A Question of Friendship: Community Care and the Relationships of People with Learning Difficulties

Chappell, Anne

doi:10.1080/09687599466780431

Cited by 47 publications

(51 citation statements)

References 8 publications

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“…The limited relationships experienced by many adults with learning difficulties have often been discussed (e.g. Firth and Rapley, 1990;Chappell, 1994). However, the adults described in the present paper stand out even from this bleak background in terms of their lack of social ties promoting self worth.…”

Section: Coping With Family Relationship Problemscontrasting

confidence: 43%

“…Limited social ties have long been recognised as a common condition of life for adults with learning difficulties living in western cultures (Flynn and Saleem, 1986;Richardson and Richie, 1989;Firth and Rapley, 1990;Chappell, 1994), as for other stigmatised groups such as psychiatric patients . Individuals in group homes report less life satisfaction than those living with families, or in supervised apartments, and this difference has been statistically associated with lower levels of support, as perceived by recipients, in group homes .…”

Section: Introductionmentioning

confidence: 99%

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Alone in the crowd: How adults with learning difficulties cope with social networks problems

Heyman

Swain

Gillman

et al. 1997

Social Science & Medicine

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The relationship between perceived social support and mental health has been the subject of a large quantitative research effort. However, quantification leads to inevitable oversimplification of multi-dimensional, intersubjective and contextual features of social support. The present paper explores qualitatively the social networks of six adults with learning difficulties (adults), selected from a sample of 32 because of the strategies which they used to manage their social worlds. Three adults, who lived with parents, attempted to sustain nonconfirmed identities in the face of rejection by others. The other three adults, who were separated from their families, had adopted fatalistic attitudes, despite feeling socially isolated and unsupported. The paper argues that non-confirmed identity maintenance and fatalism are both responses to social contexts which do not support an individual's sense of self worth. The former is an attempt to manufacture positive identity in the absence of consensual alternatives. The latter involves acceptance of a social world which does not sustain valued social identities. The paper explores in detail the social contexts in which adults attempted to maintain non-confirmed identities or adopted fatalistic attitudes. The research provides a perspective on the management of behaviour defined from a frame of reference external to the individual as 'challenging' or 'problematic'. Carers saw adults who sustained non-confirmed identities as having behaviour problems. However, these problems arose from adults' attempts to maintain self-esteem in stigmatising social contexts. The fatalistic adults did not cause behaviour 'problems' for carers, but only because they had accepted lives which did not give them any sources of positive self-esteem.

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Section: Coping With Family Relationship Problemscontrasting

confidence: 43%

Section: Introductionmentioning

confidence: 99%

Alone in the crowd: How adults with learning difficulties cope with social networks problems

Heyman

Swain

Gillman

et al. 1997

Social Science & Medicine

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show abstract

“…In one study, 96% of students with learning disabilities listed at least one person as a best friend (Vaughn & Elbaum, 1999 [16]), with about two-thirds of children indicating that they had six or more friends (Vaughn, Elbaum & Boardman, 2001 [27]). There are studies indicated that the persons with LD have difficulties preventing them from making friends and, that for, reinforces their isolation (Chppell, 1994 [5]; Vaughn & Elbaum, 1999 [16]; Vaughn, Elbaum & Schumm, 1996 [28]; Nunkoosing & John, 1997 [29]; Tur-Kaspa, Margalit & Most, 1999 [30]; Estell, Jones & Acker, 2009 [31]). The difficulties that prevent persons with LD from making and keeping friends are: behavioral problems (Hoyle & Serafica, 1988 [32]; Almakanin, Alabdallat & Anjadat, 2014 [33]) like attention deficit hyperactivity disorder ADHD (Wiener, 2004 [25]), researchers have consistently found an overlap of 10% to 25% between ADHD and LD (Forness & Kavale, 2001 [34]), and Flicek (1992) [35] in his study, found that the serious problems with peers rejection, low popularity and mal social behavior were the most strongly related to the combination of ADHD and LD.…”

Section: Number Of Friendshipmentioning

confidence: 99%

Friendship Skills of Students with Learning Disabilities in Jordan from the Perspectives of Their Teachers and the Effect of Some Variables on It

Tarawneh¹

2017

JSS

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This study aimed to know the friendship skills of students with Learning Disabilities (LD) from the perspective of their teachers, and it aimed to investigate the effect of some variables on these skills. In order to achieve the aims of this study, checklist of friendship skills for students with LD was used to collect data about 300 students with LD (150 boys and 150 girls). The results indicated that about 69.3% -70.7% from teachers of students with LD indicated that the students with LD have few friends or no friends. Also it indicates that there are significant differences between students with LD in the friendship skills due to gender to favor boys. And there are no significant differences between students with LD in the friendship skills due to age and interaction between gender and age.

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“…People with ID are socio-economically poorer and more likely to be living on limited or subsidized incomes and in more deprived socio-economic circumstances than the general population [16,17]. They are also more likely to be unemployed, have fewer employment and educational opportunities [3,17], are more likely to be the victims of crime, abuse and bullying [17][18][19][20], experience fewer and less satisfying social relationships [21] and have limited social and community integration opportunities [17,22].…”

Section: Societal Inequalities Faced By People With Idmentioning

confidence: 99%

Internet Access by People with Intellectual Disabilities: Inequalities and Opportunities

2013

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Abstract:This review gives an overview of the societal inequalities faced by people with intellectual disabilities, before focusing specifically on challenges people face accessing the Internet. Current access will be outlined along with the societal, support and attitudinal factors that can hinder access. Discussion of carer views of Internet use by people with intellectual disabilities will be covered incorporating consideration of the tension between protection, self-determination and lifestyle issues and gaining Internet access. We will address how impairment related factors may impede access and subsequently discuss how supports may be used to obfuscate impairments and facilitate access. We will move on from this to critically describe some of the potential benefits the Internet could provide to people with intellectual disabilities, including the potential for self-expression, advocacy and developing friendships. Finally, strategies to better include people with intellectual disabilities online will be given along with future research suggestions.

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A Question of Friendship: Community Care and the Relationships of People with Learning Difficulties

Cited by 47 publications

References 8 publications

Alone in the crowd: How adults with learning difficulties cope with social networks problems

Alone in the crowd: How adults with learning difficulties cope with social networks problems

Friendship Skills of Students with Learning Disabilities in Jordan from the Perspectives of Their Teachers and the Effect of Some Variables on It

Internet Access by People with Intellectual Disabilities: Inequalities and Opportunities

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