Dissertations / Theses on the topic 'Disability services'
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1
Pierce, Tracy. "Improving Texas Disability Determination Services." Thesis, American Military University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10724222.
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The goal of this research was to identify and correct flaws in the Disability Determination Services at the initial claims stage of review. The research included examining previous literature, comparing the Texas Disability Determination Services mission statement the agencies performance measures, examining the Supreme Court case Mathews v. Eldridge and applying the Mathews v. Eldridge three-part balance test to a recent rejected claim from Texas Disability Determination Services.
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Hickman, Ellie. "Understanding compassion in intellectual disability services." Thesis, Lancaster University, 2018. http://eprints.lancs.ac.uk/129784/.
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Section one of this thesis presents a systematic literature review which investigated the experiences of people with an intellectual disability of psychological talking therapy. Ten studies were included and reviewed. Eight main themes and three sub themes emerged. Developing new positive relationships along with learning new skills and confidentiality were important to people with intellectual disabilities. Negative aspects of therapy including both interpersonal problems with others in a group setting as well as process issues were difficult as was therapy itself. Clinical and theoretical implications are discussed. Section two reports the findings from a qualitative, thematic analysis of staff's understanding of the concept of compassion. Ten participants who directly worked with people with intellectual disabilities in community support setting were recruited and took part in semi-structured interviews. Four themes emerged. The themes from the research mapped onto the appraisal model of compassion that could be used by services to support a compassionate culture. The third section is the critical appraisal which provides reflections on the research process and a discussion of compassion in care. The fourth section contains the ethics application and approval documents for this thesis.
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Shead, Jennifer Louise. "Staff burnout in intellectual disability services." Thesis, Staffordshire University, 2014. http://eprints.staffs.ac.uk/2014/.
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For women with anorexia nervosa, control and routine are important in managing distress and maintaining a sense of self in challenging situations. The transition to motherhood is characterised by change and uncertainty. Women may struggle to integrate the demands of anorexia alongside the challenges of motherhood. The aim of this thesis was to review the literature regarding the experiences of pregnancy and motherhood for women with eating disorders and develop a grounded theory of the transition to motherhood for women with anorexia nervosa. The literature regarding experiences of pregnancy and motherhood with an eating disorder was reviewed. The findings suggested a trend for remission of eating disorder symptoms in pregnancy followed by relapse during the postpartum period. Women with eating disorders were most likely to experience depression and anxiety during the later stages of pregnancy and postpartum. The review highlighted how eating disorders impacted on women's ability to embrace motherhood and bond with their children. There was a paucity of research exploring the lived experience of motherhood for women with specific eating difficulties, most notably anorexia. A grounded theory was informed by the experiences of eight mothers with anorexia. A core process of breaking the cycle highlighted how women were attempting to make lasting positive changes. They achieved this by protecting their children from anorexia, exploring new perspectives, setting a good example to their children and battling temptation to succumb to anorexia. This study provides a unique insight into the experiences of mothers with anorexia. In the final chapter the research process is reflected upon. It is hoped that these findings will influence clinical practice and help professionals to better understand women's experiences.
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Carbone, Lisa Ann S. "Autonomy in the California Disability Services System." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1818.
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Legislation concerning California residents with intellectual and developmental disabilities (ID/DD) requires recipients of services to be treated as independent individuals while emphasizing self-determination. At the same time, under regulatory procedures, recipients are considered dependent on the delivered services and not self-determinant. Neither the California Department of Developmental Services nor the trade associations representing community service providers have established a unified, systematic practice to support self-determination. This phenomenological study explored the experience of adults with ID/DD working toward self-determination.
Specifically, it explored how medical and social models contribute to shaping and actualizing the independence of this population. Interviews with eight adults with ID/DD explored the perceived barriers to, and opportunities for, achieving independence through self-determination. Under the current statutory regulations, the study viewed two conceptual lenses. The first lens, social role valorization, is based on the study of normalization. The second lens, social reaction, emphasizes a response to the disparities that acknowledge the political, cultural, and social beliefs associated with theories of deviance and social role valorization. The findings demonstrated that self-determination requires collaboration between coordinated services, primary social systems, and theoretical services supporting social role value. The discovery of these key elements may help California's disability service system fulfill legislative requirements to increase opportunities for personal choice.
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Atherton, Helen Louise. "Eugenic attitudes amongst professionals in learning disability services." Thesis, University of Hull, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.419757.
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Turnbull, David John. "Towards a collaborative ethic in intellectual disability services." Thesis, Queensland University of Technology, 1998.
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This thesis examines collaboratively impoverished frameworks currently existing in services, and then presents a framework within which it is possible to work towards an ethically informed, collaborative engagement between people who have as a common interest, a person with an intellectual disability. The thesis explores three themes that are of great significance to both service providers and other participants in their relation to people with intellectual disability - those of personal identity, advocacy and self-advocacy. The relative impotence of service providers in being able to deal with structural problems concerning these themes, in the absence of a genuinely collaborative endeavor which is driven from an adequately resourced and motivated community base, is demonstrated. Critiques of services offered from philosophical positions are considered. Service models and philosophies adopted as a response to these critiques demonstrate, in their application, the difficulties that services have in operationalizing a pro-active ethical agenda. In considering these philosophies, the power and the role of services in constructing and maintaining devaluing and oppressive meanings associated with the phrase '0person with an intellectual disability' itself, is emphasised. Various ethical discourses are examined and it is shown that these, when undertaken within frameworks of understanding which take the autonomous, rational individual as the subject of the discourse, fail to offer sufficient guidance in the pursuit of the wellbeing of, and respect for, people with intellectual disability. This poses a central issue that any collaborative engagement between stakeholders needs to decide - the status as persons of people with intellectual disability.
The issue of ambivalence towards this status, which services seem to perpetuate, poses the central practical question: how is it possible to decisively resolve this ambivalence in favour of the full personhood and humanity of those who are labeled as having intellectual disability? A current service philosophy, Social role Valorisation (SRV), is discussed in considerable detail, to demonstrate the need for this philosophy to be situated in an explicitly ethical framework, in which personhood is acknowledged in all its strangeness, difference and relational diversity, if it is to be utilised collaboratively. The explicit socially normative under-pinning of SRV is shown to reinforce the 'non-person' status of those who fail to meet these normative criteria for acceptance. Thus SRV may on occasions be instrumentally directed to harmful outcomes. The intent of SRV is to protect the life of devalued people, as persons, so there is a need for a more explicitly ethical formulation. The contention of the thesis is that the nature of 'what is valued' with and for people with intellectual disability may only be determined collaboratively, in the context of relationships which give recognition to their intrinsic value as persons, not by reference to some abstract set of social norms. What this intrinsic value is however, can not be according to the attributes selected by some philosophers - autonomy and rationality - as being the essential defining characteristics of persons. Rather, intrinsic value must be a relational concept, derived from those who have a relationship with those with intellectual disability, directed to their respect and wellbeing. for a person with an intellectual disability, to be in relationship with people of such favourable dispositions is of vital importance. Yet it is also important that such people are afforded the recognition, from those less intimately involved, but who exercise power in the situation, that these relationships are the basis for defining social space and place for people who do not fit easily into the system. To be a person with intellectual disability therefore is dependent on the right to be in relationships of interdependency with others, and not be excluded socially as 'defective' because one is not autonomous. The nature of this interdependency, this anti-individualism, as a valid expression of humanity can only be supported through a collaborative engagement.
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Marks, Lori J. "Moderator & Discussant, Disability Services/Human Resources Disability Awareness Question & Answer Best Practices Panel." Digital Commons @ East Tennessee State University, 2002. https://dc.etsu.edu/etsu-works/3697.
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Page, Thomas O’Hara. "A formative program evaluation of a disability services office." Thesis, Wichita State University, 2008. http://hdl.handle.net/10057/2012.
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A qualitative investigation of the Wichita State University (WSU) Office of disability services produced a program model with one proximate outcome (providing quality services to disabled students). This paper reports the program description revealed by the qualitative investigation and details the implementation and results of a quantitative survey instrument. The survey was designed to provide program monitoring information with regard to student perception of service quality. Findings include input monitoring information, information regarding student knowledge of the services available and satisfaction information. A factor analytic solution is detailed.Thesis (M.A.)--Wichita State University, College of Liberal Arts and Sciences, the Program of Liberal Studies
Includes bibliographic references (leaves 52-56)
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Disley, Philip Alan John. "Applying equity theory to staff in learning disability services." Thesis, Lancaster University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.618725.
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According to Adams' (1965) equity theory. individuals determine how fairly they are being treated in relationships by comparing their ratio of inputs and rewards with those of a comparison other. A small number of studies on staff working in services for people with learning disabilities (LD) have utilised this theory, A review of these studies found a number of theoretical and methodological issues that require investigation. The aim of the current study was to address these issues. Specifically, its main aims were to (I) find out what inputs and rewards are relevant to LD service staff and who they compare themselves to (2) develop and evaluate a detailed measure of staff equity perceptions that is suitable for LD service staff - The Equity Perception Scale - Learning Disability Service (EPS-LDS) - and (3) expand on previous research by investigating whether staff equity perceptions are associated with a number of variables that have not previously been investigated within the context of LD services (i.e. performance, job satisfaction and organisational commitment). Data was collected using a combination of qualitative and quantitative methods (i.e. semi-structured interviews (n=; 15), focus groups (n = 7) and postal questionnaires (n = 143)) and data analysis procedures (e.g. template analysis and non-parametric statistical tests). A wide range of inputs, outcomes and comparison others were identified. Overall, the EPS-LDS was found to possess acceptable internal consistency reliability, construct validity and criterion validity. The overall test-retest reliability of the measure, however, was found to be unsatisfactory. Staff equity perceptions were found to be associated with performance. job satisfaction and organisational commitment. Possible explanations for some of the findings are forwarded. The results are discussed in terms of their implications for research and practice. Directions for future research are proposed.
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Godbey, Alice. "STUDENT DISABILITY SERVICES WITHIN THE 28 FLORIDA COMMUNITY COLLEGES." Master's thesis, University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3538.
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The purpose of this research study was to investigate perceptions and activities of disability support program administrators in Florida community colleges regarding program administration and evaluation. The study further sought to document if any relationships existed between selected organizational and staffing characteristics and the program's ability to follow an established set of standards for program administration and evaluation. A total of 25 disability support administrators (89.3% response rate) completed a phone survey designed for this study. The study revealed that there were many inconsistencies among the higher education disability support programs in regard to programming, staffing and data collecting activities. The common denominator for determining the extent of data collection being performed within the responding community colleges appeared to be the Florida Department of Education, specifically the criteria requested annually by the Division of Community Colleges and Workforce Education. At all of the institutions surveyed, data collection activities were concentrated on numerical student data and did not consistently include program evaluation information. Finally, administrator training in program evaluation was positively associated with the responding disability support program's ability to participate in program evaluation activities. This study concluded with discussion of proposed recommendations for disability support administrators in the Florida community colleges.Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership
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Page, Thomas O'Hara Burdsal Charles. "A formative program evaluation of a disability services office." A link to full text of this thesis in SOAR, 2008. http://hdl.handle.net/10057/2012.
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Thesis (M.A.)--Wichita State University, College of Liberal Arts and Sciences, the Program of Liberal Studies.Copyright 2008 by Thomas O⁰́₉Hara Page. All Rights Reserved. Includes bibliographical references (leaves 52-56).
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Atashi, Samira. "Exploring Equality of Use and Access to Public E-services for People with Disability: A Study of Disability, Public e-services and IT Policies." Thesis, Linnéuniversitetet, Institutionen för datavetenskap, fysik och matematik, DFM, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-19597.
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Discussion of the equal use and access to public e-services for people with disability does not present a coherent picture of Information Technology (IT) policies, public e-services and disability. Current studies usually take care of one or two of these subjects together, for example use and accessibility issues of public e-services from the viewpoints of users with disability, or IT policies and guidelines regarding use and access to public e-services for all people, or limitations of technology in supporting people with disability to equally use and access public e-services. In this study, in order to explore the equality of use and access to public e-services for people with disability, I will apply a framework proposed by Orlikowski (1992). On this account, I will explore the equal use and access to public e-services from three aspects of experiences and expectations of people with disability, public e-services and disability features available on them, and IT policies in combination.
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Robotham, D. J. "Participant opinions of randomised controlled trials within intellectual disability services." Thesis, University College London (University of London), 2010. http://discovery.ucl.ac.uk/19809/.
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OBJECTIVE: This study examined participants’ opinions and beliefs about Randomised Controlled Trials (RCTs) in an intellectual disability context. BACKGROUND: RCTs in this field require co-operation from various stakeholders, including carers and professionals from a variety of disciplines. However, previous research indicates that local stakeholders may have negative views regarding RCTs in this population, and that it may be difficult for researchers to gain access to participants. This is compounded by the potential problems surrounding communication with a proportion of the service users. METHOD: The present study builds upon an RCT for a behaviour therapy intervention for people with intellectual disability, which was situated within community based services in one county of South East England. Fifty-one individuals were interviewed; 11 paid carers, 7 family carers, 6 adults with mild intellectual disability, and 27 professionals from health and social care services. The interviews elicited opinions, beliefs and decision-making processes relating to stakeholder experiences of the RCT. Data was analysed through coding emergent categories into a framework, which evolved throughout the analysis. RESULTS: The data revealed that opinions about RCTs were shaped by several concerns. The most important of these included the following; continued ability to access interventions, the ethical concerns surrounding randomisation, perceptions of limited financial resources, and problems involving communication and consent. DISCUSSION: RCTs are ubiquitous in clinical research, including psychiatry. However, they present difficulties for researchers and participants in the field of intellectual disability. Good communication with all stakeholders is essential to ensure the successful conduct of an RCT. This study provides information for academics and clinicians who plan to conduct future research and RCTs with people who have intellectual disability. The findings may be used in future to develop appropriate strategies to assist with recruitment for RCTs in intellectual disability, and to increase stakeholders’ acceptance of the procedure.
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Johnson, Clair Louise. "Systemic consultations in intellectual disability services : experiences of care staff." Thesis, University of Hertfordshire, 2017. http://hdl.handle.net/2299/17960.
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This research used interviews and Interpretative Phenomenological Analysis (IPA) methodology to explore the experiences of care staff who attended systemic consultations within an Intellectual Disability (ID) service. A systematic literature review revealed limited research in the area of systemic approaches used with people with IDs and their networks. Research questions encompassed 'How do care staff experience systemic consultations that they have attended in ID services'?, 'What do care staff find helpful in systemic consultations'?, and, 'What do care staff find unhelpful in systemic consultations'?. Seven participants were interviewed, and interview data was transcribed and analysed using IPA. Five superordinate themes emerged; 'Not knowing what to expect; it was something different', 'Our relationships improved', 'An outside person shone a new light enabling us to think and work differently', 'Making sense of what we have achieved', and 'They made us feel validated'. The research findings highlighted important clinical implications. These included a need for the context to be 'warmed' and relational reflexivity (Bunham, 2005) to be applied in order to help care staff prepare for systemic consultations and feel supported. Future research directions are also discussed in order to develop the evidence-base for systemic approaches within ID services.
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Brown, Scott Anthony. "Student perceptions of the efficacy of learning disability support services." Diss., Restricted to subscribing institutions, 2007. http://proquest.umi.com/pqdweb?did=1467885891&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
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Quinn, Courtney Diann. "A survey of disability support services in Illinois higher education /." View online, 2009. http://repository.eiu.edu/theses/docs/32211131566656.pdf.
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Priestley, Mark. "Disability, values and quality : a case study in Derbyshire." Thesis, University of Leeds, 1997. http://etheses.whiterose.ac.uk/486/.
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Cultural representations of disability reveal a cultural value system which characterises the disadvantage experienced by disabled people in terms of personal tragedy, the impaired body and otherness. The reproduction of these disabling values in the dominant discourses of British policy making have resulted in a mode of welfare production based on 'care', individualism and segregation. More recently, implementation of the 1990 NHS and Community Care Act has tended to consolidate rather than challenge this policy tradition. By contrast, the emergence of a strong disabled peoples' movement offers significant forms of resistance to dominant policy discourses through the development of social models of disability. In particular, Centres for Independent/Integrated Living have promoted an alternative agenda for enabling community support systems based on the values of participation, social integration and equality. Disabled people's organisations in Derbyshire were at the forefront of these developments in Britain. Their attempts to implement integrated living solutions within the policy framework of community care demonstrate significant conflicts over the definition of quality in service processes and outcomes. The study employs co-participatory methods to involve local service users and disabled people's organisations in exploring these issues within an emancipatory research paradigm. The data from this research highlights specific barriers to policy change and suggests that effective self-organisation within a cohesive social movement is a necessary pre-requisite for the liberation of disabled people. Ultimately, the agenda for change promoted by the disabled peoples' movement challenges not only attitudes and values but also the social relations of production and reproduction within a capitalist economy.
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Nicoll, Madonna A. ""I'm a person of value": People with intellectual disability negotiating paid support relationships." Thesis, Queensland University of Technology, 2022. https://eprints.qut.edu.au/232631/1/Madonna_Nicoll_Thesis.pdf.
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Changing philosophies affect change in how people with disability are supported. In Australia, paid workers provide most formal services in people’s homes. However, the experience of support from the perspective of those accessing services is concealed. This qualitative research analysed accounts of people with intellectual disability to reveal their experiences of support. Contrasting dominant social narratives of dependence, ‘being a person of value’ was a central theme in the perception and presentation of self in support relationships. These findings call for support agencies to offer greater respect, person-centredness, choice and control to people with intellectual disability.
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Fitzgerald, Suzanne. "Evaluation of the 'Risk Assessment Protocol for Intellectual Disabilites' in community services for adults with a learning disability." Thesis, Cardiff University, 2012. http://orca.cf.ac.uk/37145/.
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Review of the research literature on the prevalence of physical aggression in community teams for adults with a learning disability (CLDTs) suggests that services are managing people who are physically aggressive, which impacts on services. This suggests that there is a need for services to use risk assessment instruments of physical aggression to support teams to accurately identify those who will be physically aggressive to others. Established risk assessment instruments are resource intensive and so a screen, such as The Risk Assessment Protocol for Intellectual Disabilities (RAPID), developed in forensic psychiatric patients with a learning disability (LD), could support services to target their limited resources. The predictive validity of the RAPID to predict physical aggression, property aggression and verbal aggression, in a community sample of adults with a LD was evaluated. The RAPID was compared to an established risk assessment instrument, the VRAG, in order to assess its concurrent validity. The predictive validity of the items of the RAPID were analysed to provide a measure of construct validity. The RAPID was also compared to a Risk Rating made by staff, to assess incremental validity. In addition, the ability of the RAPID to be easily and reliably scored was evaluated. The RAPID predicted incidents of physical aggression with a large effect size. The RAPID was highly correlated with the VRAG, which suggests that it has good concurrent validity. Some of the items of the RAPID predicted physical aggression, which suggests some construct validity. It was not possible to establish that the RAPID has incremental validity above the VRAG or the Risk Rating. The RAPID was found to have good inter-rater reliability. The findings of the study suggest that the RAPID could be used to support CLDTs to make informed decisions about the completion of risk assessment instruments, risk management plans and interventions that aim to reduce the risk of physical aggression.
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Monro, Dugald John. "The Results of Federalism: an examination of housing and disability services." University of Sydney. Economics and Political Science, 2002. http://hdl.handle.net/2123/493.
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Joshua, Leanne. "Adult family placements : the experiences of carers in learning disability services." Thesis, Cardiff University, 2012. http://orca.cf.ac.uk/17277/.
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The shift in learning disability services from institution to community settings has been mirrored by the development of new types of respite, short and long term care for individuals with a learning disability. Adult Family Placements are provided by individuals or families in the local community, who share their homes and their lives with people with learning disabilities who need support to live more independent lives. In recent years there has been growing interest in the provision of family-based schemes (McConkey, McConaghie, Roberts & King 2002), and such schemes are now widely used for the provision of long term residential care for people with learning disabilities in Britain (Dagnan, 1997).While a limited amount of research has focussed on the characteristics of providers of Adult Family Placements (Gage, 1995; McConkey et al., 2005), and some has focussed on the recruitment and retention of such providers (Bernard, 2004; Hanrahan, 2006), very little research has focussed on the reasons behind why people become providers of such placements (McConkey et al., 2005). The aim of the present study was to use qualitative methodology to explore the experiences of five individuals who provide Adult Family Placements for individuals with a learning disability. Information was gathered using semi-structured interviews and verbatim transcripts were then analysed using Interpretative Phenomenological Analysis (Smith, 2004). From the analysis, five superordinate themes emerged, each with their corresponding master themes. The superordinate themes were ‘motivation to provide a placement’, ‘notion of family’, ‘scope of role’, ‘emotional investment’ and ‘personal-professional issues’. These themes raised a number of important clinical and service considerations concerning the recruitment, training and retention of Adult Family Placement providers. The implications of the study for both services and clinical practice are discussed and recommendations made.
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Ebrahim, Shaheen Brian John. "Physical disability, health, depressed mood and use of services after stroke." Thesis, University of Nottingham, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.293216.
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Outar, Cara. "Burnout in direct care staff working in adult intellectual disability services." Thesis, University of Birmingham, 2014. http://etheses.bham.ac.uk//id/eprint/5114/.
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Volume I comprises three papers. The first paper is a systematic review of the literature examining burnout in direct care staff working with people with intellectual disabilities. The second paper presents a quantitative research study exploring the relationship between work demands and staff burnout and whether role-identity or self-determination mediate this relationship. The final paper is a public domain briefing document which provides an accessible summary of the empirical paper. Volume II comprises five clinical practice reports. The first report presents a cognitive-behavioural and psych-dynamic formulation for a 16-year-old girl with social anxiety. The second report is a case study describing a cognitive-behavioural intervention undertaken with a 54-year-old gentleman with obsessive compulsive disorder. The third report is a single-case research design describing a behavioural intervention for a 45-year-old woman with Asperger syndrome presenting with challenging behavior. The fourth report is a small-scale service related research project, investigating how well current practice meets the standards of the local mood assessment pathway in a stroke service. The fifth report is an abstract of an oral presentation describing an extended assessment and cognitive-behavioural intervention for a 24-year-old gentleman in a medium secure forensic service.
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Goss, Abigail. "Attitudes of support workers in learning disability services towards counselling psychology." Thesis, City, University of London, 2016. http://openaccess.city.ac.uk/16817/.
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The following portfolio seeks to view counselling psychology and people with learning disabilities from a pluralistic standpoint. The focus of the research is to understand the attitudes of support workers towards counselling psychology and this particular client group. It attempts to investigate through mixed methods the likelihood of support workers considering a referral for counselling and the factors that affect this while understanding the views and opinions of support staff. In addition, the portfolio includes a publishable paper based on this research which focuses on the role of counselling psychology in improving access to counselling for people with learning disabilities. Finally, a case study presents therapeutic work with someone who has a learning disability underpinned by a pluralistic framework.
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Monro, Dugald. "The results of federalism an examination of housing and disability services /." Connect to full text, 2001. http://hdl.handle.net/2123/493.
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Thesis (Ph. D.)--University of Sydney, 2002.Title from title screen (viewed 15 April 2008). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the Discipline of Government and International Relations, School of Economics and Politics, Faculty of Economics and Business. Degree awarded 2002; thesis submitted 2001. Includes bibliographical references. Also available in print form.
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Hondros, James Constantine. "Implementing National Disability Service Standards: What Street Level Bureaucrats Exercise Discretion for in the Provision of Employment Services." Thesis, Griffith University, 2014. http://hdl.handle.net/10072/365545.
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The purpose of this thesis is to interpret the use of discretion to deliver public service in public interest. The research question to guide this purpose is, what do street-level bureaucrats use discretion for to implement disability service standards in Australia? Lipsky (1976) proposed that given their discretionary power, people on the front-line representing government (termed ‘street-level bureaucrats’) through daily people processing action on the front-line significantly affect policy outcomes. To implement social policy, a qualitative based method has been used to emphasize both intended and unintended consequences to front-line discretion. As a case, the street-level bureaucrats in disability employment services participated in semi-structured interviews and assisted this thesis design and provide the grounds to interpreting what it means to implement social policy in public interest today. By asking the question what is discretion used for, it is with the intention to uncover the meaning of public benefit, deep-rooted in service delivery. It is argued a street-level bureaucrat determines the meaning for citizen-consumer experience from standards in the legislation, and in so doing this, will highlight the ambiguity experienced in service delivery between state-agent or citizen-agent understanding surrounding ‘public interest’ and ‘public service’. The foundation on which the nature, amount and quality of benefits and sanctions, to assist people with a disability into sustainable employment, still rests with new street-level bureaucrats rather than the state initiative. Outcomes of service delivery rest on, in part, the use of discretion by street-level bureaucrats. This thesis disagrees with the state-agent ideal whereby particular outcomes that are unintended or unanticipated by those responsible for setting policy objectives (government) can be explained by the discretion of street-level bureaucrats.Thesis (Masters)
Master of Philosophy (MPhil)
Griffith Business School
Griffith Business School
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Eakin, Pamela Anne Mounsey. "Disability and community care : the development of an instrument to assess need and measure outcome." Thesis, University of Ulster, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.358463.
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Hartley, Sally Diane. "Development of a 'communication disability model' and its application to service delivery in less developed countries." Thesis, University College London (University of London), 1997. http://discovery.ucl.ac.uk/1317639/.
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This study began as an investigation into models of service delivery for people with communication disorders in less developed countries. To compensate for the limited data on this client group, exploration of national and international literature, together with perspectives on disability in general, were supplemented by a situation analysis of the services offered to this group of people in Oyo State, Nigeria. These revealed impairment-led activities with low coverage levels and terminology so diverse and inconsistent, that meaningful comparison among limited data available were difficult to achieve. Three groups of theoretical questions relating to people with communication disorders were developed from the review and analysis. The questions concerned disability, needs and attitudes. The explorations of these form the basis of this research. Complementary use of qualitative and quantitative methodologies enabled collection of data relevant to the questions posed, through surveys, interviews and focus group discussions, with professionals, parents and community members. Each phase of the data collection was modified to take account of the findings of the previous phase and a process of triangulation was used to validate the data. The data establishes `people with communication disorders' as part of the population of disabled people and develops a `communication disability model' as a means of understanding and developing appropriate service delivery structures. This includes adoption of the term 'people with communication disabilities' as one that expresses and encompasses the author's perception of the target population.
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Mitchell, Duncan. "'No claim to be called sick nurses at all' : an historical study of learning disability nursing." Thesis, London South Bank University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.271810.
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Kimball, Pauline Aines. "Disability resources for the educator." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2358.
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This thesis identifies what disability resources are currently accessible and needed by the educator in order to service the disabled student in the classroom. It is a compilation of medical, academic, financial and equipment resources currently available to the educator.
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Gress, Leslie Anne. "Adult Use of Longitudinal Genetic Services." University of Cincinnati / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1336507935.
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Sneed, Zachery. "Postsecondary disability support services : a survey of achievement of national program standards /." Available to subscribers only, 2006. http://proquest.umi.com/pqdweb?did=1216756321&sid=4&Fmt=2&clientId=1509&RQT=309&VName=PQD.
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Grace, N. "Narratives around sex and relationships in forensic and community Intellectual Disability services." Thesis, University of Liverpool, 2016. http://livrepository.liverpool.ac.uk/3003461/.
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Polk, Katrina. "Multifamily Subsidized Housing Seniors' Awareness of Aging and Disability Resource Center Services." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3255.
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Over 75% of adults 60 years of age or older who live in Washington, D.C. are unaware of access to Aging and Disability Resource Centers' (ADRC) community-based services. Approximately 25% of these individuals are low-income and reside in multifamily subsidized housing. With a theoretical basis in Penchansky and Thomas' construct of access, this phenomenological study explored whether increased awareness of access to ADRC service delivery may potentially better meet the needs of this socioeconomically marginalized population. Data were collected through semi-structured interviews with 20 senior citizens in Washington, D.C. who received some programmatic assistance, such as housing or meal delivery, but not necessarily through an ADRC. Interview data were inductively coded and analyzed using Braun and Clarke's thematic analysis method. Findings indicate that while there is an apparent need for community-based services, many participants who were not aware of ARDC services wanted more information about how to access the service delivery system to age in place, avoid burdening children, retain housing vouchers, and prevent nursing home placement. In contrast, seniors who accessed ADRC, based on the construct of access, found services acceptable, accessible, affordable, available, accommodating, and helpful in allowing them to remain independent and at home. The results of this study contribute to positive social change by recommending that program administrators focus on outreach to the program's target population, thereby improving access to resources so they can be self-reliant and prolong residential longevity for aging-in-place demands.
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Fortney, Stoni Lin. "The Intersection of Urbanicity, Race, Diagnoses, Type of Residence, and Access to Services for Individuals with Intellectual Disabilities and Developmental Disabilities." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1554995471441475.
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Robinson, Sally. "Insult and injury: a narrative approach to understanding the emotional and psychological abuse and neglect of people with intellectual disability living in disability accommodation services." Thesis, Griffith University, 2010. http://hdl.handle.net/10072/366297.
Full textAbstract:
Emotional and psychological abuse and neglect is poorly recognised in the lives of people with intellectual disability. While research into abuse and neglect has found this a longstanding and significant problem affecting the lives of people with intellectual disability, most of these studies have focused on physical and sexual abuse. For people with intellectual disability living in accommodation services, abuse can also be linked to the responses of compliance based services systems, in which a strong emphasis is placed on managerial and technical approaches to the development and operation of disability accommodation services.
Within this context, this research aimed to gather new insights about the experiences of emotional and psychological abuse of people with intellectual disability living in disability accommodation services. The study addressed three key research questions, namely:
How do people with intellectual disability understand the experience of psychological and emotional abuse and neglect in disability accommodation services?
What is the impact of that experience on them?
What factors might predispose people to abuse, increase their risk and protect them against this form of abuse and neglect?
The study adopted a narrative approach and is based in the belief that the knowledge and truth about the issue is vested in those who have lived it, and those close to them. A new approach was developed for the study using narrative collage. Narrative collage involves putting the person with intellectual disability at the centre of the collage, and inviting other supporters into the research (with their agreement) to ‘bolster’ their narratives. Together, their stories build a collage of the person’s experience. It is fundamentally about gathering collective experience to develop new understanding.
Four people with intellectual disability and their supporters participated in the research in this way. Five family members participated in the research on behalf of their family member with high support needs. Narratives or stories of the experiences of nine people with intellectual disability in disability accommodation services grew from this involvement. A further sixteen people from policy and advocacy bodies participated in the research as key stakeholders, talking about systemic issues.
A framework for understanding emotional and psychological abuse and neglect was developed during the research, and used to group the abuse and neglect experiences into the following categories: caregiver privilege; degrading; isolating; minimising, justifying and blaming; neglecting; terrorising; withholding, misusing or delaying needed supports; and corrupting and exploiting.
The narratives revealed a total of 228 incidents of emotional and psychological abuse and neglect in participants’ ‘service lives’. All nine people experienced multiple forms of emotional and psychological abuse and neglect on multiple occasions. Results revealed that while some abuse was caused by the actions of malicious individuals, more commonly, abuse and neglect was caused by staff following service policies and routine practices that did not adequately respect people’s rights. The use and misuse of power and control emerged as a central theme in all experiences. The impact of this abuse and neglect on participant’s lives has been significant and is manifested through long standing issues with emotional and mental health, capacity to develop and maintain relationships, ability to trust, and cultural connections.
Despite this volume and range of abuse and neglect, people demonstrated great resilience in dealing with their abuse. All had strategies for managing their emotions and the distress that the abuse caused, and had moved on with life in important ways.
Four key issues emerged from this research which have particular importance for policy, practice and research, as they grow from the lived experience of people with intellectual disability. These problems concern
the central place of systems in this form of abuse and neglect
the cumulative impact of emotional and psychological abuse and neglect over time
recognition of emotional and psychological abuse and neglect by people with intellectual disability, and
the lack of moral authority accorded to people with intellectual disability in abuse acknowledgement and reporting.
The study concluded that approaches are needed that build capacity in people with intellectual disability and in those who support them to resist and deal with emotional and psychological abuse and neglect.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Human Services and Social Work
Griffith Health
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Honey-Arcement, Rochelle Renee. "Immigrant parents of children with disabilities and their perceptions of their access to services and the quality of services received." Thesis, University of Iowa, 2016. https://ir.uiowa.edu/etd/3103.
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An analysis of experiences of immigrant parents, in a Midwestern college community, accessing services for their child with a disability. A qualitative study using phenomenological theory was used wherein access to services was explored from the parents lived experience. Four immigrant parents were chosen using purposive sampling. Grand tour questions were asked leading to follow-up questions based on respondent answers. Interviews were audio recorded in a location chosen by respondents, and transcribed. Home environment and interactions with child were noted. Grounded theory emerged from analysis using the constant comparative method. Transcripts were read multiple times and categories began to emerge. Based on emergent categories transcripts were cut into segments and categorized accordingly. Comparisons of categories led to reanalysis and emergence of three primary themes; experience of accessing services, feelings about services, and factors affecting experience of accessing services. To enhance credibility, negative case analysis was used to incorporate differential experiences. Thick description was used to increase transferability. Dependability and Confirmability were addressed using an audit process. Two parallel theories emerged from the analysis; one regarding factors leading to positive experiences of accessing services, one regarding factors leading to negative experiences. The theories are supported by original data from the interviews and show how providers, the Department of Human Services, school systems and advocates can improve the situation. This study adds knowledge by exploring a previously unexplored type of community in this research area, but is limited by researcher requirement of English speaking respondents.
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Woolfall, Emma. "The value of 'third-wave' therapies in Intellectual Disability services : service user experiences of adapted Dialectical Behaviour Therapy." Thesis, Bangor University, 2018. https://research.bangor.ac.uk/portal/en/theses/the-value-of-thirdwave-therapies-in-intellectual-disability-services(785fbb8f-d07f-487b-b667-5fba8276cbcb).html.
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The first chapter consists of a systematic literature review and meta-analysis, which explores the efficacy of using mindfulness-based interventions (MBIs) to reduce stress among both professional and parental caregivers of individuals with intellectual and/or developmental disabilities (IDD). A systematic review returned 2,346 papers, of which, 14 studies met the inclusion criteria (six including professional caregivers, and eight including parental caregivers). Consistent with previous reviews, the meta-analyses identified a small to moderate effect size of MBIs in reducing stress among parental caregivers. No effect was found for professional caregivers; study findings were mixed, although did highlight a possible doseresponse relationship. Further research is necessary in order to develop the evidence base, however preliminary findings show promise for the use of MBIs for caregivers within ID services. The second chapter presents findings from an empirical study, which adopted a qualitative approach to explore service users' experiences of adapted Dialectical Behaviour Therapy (DBT) in community ID services. The principles of interpretative phenomenological analysis (IPA) guided the analysis of semi-structured interviews, conducted with six participants. Four super-ordinate themes emerged from the data; representing the concurrent challenging and rewarding nature of participants' therapeutic journeys. Implications for clinical practice and recommendations for future research are discussed. The third chapter considers theoretical and clinical implications that arose from the first two papers and highlights a significant paucity of research generally within the field of ID. The paper concludes with personal reflections of the research process.
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Moore-Cooper, Robin LaJune. "A national census state of disability services at historically black colleges and universities /." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1143483711.
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Millard, Christopher James. "The authenticity of person centred planning for people who use learning disability services." Thesis, University of Exeter, 2015. http://hdl.handle.net/10871/22646.
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This thesis describes an interpretative, qualitative study of one person centred planning, circle of support. The eight people in the circle support a person with a learning disability, to help plan the life the person would like, utilising person centred planning techniques and tools. This study uses an ontological foundation of phenomenology, existentialism, and social psychology to examine the authenticity of the process of person centred planning for the circle of support members, and the person they have all chosen to support (focused person). A variety of data collection methods are employed, particularly those utilising ethnographic characteristics, and participatory approaches. These include video of a circle of support meeting, informal interviews using a video elicitation technique with circle members, and the use of photographs of the person’s plan. The data analysis is interpretative, and uses a two stage thematic analysis. Findings focus on the key concepts of individual agency, social inclusion, rights, choice and social emancipation. In addition the study attempts to examine the individual’s “truth” of current service experiences, and of person centred planning as a method of life planning, for people with learning disabilities. This study adds to understandings of learning disability, and disability generally, by providing new insights into how people should be supported in the future. It emphasises recognising the importance of individual experience both as participants in circles of support, but also as people involved in, or using learning disability services in the United Kingdom. This includes appreciating that human experience is shaped not only by what can be observed and measured, but that individual agency, imagination, feelings and thought are just as important in how individuals view and experience their world.
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Browne, Claire. "Psychological interventions in forensic learning disability services : a focus on anger and aggression." Thesis, Lancaster University, 2016. http://eprints.lancs.ac.uk/82113/.
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Difficulties with emotion regulation are reported as commonly experienced by people with intellectual disabilities (PWID). These difficulties can lead to the involvement of PWID with forensic services, and the requirement for them to undertake psychological therapies aimed at improving their regulation of emotion. This thesis firstly provides a critical review of the quantitative evidence for the effectiveness of interventions addressing the most prevalent form of emotion dysregulation for PWID in community-based and inpatient forensic services: anger and outwardly-directed aggression. Sixteen studies met the inclusion criteria and offered promising evidence for the effectiveness of a range of psychological approaches in improving anger and reducing aggression. However, firm conclusions and generalisability of findings were precluded due to the pervasive methodological shortcomings across studies, and accordingly, recommendations for future research and service providers were made. Second, this thesis empirically explores the process of engagement and perceived change for PWID in forensic services attending dialectical behaviour therapy (DBT). The perspectives on “what works” in DBT are gathered via interviews with nine participants and analysed using a constructivist grounded theory-informed methodology. The resultant model highlighted a temporal process within which participants encounter a difficult and coercive journey from compliance and avoidance, to acceptance and integration of change. The model was discussed in relation to current theory on the process of change, and clinical implications were made in respect of improving the support provided to PWID attending DBT in forensic settings. Future research is encouraged to explore and address perceived coercion and aversive elements within psychological interventions for PWID, to enhance treatment experience, effectiveness and evaluation. Finally, reflections were offered in the critical appraisal section of this thesis on the potential challenges of conducting research with PWID in forensic settings and the recurrent theme of coercion noted in respect of this population.
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Furnish, Katherine. "Staff experience and methods of understanding self-harm in community learning disability services." Thesis, University of Essex, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.495767.
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Meyer, Rachel Heather. "COLLEGE STUDENTS WITH DISABILITIES' MOTIVATION TO UTILIZE DISABILITY SUPPORT SERVICES: A QUALITATIVE INVESTIGATION." Diss., Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/168403.
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Educational PsychologyPh.D.
The current study investigated the motivation of college students with disabilities to disclose their disability(s) to the university and to utilize disability support services. Eleven college students with a diversity of invisible disabilities from a large university were interviewed using a narrative approach. Analysis involved a combination of inductive and deductive procedures informed by Self-Determination Theory (SDT) (Ryan & Deci, 2002; Deci & Ryan, 2000). The analysis identified six themes in the narratives within which students' experiences were analyzed as more or less supportive of their psychological needs of autonomy, competence, and relatedness: (1) Disability Construction; (2) High School Experience; (3) Significant Adults; (4) Disability Resources and Services (DRS) and other Services; (5) Interactions with Faculty; and (6) Interactions with Peers. An important conclusion of the analysis was that students' motivation and decision to disclose their disability and to utilize support services was framed by the level of acceptance of their disability--or, in self-determination theory terms, their integration of their disability to their authentic self. Students' narratives that suggested integration of the disability to the self also included indication of the students being more proactive, agentic, flexible, adaptive, and open in disclosing their disability to the university, to faculty and to peers, and in utilizing support services. In contrast, students' narratives that suggested partial or non-integration of the disability, and ambivalence towards being labeled with a disability, also included indication for hesitance, rigidity, and less adaptive patterns of disclosure and utilization of services. Different levels of integration of the disability in students' narratives were concordant with indication in the narratives of different levels of support for the psychological needs of autonomy, competence, and relatedness--particularly by significant adults at home and in high-school. These general psychological-motivational patterns manifested in the narratives as individual profiles that integrated the six themes into the unique narrative of each participant. The study ends with consideration of the implications of the findings to future research and possible ways by which university disability support services may promote effective utilization of services by students with disabilities.
Temple University--Theses
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Wroten, Heather Ann. "Utilization of Specialized Camp Services among Parents of a Child with a Disability." CSUSB ScholarWorks, 2015. https://scholarworks.lib.csusb.edu/etd/187.
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The purpose of this study was to explore the utilization of specialized camp services among parents of a child with a disability. This study sought to investigate specialized camp services as respite for families. The data was gathered utilizing a mixed method survey approach. The surveys were distributed to primary caregivers of a child with a disability who have attended Camp Paivika within the past three years. The sample size of this study was 69 respondents. The results show that the family unit benefits by way of de-isolation. The camper increases social skills, confidence, and independence. The caregivers experience emotional stress relief along with an increased ability to connect with other family members. The siblings of the child with a disability experience a relief of responsibilities associated with having a sibling with a disability as well as an ability to partake in family activities they may not otherwise be able to do. In conclusion, this research indicates positive familial benefits to out-of-home recreational respite services, such as a specialized camp services. Future research on the benefits will give the field of social work greater insight into the importance of out-of-home recreational respite.
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Young, Carolyn A. "An analysis of the need for a specialist neurological service in the management of disability from a regional neuroscience centre." Thesis, University of Bristol, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.246295.
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Frieg, Annette. "Disability profiles and needs of disability grant recipients in Kleinmond, Western Cape, South Africa / Annette Freig." Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/51730.
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Thesis (MPhil (Rehabilitation))--University of Stellenbosch, 2000.ENGLISH ABSTRACT: The South African National Census (1996) reports a disability prevalence of 6,6% in South Africa. In November 1999 the government paid out 635 881 temporary or permanent disability grants. Legislation is in place to allow the Department of Social Services to administer the grants. For this study demographic information of disability grant recipients in a semi-rural area was sought in order to improve understanding of disability and to assist in service delivery. The study was executed in Kleinmond, a coastal town in the Western Cape with a population of 3 918, where 189 people reported a disability during the 1996 census. Objective The objective of this study was to determine the disability profile, caregiver utilization and needs of disability grant recipients in Kleinmond, Western Cape, South Africa. METHODS A descriptive survey was the study design of choice. The study population consisted of recipients of a permanent disability grant who collected their grants at the Kleinmond Post Office in June 1999. In order to capture the necessary information, a questionnaire was developed based on the disability catalogue of the International Classification of Impairment, Disability and Handicap (ICIDH) of the World Health Organisation. Pilot studies were conducted and the researcher interviewed 29 grantees during the main study in Kleinmond in June/July 1999. Repeatability of the questionnaire was tested. Ninety six percent of the responses were the same on the second visit to four randomly selected grantees. Data was analysed with the statistical software package STATISTICA. RESULTS The response rate was 90% (29/32). The mean age of the mainly male grantees was 42 years (range: 18 - 64). Most grantees were single, but the majority stayed with someone else. Ninety three percent (27/29) were unemployed while 69% (20/29) felt they were able to work. Most grantees took regular medication and the majority accessed health services at the primary level local clinic. Twenty five grantees (86%or 25/29) reported multiple disabilities, while one person did not fit into any of the categories. The most common disability category was situational disability (82% or 24/29). Nineteen persons with disabilities (66% or 19/29) relied on help which was mainly given by the parents. Assistance was needed with activities such as collecting the disability grant, shopping and managing money. With regard to needs of grantees, most found it important to have the clinic closer to their homes (52% or 15/29), to increase the amount of the disability grant (76% or 22/29) and to raise awareness of disability in the community (69% or 20/29). CONCLUSION Most disability grant recipients in this study reported problems in many of the seven disability categories of the ICIDH, i.e. multiple disabilities. This is consistent with the assumption that only severely disabled people qualify for a permanent disability grant in South Africa. This might explain why the majority of the grantees utilized a caregiver for some tasks. Needs with regard to health and social services of this defined group of persons with disabilities in Kleinmond will be brought to the attention of the authorities, who are planning a new community centre and clinic.
AFRIKAANSE OPSOMMING: Volgens die Nasionale Sensus opname van 1996 is die prevalensie van ongeskiktheid in Suid- Afrika 6.6%. Bevindinge dui aan dat 635881 individue 'n ongskiktheidstoelaag ontvang. Hierdie toelae word volgens wetgewing deur die Departement van Maatskaplike Dienste ge-administreer. In hierdie studie is demografiese inligting van individue wat 'n ongeskiktheidstoelaag ontvang ingesamel in 'n poging om insig in gestremdheid en dienslewering aan gestremdes te verbeter. Die studiepopulasie het bestaan uit individue wat 'n ongeskiktheidstoelaag in die Wes-Kaapse kusdorp Kleinmond ontvang. Kleinmond het 'n populasie van 3 918 waarvan 189 individue ongeskik is volgens die 1996 sensus. DOEL Die doel van die studie was om 'n ongesiktheidsprofiel van individue in Kleinmond te bepaal, asook te evalueer of hulle versorgers benodig het en om hulle behoeftes te bepaal. METODOLOGIE Daar is gebruik gemaak van 'n beskrywende studie. Die studiepopulasie het bestaan uit aile individue woonagtig in Kleinmond wat 'n permanente ongeskiktheidstoelaag ontvang het en dit by die poskantoor afgehaal het. Data is deur middel van 'n vraelys ingesamel. Die vraelys is gebaseer op die ongeskiktheids katalogus van die Internasionale Klassifikasie van Gebrek, Ongeskiktheid en Gestremdheid (ICIDH) van die Wereld Gesondheidsorganisasie. Die vraelys is getoets deur middel van loodsstudies. Die betroubaarheid van die vraelys is ook getoets deur tydens die navorsing dieselfde vrae tydens 'n tweede besoek aan vier kandidate te stel. Hierdie vier individue is ewekansig geselekteer en 96% van die response het ooreen gestem met die van die eerste besoek. Data is verkry van 29 individue gedurende Junie/Julie 1999. Data analise is met behulp van STATISTICA, 'n statistiese sagteware pakket, gedoen.RESULTATE Die responskoers was 90% (29/32). Die meerderheid van die studiepopulasie was manlik met 'n gemiddelde ouderdom van 42 jaar (rykwydte: 18 - 64). Individue was meerendeels ongetroud en het wonings met ander persone gedeel. Uit die studiepopulasie was 93% (27/29) individue werkloos. Van hierdie groep het 69% (20/29) egter gevoel dat hulle wei een of ander vorm van arbeid kan verrig. Bykans aile individue uit die studiepopulasie het gereeld medikasie gebruik. Die plaaslike prirnere gesondheids kliniek is deur die meeste individue benut vir gesondheidssorg. Meeste individue (86% of 25/29) het meer as een ongeskiktheid gehad en een persoon het nie in enige van die kateqoriee ingepas nie. Die ongeskiktheid wat die mees algemeenste voorgekom het was situasie-gebonde ongeskiktheid (82% of 24/29). Hulp is hoofsaaklik deur ouers verskaf en 66% individue (19/29) het van hulp gebruik gemaak. Hierdie hulp was meestal nodig met aktiwiteite soos die afhaal van die ongeskiktheidtoelaag, die doen van inkopies en die bestuur van persoonlike finansies. Die studiepopulasie het 3 groot behoeftes uitgespreek naamlik 'n kliniek nader aan hulle wonings (52% of 15/29), 'n verhoging in die ongeskiktheidstoelaag (76% of 22/29) en .n groter bewustheid van ongeskiktheid in die gemeenskap (69% of 20/29). Samevatting Baie van die individue uit die studiepopulasie het ongeskikthede in meer as een van die ongeskiktheidskategoriee aangedui. Hierdie bevinding is in ooreenstemming met die aanname dat in Suid-Afrika slegs individue met erge ongeskiktheid n ongeskiktheidstoelaag ontvang. Dit kan moontlik ook verklaar waarom die meerderheid van die populasie versorgers benodig het vir die uitvoer van sekere take. Die behoeftes van hierdie studiepopulasie sal onder die aandag van die plaaslike owerheid, wat tans besig is met die beplanning van 'n nuwe gemeensskapssentrum en kliniek, gebring word.
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Nesa, Monique. "Perceived effect of disability on adolescent siblings of children with an intellectual disability: development of a measure and pilot intervention." Thesis, Curtin University, 2005. http://hdl.handle.net/20.500.11937/894.
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The effects of disability on individuals, their parents and their family as a whole have been extensively researched. However, the specific effects on siblings have not been given adequate attention by mainstream society until recently. Consequently, few services have been available for siblings in our community. Of the research that has explored sibling needs, most have relied on parental reports or used measures developed for alternate populations measuring more general variables such as psychopathology. This research project is concerned with the development of a self-report measure of Perceived Effect of Disability for teenage siblings (12 -17 years) of children with an intellectual disability and the development and pilot of an intervention that aimed to assist the positive adjustment of teenage siblings. The development of the measure involved three stages. First, an extensive item pool was constructed from past literature with 150 potential items identified. To ensure the validity of the item pool for siblings themselves, a sample of 24 teenage siblings rated the importance of the items and subscales. This reduced the number of items. Next, focus groups were run with an alternate sample of 41 teenage siblings for further evidence that all pertinent issues were included and to explore items identified as having low importance in Stage 1. The last stage involved testing the measure’s psychometric properties with a further 80 siblings. Exploratory factor analyses were conducted to determine the measure’s underlying factor structure. Results identified four factors underlying the measure, Positive Influence of Disability, Family Differences, Worry About What Others Think and Lack of Time With Others, all of which exhibited high internal consistency and test-retest reliability over a six-week period.The final measure included 40 items and included two parts, the impact on family life and the impact on social life for siblings. The issues identified through the development of the Perceived Effect of Disability measure were then used to develop a pilot intervention that aimed to assist the positive adjustment of teenage siblings. The result was a 6-week program, consisting of 90-minute groups covering Sharing My Story, Exploring Differences and Disabilities, Exploring and Communicating Feelings, Coping Skills I, Coping Skills II and Finding Meaning. The impact of the program was piloted with two groups, consisting of 16 teenage siblings (aged 12-17 years). A matched comparison sample was also used to determine if the intervention resulted in improved perceptions of the effect of disability on siblings using the Perceived Effect of Disability (PED) subscales. There was no significant interaction between time and group on any of the PED subscales. A main effect was found for time on the Lack of Time With Others subscale only. The non-significant time x group interaction, however, indicates that the main effect of time on Lack of Time With Others scores applied to both groups. There was no significant change in family functioning or self-esteem from pre to post-test for the intervention group. However, extensive qualitative data provided strong support for the importance of such an intervention for this unique group of individuals in our community.
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Williams, Heidi Maria. "SUPPORT SERVICES FOR MAINSTREAM DEAF COLLEGE STUDENT WRITERS: THREE INSTITUTIONAL CASE STUDIES." OpenSIUC, 2017. https://opensiuc.lib.siu.edu/dissertations/1397.
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This dissertation acknowledges the fact that research regarding deaf student writers at the post-secondary level is practically void. To initiate an avenue of research that is meant to foreground future research regarding support services for deaf college student writers, I set out to find how college institutions are serving deaf student writers through academic support services by designing three institutional case studies. The first goal of this project was to synthesize research on the topic of deaf college student writers by organizing existing literature relevant to deaf education and language acquisition. The second goal of this project was to generate descriptive portraits of three institutions by illustrating how the schools are serving deaf student writers. The synthesis of the literature, descriptive portraits of the institutions, and discussion of emergent themes revealed from my study will speak to how the fields of Deaf Studies, Disability Studies, and Rhetoric and Composition might proceed in order to make the most of support services for deaf student writers.
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Neely-Barnes, Susan L. "Consumer choice in developmental disability services : assessing the impact on quality of life indicators /." Thesis, Connect to this title online; UW restricted, 2005. http://hdl.handle.net/1773/8135.
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Martin, Heather M. "An Analysis of Sexual Assault Support Services for Women who have a Developmental Disability." Thesis, Université d'Ottawa / University of Ottawa, 2015. http://hdl.handle.net/10393/32518.
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Guided by feminist social constructionism, intersectionality and the social construction of disability, this thesis investigates the ways that sexual assault support workers and disability support workers in a medium-sized Ontario city construct women survivors of sexual assault who have a developmental disability, and how their service delivery reflects these constructions. The data were collected through semi-structured interviews with sexual assault support workers and disability support workers. Results suggest that these workers construct their service users in multiple, sometimes conflicting, ways, resisting and reproducing several ableist and sexist social constructions. Furthermore, sexual assault support workers and disability support workers often construct their service users in opposing ways. This reveals a divide between the two types of organizations. Bridging this gap may have the potential to improve services for women survivors of sexual assault who have developmental disabilities.