Friendships and Intimate Relationships among People with Intellectual Disabilities: A Thematic Synthesis

Fulford, Casey; Cobigo, Virginie

doi:10.1111/jar.12312

Cited by 69 publications

(95 citation statements)

References 61 publications

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“…To meet a (sexual) partner, it is necessary for LGBT women meet other LGBT women. Therefore, it would be helpful to provide support that focuses on developing social skills, enabling access to transport, increasing opportunities to meet others, and developing the financial ability to undertake social activities (Fulford and Cobigo, 2016). This would contribute directly to quality of life.…”

Section: Social Contactmentioning

confidence: 99%

Sexuality and intellectual disability

Stoffelen¹

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People interested in the research are advised to contact the author for the final version of the publication, or visit the DOI to the publisher's website. • The final author version and the galley proof are versions of the publication after peer review. • The final published version features the final layout of the paper including the volume, issue and page numbers. Link to publication General rights Copyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights. • Users may download and print one copy of any publication from the public portal for the purpose of private study or research. • You may not further distribute the material or use it for any profit-making activity or commercial gain • You may freely distribute the URL identifying the publication in the public portal. If the publication is distributed under the terms of Article 25fa of the Dutch Copyright Act, indicated by the "Taverne" license above, please follow below link for the End User Agreement:

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Section: Social Contactmentioning

confidence: 99%

Sexuality and intellectual disability

Stoffelen¹

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“…In this case, the researchers' understanding of social support is so detailed that the definition is over one page long, with key elements including specification of the way people use social support, and understanding that the meaning and importance of social support to an individual may change across an individual's life course (Cohen & Syme, 1985). Other researchers have made efforts to consider the reciprocity of relationships (Callus, 2017;Fulford & Cobigo, 2016;Lafferty, McConkey, & Taggart, 2013). Reciprocity refers to when social support is both given and received in a relationship (Callus, 2017).…”

Section: Defining Social Supportmentioning

confidence: 99%

“…Instead, research has tended to focus on how people with intellectual disability perceive friendships and make friends, with some more limited investigation of intimate relationships (Fulford & Cobigo, 2016).…”

Section: The Role Of Social Support In the Lives Of People With Intelmentioning

confidence: 99%

“…People with intellectual disability have reported the importance of having good relationships with family, friends and paid support staff; however, they have also reported feelings of being treated like children, particularly in response to their romantic relationships (Bane et al, 2012). Regarding friendships, people with intellectual disability have reported enjoying the companionship of friends (Fulford & Cobigo, 2016;Knox & Hickson, 2001;Lafferty et al, 2013); spending time together and sharing in activities with friends (Fulford & Cobigo, 2016;Knox & Hickson, 2001;Pottie & Sumarah, 2004); and being in trusting reciprocal relationships (Knox & Hickson, 2001;Salmon, 2013).…”

Section: The Role Of Social Support In the Lives Of People With Intelmentioning

confidence: 99%

“…Individuals have also identified the importance of shared history and experience of stigma among their friends who also have intellectual disability (Knox & Hickson, 2001;Salmon, 2013). Additionally, Fulford and Cobigo (2016) found people with intellectual disability preferred to be friends with people with similar support needs to themselves.…”

Section: The Role Of Social Support In the Lives Of People With Intelmentioning

confidence: 99%

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An investigation of the role of social support on physical activity participation among adults with intellectual disability

Brooker¹

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Background: We know little about the lived experiences of people with intellectual disability and how these experiences relate to the social context in which health and wellbeing occur. In particular, little is understood about the role of social support in the lives of people with intellectual disability or the relationship between social support and health practices, the perspective used to understand physical activity in this thesis. This thesis attempts to make a contribution to this knowledge gap by investigating the relationship between a critically important aspect of the social environment, social support, and an equally important aspect of health and wellbeing, physical activity. Objectives: The central research question of this thesis is: What role does social support play in the health practices of people with intellectual disability, specifically in relation to their participation in physical activity?. In answering this question, the thesis had the following aims:  To identify good practice when conducting inclusive qualitative research with people with intellectual disability;  To develop an understanding of social support for people with intellectual disability;  To develop an understanding of the role social support plays in health practices, such as physical activity, for people with intellectual disability Design: The research presented in this thesis used a methodology that places people with intellectual disability at the forefront of their own experiences. The methodological approach is firmly based on the key principles of inclusive research, which meaningfully engages participants, is participant focused, and seeks the active engagement of people with intellectual disability in all research processes. To inform this approach, a systematic mapping of qualitative research methods used with people with intellectual disability was conducted to identify good practice when conducting research which is inclusive of people with intellectual disability. Through this review, a 'blueprint' of inclusive research practices that can be used by researchers to be inclusive of people with intellectual disability as participants was developed and guided the research. In-depth interviews, photovoice and participant observation were used to collect data from seven participants with intellectual disability. Results: Findings suggest participants experience social support in complex and diverse ways. Participants experienced the complex nature of informal and formal support and this Declaration by author This thesis is composed of my original work, and contains no material previously published or written by another person except where due reference has been made in the text. I have clearly stated the contribution by others to jointly-authored works that I have included in my thesis. I have clearly stated the contribution of others to my thesis as a whole, including statistical assistance, survey design, data analysis, significant technical procedures, professional editorial advice, financial support and any o...

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Forming relationships through group art‐making: An exploration with neurodivergent people living in regional Australia

Gentle

O’Brien

2020

Health Prom J of Aust

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Issues Addressed: Neurodivergent people have a strong history of raw creative expression in the arts, however they also have a history of being segregated from society. This segregation has obstructed pathways to building the connections that maintain both mental and physical health. This research sought to illuminate how group art-making impacts relationship formation with neurodivergent people in regional Australia. Method:The study included nine participants with intellectual disability and one with an acquired brain injury who regularly attend art-making workshops, along with eight of their chosen arts advocates. A single iterative case-study design was employed using participatory action research (PAR) methodology. Methods included: three participant think aloud (T/A) groups, nine researcher observations, and nine third-party interviews. The data were thematically analysed then triangulated using three different sources. Results: Making art in a group can form enriched relationships with (a) the artwork; (b) the self; (c) others; and (d) community. Facilitation supported how these relationships formed. The relationships increased agency, belonging and wellbeing. Conclusion:These connections mitigate the numerous effects of marginalisation.Art-making has the capacity to enrich the health and wellbeing of neurodivergent populations.So What?: Art-making groups can provide a space that interrupts the isolation and social exclusion experienced by neurodivergent people. Art workshops offer both an emancipatory space to create where sense of self and relationships with others are enhanced, and an opportunity to reach beyond the studio to connect with communities. These rich connections contribute to better health outcomes for neurodivergent people, thus enhance the wellbeing of their communities.

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Friendships and Intimate Relationships among People with Intellectual Disabilities: A Thematic Synthesis

Cited by 69 publications

References 61 publications

Sexuality and intellectual disability

Sexuality and intellectual disability

An investigation of the role of social support on physical activity participation among adults with intellectual disability

Forming relationships through group art‐making: An exploration with neurodivergent people living in regional Australia

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