An Exploration of the Self-Advocacy Support Role through Collaborative Research: "There Should Never Be a Them and Us"

Autor/in	Chapman, Rohhss
Titel	An Exploration of the Self-Advocacy Support Role through Collaborative Research: "There Should Never Be a Them and Us"
Quelle	In: Journal of Applied Research in Intellectual Disabilities, 27 (2014) 1, S.44-53 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2322
DOI	10.1111/jar.12084
Schlagwörter	Self Advocacy; Participatory Research; Inclusion; Mental Retardation; Empowerment; Learning Problems; Teamwork; Qualitative Research; Role Perception; Social Support Groups; Research Methodology; Group Dynamics; Delivery Systems; Community Support; Foreign Countries; United Kingdom (England); United Kingdom (Northern Ireland); United Kingdom (Scotland); United Kingdom (Wales) + Suchen Sie Ihr Suchwort? Selbstbehauptung; Forschungstätigkeit; Inklusion; Geistige Behinderung; Lernproblem; Qualitative Forschung; Role conception; Rollenverständnis; Social support; Soziale Unterstützung; Research method; Forschungsmethode; Gruppendynamik; Auslieferung; Ausland
Abstract	Background: The role of the support worker in self-advocacy groups for people with intellectual disability is pivotal in setting the scene for empowerment. However, despite the growing importance of the role, it has attracted very little scrutiny. Method: The study developed an inclusive team approach working alongside researchers labelled with learning difficulties. Emphasis was placed on making all aspects of the research cycle accessible to the team. A variety of qualitative methods were used. Results: Despite supporters' allegiances to disability equality and their emphasis on reflexivity, many crucial aspects of organizational practice and support remained hidden. However, an emerging shared narrative about the potential of people first implied the possibility of increased collaboration. This was evidenced in some of the groups. Conclusions: Where problematic practice was discussed, supporters were open to developing alternative approaches. Acknowledging members contributions alongside the work of their supporters helped nurture more collaborative relationships. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10