Descriptive Study of Caseworkers’ Practices to Support the Development of Self‐Determination of Adults With Intellectual Disabilities

Abstract

Few studies pertain to caseworkers and their practices for supporting the development of self‐determination of adults with intellectual disabilities (ID). This research thus aims at describing the intervention practices of 12 caseworkers from Quebec (Canada). These caseworkers participated in five discussion groups over an 8‐month period. The data analysis helped identify a set of interventions conducted with people who have ID and with their environments. The majority of interventions are person‐specific, although natural and foster families are also targets for intervention. A number of person‐specific and environment‐specific variables influence these interventions. These variables concern people with ID, caseworkers, natural families, foster families, service organizations, and the community. The complexity of the intervention process is discussed. Recommendations are formulated for caseworkers, service organizations, and public decision makers.

The experience of mothers supporting self‐determination of adult sons and daughters with intellectual disability

“…The influence of family, particularly parents, on the choices and choice‐making opportunities of adults with intellectual disability, has been identified in a number of recent studies (Biswas, Tickle, Golijani‐Moghaddam, & Almack, ; Caouette, Lachapelle, Moreau, & Lussier‐Desrochers, ; McCausland, McCallion, Brennan, & McCarron, ; Reindl, Waltz, & Schippers, ). While adults with intellectual disability may at times need help with choice and decision making, parents often find it difficult to know when to intervene (Saaltink, MacKinnon, Owen, & Tardif‐Williams, ).…”

Understanding practitioners’ needs in supporting self-determination in people with intellectual disability.

“…Interestingly, facilitators have mostly mirrored barriers at each system level. At the macrosystem level, the disability understanding of the disability was raised as a relevant element (Caouette et al, 2018). Special emphasis was provided to the need for raising social awareness and thus, reducing the social stigma against people with ID.…”

“…Deciding for them is too often an easier and faster way to solve a situation (Nonnemacher & Bambara, 2011). Too often, people with ID are also denied the right to act in a self-determined manner in order to avoid potential risks or because of professionals’ and families’ overprotection (Caouette et al, 2018; Reindl, Waltz, & Schippers, 2016). On the contrary, knowing and listening to people with ID, working collaboratively and truly trusting in their capacities, and supporting them to boost their potential emerge as some of the key facilitators of self-determination promotion, in line with previous studies (Caouette et al, 2018; Carter et al, 2015; Nonnemacher & Bambara, 2011).…”

“…Research must thus endeavor to explore practitioners’ needs, facilitators and barriers in promoting self-determination, so as to shorten the gap between their perspectives and values, and the actual time they devote to do so (Cho, Wehmeyer, & Kingston, 2011). A recent study started this work by exploring caseworkers’ practices for improving the social participation of people with ID by providing them support in their communities (Caouette et al, 2018), and recent studies conducted in Chile have delved into the attitudes, beliefs, and perceptions regarding self-determination among parents (Álvarez, Vega, Spencer, González, & Arriagada, 2019) and adults with Down syndrome (Vega, Álvarez, & Jenaro, 2018). However, to the best of our knowledge, these issues have not yet been explored with practitioners working neither with adults with ID, nor with teachers of students with ID.…”

“…With the undeniable importance of promoting self-determination, the research focus is currently shifting to explore practitioners' needs and practices (e.g., Caouette, Lachapelle, Moreau, & Lussier-Desrochers, 2018), to provide them with adequate support so they can scaffold their relatives' or users' learning of self-determination. Research must thus endeavor to explore practitioners' needs, facilitators and barriers in promoting self-determination, so as to shorten the gap between their perspectives and values, and the actual time they devote to do so (Cho, Wehmeyer, & Kingston, 2011).…”