Family carers’ experience of the need for admission of their relative with an intellectual disability to an Assessment and Treatment Unit

James, Nicola

doi:10.1177/1744629515592073

Cited by 9 publications

(17 citation statements)

References 28 publications

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“…Instead, perhaps the emotional consequences of a relative's admission presented here and by James (), yet not in studies around people with learning disabilities admitted to mainstream services, reflect public presuppositions of learning disability services. Future research could explore whether families' emotional reactions to admissions are different depending on hospital setting and, if so, what factors influence the difference.…”

Section: Discussionmentioning

confidence: 58%

“…In addition to appreciating regular, honest updates from staff, parents felt included in decisions around admission, discharge, medication and psychiatric diagnosis. In contrast, James () found that whilst family carers appreciated feeling listened to by ATU professionals, they did not always feel that their opinions were given weight. James' () recommended the balancing of expertise/power between services and families and this was evident in the current study and helped families to feel satisfied.…”

Section: Discussionmentioning

confidence: 96%

“…Role uncertainty compelled parents to spend much time at the unit and advocate for their relative. Likewise, family carers within the research by James () experienced role‐related challenges. Concerned about losing their carer role, parents strove to maintain carer identities through influence and involvement.…”

Section: Discussionmentioning

confidence: 99%

“…Participants appreciated warmth, empathy, compassion and honesty demonstrated by staff, which contributed to positive service–family relationships. James () found that families valued similar characteristics, and this was related to feeling supported. Longo and Scior () found that carers of people with learning disabilities admitted to specialist settings felt particularly thankful to staff for their attentive, caring attributes towards them and their relatives.…”

Section: Discussionmentioning

confidence: 99%

“…The author interviewed six family carers (three mothers, two fathers and one stepfather) in Wales about their experience of their family member's admission to one of three specialist ATUs. James' () interpretative phenomenological analysis found that family members experienced inner conflict and distress due to feeling a failure and not being able to care for their relative as well as role‐related uncertainties given their loss of role as carer following the admission. Family members reported feeling powerless as they were no longer making decisions about care.…”

Section: Introductionmentioning

confidence: 99%

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Exploring family members' experiences of the Assessment and Treatment Unit supporting their relative

Williamson

Meddings

2018

Brit J Learn Disabil

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Accessible summary It is important to ask people who use services and their families about their experience of care, and to make service changes in line with what they want/need. We asked four parents of adults with learning disabilities what they liked, disliked, and would like to be different about the ward (Assessment and Treatment Unit) where their relative was staying. We summarised what these parents said and shared it with families and the staff team. We want to use what they said to improve our service. Abstract BackgroundLearning disability services must include the people who use them (individuals and their families/carers) in service commissioning, planning and delivery (Department of Health 2012. Transforming care: A national response to Winterbourne View Hospital. Department of Health review: Final report). One group of important stakeholders in learning disability services are the family members and carers of people with a learning disability. The aim of this study was to explore how family members experienced their involvement with one Assessment and Treatment Unit, with a view to shaping future service developments. Materials and MethodsQualitative methods were employed to explore family members' lived experiences. Four participants, all parents of service users, took part in semi‐structured interviews. Interview transcripts were analysed using thematic analysis. ResultsAnalysis elicited four master themes under which subordinate themes clustered. The master themes were as follows: “Admission as traumatic, a relief, or both,” “Negotiating a new role,” “Valued features of the unit” and “Negative experiences.” ConclusionsThe findings have implications for learning disability services and future research. Findings are discussed with relevance to strengths, limitations, wider literature and policies driving learning disability services.

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Section: Discussionmentioning

confidence: 58%

Section: Discussionmentioning

confidence: 96%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Exploring family members' experiences of the Assessment and Treatment Unit supporting their relative

Williamson

Meddings

2018

Brit J Learn Disabil

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Supporting Carers Within a Forensic Intellectual Disability Community Team: The Development of a Carers Strategy

Freeman,

Perez-Olivas,

Patteril

et al. 2023

J. Psychosoc. Rehabil. Ment. Health

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Friends and family: regulation and relationships on the locked ward

Fish

2016

Disability & Society

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This ethnographic project explored the lives of women with learning disabilities on three locked wards. Aspects of these women's lives were regulated by the service; in particular, relationships with family outside the unit, and peer relationships inside the unit. The women in this study valued these relationships, but they were treated with ambivalence by the service. Success in future community integration and accessing community resources can be dependent on the nature and quality of relationships with others, and therefore services should acknowledge that service-users need to forge relationships of their own choosing. Points of interest • This article discusses research carried out with learning-disabled women who lived on locked wards. • Many of the women wanted to see their families more often, and wanted their families to be more involved in the service. • They told me that they worried about their family members and missed them most at special times throughout the year. • They valued friendships that they had made on the wards, but staff were in charge of how often they saw their friends who had moved. Staff sometimes told women not to make close friends because it would hold them back.

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Family carers’ experience of the need for admission of their relative with an intellectual disability to an Assessment and Treatment Unit

Cited by 9 publications

References 28 publications

Exploring family members' experiences of the Assessment and Treatment Unit supporting their relative

Exploring family members' experiences of the Assessment and Treatment Unit supporting their relative

Supporting Carers Within a Forensic Intellectual Disability Community Team: The Development of a Carers Strategy

Friends and family: regulation and relationships on the locked ward

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