Exploring Family Members' Experiences of the Assessment and Treatment Unit Supporting Their Relative

Autor/inn/en	Williamson, Hannah; Meddings, Susanne
Titel	Exploring Family Members' Experiences of the Assessment and Treatment Unit Supporting Their Relative
Quelle	In: British Journal of Learning Disabilities, 46 (2018) 4, S.233-240 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Williamson, Hannah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-4187
DOI	10.1111/bld.12234
Schlagwörter	Intellectual Disability; Adults; Health Services; Parents; Experience + Suchen Sie Ihr Suchwort? Intellect; Disability; Disabilities; Verstand; Behinderung; Health service; Gesundheitsdienst; Gesundheitswesen; Eltern; Erfahrung
Abstract	Background: Learning 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 Methods: Qualitative 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. Results: Analysis 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." Conclusions: The 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01