Social and Psychological Factors as Determinants of Emotional and Behavioral Difficulties

Emerson, Eric; Jahoda, Andrew

doi:10.1002/9781118329252.ch2

Cited by 5 publications

(6 citation statements)

References 102 publications

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“…This potentially contributes to a person's resilience. The notion of ‘resilience’ is a feature of commentary on people with learning difficulties’ well‐being (Dagnan, ; Emerson & Jahoda, ; Goodley, ). Goodley (), in an article critiquing the relationship between the aims of learning disability‐related policy and the self‐advocacy movement, argues that a shift from a focus on deficits to a focus on emotional well‐being and a person‐centred approach, increases an individual's resilience.…”

Section: Discussionmentioning

confidence: 99%

“…For example, findings from analysis of a cross‐sectional survey of adults with learning difficulties include clear associations between poorer levels of self‐reported health and well‐being and (i) experiencing bullying and disablism and (ii) greater levels of social and material hardship (Emerson, ; Emerson & Hatton, ). Emerson & Jahoda (), in their book chapter on factors determining emotional and behavioural difficulties, cite evidence of negative impacts of social marginalisation, low socio‐economic position and/or poverty. The significance of this, it is argued, is due to a high tendency for people with learning difficulties to live in lower socio‐economic conditions.…”

Section: Evidence Of Emotional Unrestmentioning

confidence: 99%

“…It is argued that the inattention stems from either reluctance or a lack of confidence in recognising and addressing emotions experienced by people with learning difficulties (Arthur, ). Historically, people with learning difficulties were assumed to lack awareness of their social situation and so not be affected by it (Emerson & Jahoda, ). Alongside this, approaches to work with adults with learning difficulties have been critiqued for neglecting their subjective experience.…”

Section: Why Is Subclinical Emotional Need/support Under‐researched?mentioning

confidence: 99%

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Creative ways of talking: a narrative literature review concerning emotional support for adults with mild or moderate learning difficulties

MacDonald

2015

Brit J Learn Disabil

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Accessible SummaryA group of adults with mild to moderate learning difficulties said they found it hard at times to find someone to talk to who understands them. They said this is important because everybody should have someone to talk to and share their feelings with. They wanted to know what had been written about this and what research had been done. A literature review was undertaken and found that: The emotional lives of adults with learning difficulties have not been researched very much. Supporters often don't realise that people with learning difficulties would like more opportunities to talk and share their feelings. Adults with learning difficulties are good at supporting each other and that more could be done to help this to happen. SummaryAdults with mild or moderate learning difficulties identified a need for more opportunities to access appropriate emotional support. A narrative literature review provides evidence that emotional unrest exists but receives little attention from supporters due to an emphasis on practical issues associated with an inclusion agenda. The review highlights a lack of research on emotional support for adults and explores reasons for this. Factors associated with dealing with emotional unrest, such as self-esteem / self-awareness, a person's attitude to having learning difficulties, emotional competency and friendship issues are discussed. The value that people with learning difficulties place on support from others with learning difficulties, i.e. peer support, emerges as a theme and an argument is presented for further inclusive research in this area.

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Section: Discussionmentioning

confidence: 99%

Section: Evidence Of Emotional Unrestmentioning

confidence: 99%

Section: Why Is Subclinical Emotional Need/support Under‐researched?mentioning

confidence: 99%

See 1 more Smart Citation

Creative ways of talking: a narrative literature review concerning emotional support for adults with mild or moderate learning difficulties

MacDonald

2015

Brit J Learn Disabil

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“…Historically, the emotional lives and mental health issues of adults with learning disabilities have received scant attention (Arthur, 2003; Taylor & Knapp, 2013), especially when the policy of institutionalisation was at its zenith (Hatton, 2002). There was an assumption that individuals with learning disabilities lacked awareness of their social situation and hence were not affected by it (Emerson & Jahoda, 2013). Following the implementation of community care, and subsequent closure of the old long‐stay hospitals, there was a growth in both clinical and research activity that focussed on the mental health needs of people with learning disabilities, and how such needs might best be met (Bouras & Holt, 2010; Hatton, 2002; National Institute for Health and Care Excellence (NICE), 2016).…”

Section: Introductionmentioning

confidence: 99%

Narrating personal experience of living with learning disabilities and mental health issues in institutional and community settings: A case study

Sutton

Gates

2020

Brit J Learn Disabil

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Accessible summary This is a case study about a man with learning disabilities who has mental health issues. The case study describes the way that he told a researcher about his life. Thirty years of his earlier life were spent in a long‐stay hospital in England, UK and more recently he has lived in a community setting with five other people. This research is important as it assists us to understand the experiences of people with learning disabilities who have mental health needs. Abstract BackgroundHistorically, the emotional lives and mental health needs of adults with learning disabilities received scant attention, especially when the policy of institutionalisation was at its zenith in the UK. Materials and MethodsThis case study employed biographical narrative interviews based on a psychosocial approach. The main sources of data production were two loosely structured, audio‐taped, interviews with a man with learning disabilities. This approach uses free association to elicit an individual's stories about his lived experiences. Additional information was acquired from consultations with key care staff and clinical records maintained by the man's service provider. ResultsData revealed insights into the biography of this man who had a diagnosed mental health disorder. These data recall his personal journey through the care system which took place during an important historical period encompassing both long‐term institutionalisation in segregated settings, and the subsequent implementation of the policy of community care in the UK. He recalls positive and negative experiences while residing in a long‐stay hospital, and the related thoughts and feelings about his life in a community setting in more recent years. ConclusionThis case study contributes to an increasing body of studies that perceive the use of in‐depth interviewing of individuals with learning disabilities as having high ecological validity in the development of authentic knowledge, not readily available through other methods used in the co‐production of data.

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“…). However, people with ID are more likely to experience a range of psychosocial and economic circumstances strongly associated with a risk of developing mental health problems, including unemployment and poverty, lack of social support and an intimate relationship (Emerson & Jahoda ), and as a result, studies using screening assessments indicating equivalent or higher rates of common mental health problems in this population (Hatton & Taylor ) are likely to be valid. A recent NICE Guideline (September ) suggests a lifetime prevalence rate of 28% for mental health problems in the population of people with ID when problem behaviours are excluded, which is significantly higher than for people who do not have ID and with psychosis, dementia, autism and attention deficit hyperactivity disorder all being more common than in the general population.…”

Section: Introductionmentioning

confidence: 99%

Psychometric properties of the Clinical Outcome Routine Evaluation‐Learning Disabilities 30‐Item (CORE‐LD30)

Barrowcliff

Oathamshaw²,

Evans

2018

J intellect Disabil Res

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Background There is paucity in availability of valid and reliable measures of psychopathology that can be routinely applied with an intellectual disability (ID) population in clinical practice. The psychometric properties of the Clinical Outcome Routine Evaluation-Learning Disabilities 30-Item version (CORE-LD30) are examined. Method The CORE-LD30 was administered to 271 sequential referrals to three National Health Service (NHS) ID services providing psychological support. A principal components analysis with oblique rotation was conducted with examination of convergent validity for extracted domains. Results Three rotated factors were extracted with good levels of internal consistency reported for the overall measure (α = 0.92) and each of the domains, conceptually labelled Problems/Symptoms (α = 0.90), Risk to Self (α = 0.76) and Risk to Others (α = 0.71). Convergent validity is reported for two domains [Problems/Symptoms with the Glasgow Depression Scale for people with a learning disability (LD) and Risk to Others with the Health of the Nation Outcome Scale-LD], and support for the CORE-LD30 as a 'core' measure indicated. Conclusions The CORE-LD30 is recommended as a useful broad ranging measure of psychopathology for use with an ID population. Domains may prove to be useful for research and clinical purposes. Further research is recommended to examine the ability to monitor clinical change associated with specific levels of presentation and different clinical presentations/cohorts.

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Social and Psychological Factors as Determinants of Emotional and Behavioral Difficulties

Cited by 5 publications

References 102 publications

Creative ways of talking: a narrative literature review concerning emotional support for adults with mild or moderate learning difficulties

Creative ways of talking: a narrative literature review concerning emotional support for adults with mild or moderate learning difficulties

Narrating personal experience of living with learning disabilities and mental health issues in institutional and community settings: A case study

Psychometric properties of the Clinical Outcome Routine Evaluation‐Learning Disabilities 30‐Item (CORE‐LD30)

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