Accessible Summary People with learning disabilities talked about what it was like to move out of hospital. People talked about how important their relationships with other people were. People wanted to feel comfortable with new members of staff so that they felt safe and happy in their new home. People talked about how moving out of hospital changed how they thought about themselves. When they were in hospital, people sometimes thought that they were “bad.” But after they moved, some people started to think that they were a different person. It is important for everyone to think about how they talk to people when they are in hospital, and when they have moved out. People can do really well living in their own home, rather than in hospital. Abstract BackgroundPeople with learning disabilities are moving out of hospitals as part of the Transforming Care programme, although thus far their views on how they have experienced this have not been researched. Materials and MethodsA qualitative design was used to explore how people with learning disabilities experienced moving as part of Transforming Care. Eleven people took part in semi‐structured interviews; they were supported by Key Support People (n = 9) who knew them well. A social constructionist Grounded Theory approach was used in analysis. Results and DiscussionPeople reported that their relationships with other people, including friends, family and staff, played a significant role in how they experienced the move. Moving was also an opportunity for people to shift their ideas about who they were as a person and opened up a wider array of stories about their identity. ConclusionsA number of recommendations are discussed, relevant for staff working in this field to support positive transitions out of hospital.

Accessible Summary People with intellectual disabilities who have limited, or no verbal communication can be involved in research. Ethnographic observations and interview techniques can work together with photovoice. More research needs to be completed directly involving people with intellectual disabilities. Abstract BackgroundInclusive research requires adapting methodologies to meet the needs of people with all degrees of intellectual disabilities. However, it must also balance this with the requirements of academic research. Building from previous research a study was completed to illustrate how photovoice could not only be adapted to meet the needs of people with intellectual disabilities who have limited or no verbal communication but to also explore how they express their identity. MethodsA qualitative multiple case study method was used to explore identity expression amongst three participants with intellectual disabilities and limited or no verbal communication. The methodology integrated ethnographic observations, photovoice and interview techniques. FindingsIntegrating the ethnographic observations, photovoice and interview techniques offered families and carers the opportunity to become curious about participants' identities, and this methodology was considered valuable in getting to know more about the person. ConclusionsIt is hoped that through conducting research that directly involves people with intellectual disabilities, more creative and inclusive methods can be explored, verified and applied across various research contexts.

Qualitative research continues to rely heavily on verbal language from solely the participant, which often omits the lived experiences of many people across a range of populations. This paper describes adaptations to an established research methodology, dyadic interviewing, which aims to open up possibilities of hearing unheard voices. Namely, we present an extension to the dyadic interview method as outlined by Caldwell (2014), in which the clinical systemic technique of Internalised Other interviewing is used to further focus in on the perspective of the participant. This method has been used by the authors in a research project with people with intellectual disabilities (Head et al., 2018), which gave people who may not have otherwise participated an opportunity to have their voices heard. A critical analysis of the use of the method is presented, with practical advice on its use. The authors argue that the methodology could be used with a number of populations in clinical and social research.

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This paper describes a systemic exercise for clinical staff facing multiple changes to team structure and threats to their sense of belonging. The exercise was adapted from a consultation intervention that addressed a team's resourcefulness in responding to behaviours that challenge in intellectual disabilities (Smyly, 2006). As clinical psychology trainees from outside the Child and Adolescent Mental Health Service (CAMHS), we aimed to facilitate a context in which staff could share past experiences of collectively overcoming challenges, and in this way nourish a sense of belonging. Through building layers of dialogue, taking the observer perspective and reflection in the context of such threats to personal, professional and team identities, a shared direction may be claimed again. Practitioner points Providing space for teams to reflect on past experiences of overcoming challenging situations may empower teams and enhance a sense of belonging during difficult transitions Moving towards an explorative and interactive space for personal and professional selves, away from problem‐saturated narratives, creates a context for innovation and change Exercises that develop layers of conversation can scaffold relational risk‐taking, celebrate difference, and guide collaboration towards developing narratives of belonging