis to identify gaps where evidence can support policy development, to use these policies where services are needed, and to foster participation of children with disabilities in leisure.     

Social work promoting participation: reflections on policy practice in Italy

One of the core dimensions of social work practice, identified since its establishment as a professional endeavour, is concerned with political action. Nonetheless, policy practice, which entails that social workers should connect their work with individuals, as in traditional casework, to wider political action, is often perceived as marginal in everyday practice. This paper connects views on social work policy practices to the context provided by the ways social policies are actually constructed in Italy. A research study on governance processes across Italy, addressing the main actors involved in social policy-making, reveals that in fact practitioners’ political action is differently represented within different frameworks, ranging from being seen as a near impossibility, to being perceived as a crucial factor in the policy-making processes. If context and cultures play such a relevant role, synergistic work at different levels and by all the different actors in the social work community is required if we want social workers to be able to express their potential fully in the political arena.     

Agency policy and the participation of children and young people in the child protection process

This article explores agency policy in relation to children's participation in the child protection process. This was done by examining policy documents and conference minutes and by interviewing social workers and conference chairs working in child protection in Wales. Issues and dilemmas surrounding the participation of children and young people in the child protection process are identified and examined. The lack of children's more direct participation was noted, but many agencies were taking action to inform themselves of children's views indirectly. Advocacy was being more frequently used, and highly valued where it was available, but did raise some role dilemmas. The essentially child‐unfriendly nature of child protection processes (particularly the conferences) was identified as a significant barrier to promoting children's voices. The contradiction of trying to promote children's direct participation in a process that is inherently not geared towards their direct involvement was noted. The total lack of children's input into service planning for child protection services was seen as significant. Copyright © 2006 John Wiley & Sons, Ltd.     

Advancing social inclusion in the neighbourhood for people with an intellectual disability: an exploration of the literature

The shift from segregated facilities to community settings did not automatically lead to social inclusion for people with an intellectual disability (ID). Policies are increasingly decentralized but little is known about the factors that are important to realize social inclusion in the neighbourhood. This literature study identifies five domains barriers and facilitators for social inclusion in the neighbourhood: individual characteristics, informal network, professional care, neighbourhood characteristics, and government policies. The findings suggest that social inclusion in the neighbourhood is a dynamic process that shows a series of complex interactions between environmental factors and personal characteristics to provide opportunities for people with an ID. It is recommended to include the perspectives of people with an ID and other neighbourhood residents in future research on social inclusion. Specific attention is needed for the role of neighbourhood social capital in achieving social inclusion in the neighbourhood.     

Counting inclusion with Chantal Mouffe: a radical democratic approach to intellectual disability research

As mandates for social inclusion of people with intellectual disabilities remain unfulfilled, many scholars question whether the concept of inclusion is to blame. Critics worry that quantitative measurements of inclusion miss what should count: a meaningful life gained from a sense of belonging. We argue that both concepts – inclusion and belonging – embody a communitarian ethos in which citizens mirror the values of their community. In contrast, Chantal Mouffe’s radical democratic approach to inclusion emphasizes the importance of difference and the inevitability of exclusion. Mouffe thus offers a way to broaden our approach to social inclusion in the twenty-first century.     

Social Justice Approach to Community Development

This article presents a case study examining nonprofit board and director roles in the first 5 years of an organization’s life, using 3 organizational change approaches: contingency, life-cycle, and cognitive-interpretive. Data include monthly board meeting minutes and director’s reports for the first 5 years of a nonprofit human service agency’s existence. The article concludes that although all 3 theoretical approaches are productive explanatory frameworks for organizational change, each one, on its own, is incomplete. The findings point to the need for further theoretical synthesis and paradigm elaboration to inform our understanding of nonprofit director and board relationships.     

The use of photovoice with people with intellectual disabilities: reflections,challenges and opportunities

Photovoice is part of the growing use of participatory research approaches with people with intellectual disabilities. In this paper we explore the process, opportunities and challenges associated with the use of photovoice with people with intellectual disabilities, illustrated through a research project entitled ‘This Is Me’. Photovoice requires researchers to share power and control in the research process and to tolerate uncertainty. Large investments in time and money are also required. These challenges, however, are outweighed by the benefits of the use of photovoice with people with intellectual disabilities. Photovoice creates a space where people with intellectual disabilities can meaningfully participate and exert control in the research process, and as such is an empowering experience. As a participatory research approach, photovoice is accessible and offers the opportunity for people with intellectual disabilities to develop new skills, confidence and experience inclusiveness in their own terms.     

Social work education in Spain: evaluation and challenges for a new generation of social workers

ABSTRACT

The European social integration model was built on two main pillars: employment and access to the welfare state. European social work education was mainly oriented to training professionals in order to promote this inclusion through case management and the provision of benefits. This influence was very intense in the curricular content of Spanish social work programs. The new social risks and the European convergence in higher education have promoted curricular changes, but is it enough?. This paper aims to identify the content and limits of current social work education in Spain. To this end, a comparative analysis of social work education in public universities of Spain was performed. This information has been contrasted with professionals, teachers and social work students. The results evidence the gap of these contents with the real professional needs. This paper proposes several alternatives and approaches in new intergenerational methodologies and technological tools to train a new generation of social workers     

Ergonomics and the inclusion of people with disabilities in a Brazilian workplace

The customization of a secretary workstation at a drama school was the objective of this case study. The investigation involved a 25-year-old illiterate woman with intellectual disabilities and low vision that had been been attending, for over 12 years, a state school for people with disabilities. The customization process, operationalized after a diagnosis was made, focused on environmental rearrangements, with the purpose of meeting the physical and social demands of the workstation. The results of this research are configured in an ergonomic analysis of work associated with an inventory of social skills, applied to people living directly with the participant. Preliminary evaluations indicated the degree of adjustment of labor demands to the personal characteristics of the participant in the customized job.     

Social capital, social inclusion and services for people with learning disabilities

Both social capital and social inclusion have emerged as significant concepts for human services in the last decade and yet their inter-relationship remains largely unexplored. This article argues that, whilst they are similar in their vision for a healthy society, they adopt sufficiently different perspectives to stimulate and challenge each other. This can be well illustrated by reference to services for people with a learning disability. Commissioners and providers of learning disability services are encouraged through this article to harness both concepts in order to assist in the process of modernizing services and increasing life opportunities for the people they support. It is argued that it is not possible to understand the full consequences of adopting either theoretical position without an adequate understanding of the other. Examples are given of the implications of this for advocacy services, day opportunities, rural communities, transition and staff training.     

Concepts of access for people with learning difficulties: towards a shared understanding

This article explores both the process and outcomes of a seminar series on the concept of access for people with learning difficulties. The seminar topics chosen to foster dialogue across professional and disciplinary boundaries included access to information, education, employment, the law, health, leisure, community, past histories and future plans. The seminars brought together people with learning difficulties and their support workers, researchers and professionals, to examine the expert knowledge of people with learning difficulties in negotiating access, the role of practitioners in mediating access and the contribution of research to understanding access. The aim was to develop a rich, shared understanding of the concept of access for people with learning difficulties. However, a huge amount of ‘access work’ had to be done to achieve this. The article discusses that access work and proposes a multidimensional model of access and ways of promoting it.     

Ergonomic intervention methods for inclusion of people with disabilities at work: Brazilian scene

The aim is to identify ergonomic intervention methods used for including people with disabilities (PD) in the Brazilian labor market, with emphasis on discussion of methods to analyze the fit between the worker and the workplace. Methods to evaluate the fit of the worker to the workplace identify the capabilities and limitations of PDs and the demands of work, combining these data, and comparing them, in order to obtain a detailed analysis of the fit were drawn from national and international publications. These show that the use of specific methods for PDs and others focused on the general population. Mutatis mutandis, there is a need for complementary tools to address this segment. Thus, for the Brazilian scenario, it is essential to develop specific methodological tools to assess the capabilities of a PD so that they may better interact with their job.     

The Interweaving of Community Intervention Approaches

This article presents the updated and revised version of the three pronged model of community intervention--locality development, social action, and social planning/policy--introduced in the first edition of Strategies of Community Intervention (1968). It provides a recent elaboration of that model into a paradigm of community intervention that illustrates the interweaving of the basic models and the types of interventions that result from the mixed forms. Dilemmas inherent in each core model are analyzed.     

Community orientation of services for persons with a psychiatric disability. Comparison between Estonia,Hungary and the Netherlands

This article explores the way mental health services and social services are orientated on assisting people with a psychiatric disability to participate in different areas of community life. A large research project about community participation in three different countries (Estonia, Hungary and the Netherlands) confirms the findings of other studies that – regardless of geographical location – people with a psychiatric disability have difficulty fulfilling social roles in the community. They are often faced with fewer opportunities than other citizens, due to their health problems, stigma, discrimination and poverty [World Health Organisation. (2011). World report on disability. Geneva: WHO]. An important objective of social work is to help people find their way in society. Surprisingly enough, in all three countries, most social workers are mainly focused on solving individual problems, and not on community participation. Shifting the focus starts by having a clear awareness of the notion of community participation. Social workers have to work both on supporting individuals to find their way in the community (individual support), and on supporting social networks in the community to accommodate persons with a disability on the basis of equal and valued citizenship (community support).     

The Use of Dialogue in Community Organization Practice: Using Theory,Values, and Skills to Guide Group Decision-Making

The ability to engage diverse community participants in group dialogue to resolve differences, establish common ground, identify problems, set goals, and plan actions is an essential part of community organization. However, there are limited resources in the social work literature about how social work skills can best be used to facilitate group dialogue in this context. In this article, the theories and values associated with the use of group dialogue are discussed. The manner in which these skills are applied in community organizing is described. The interpersonal skills needed for facilitating group dialogue in community organization practice are also examined.