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How we live: participatory research with six people with learning difficulties
1University of Sheffield, Department of Mental Health and Learning Disabilities Nursing, Manvers, England. m.richardson@sheffield.co.uk
Journal of Advanced Nursing
|January 3, 2001
Summary
People with learning difficulties experienced social exclusion but overcame barriers with nursing support, leading fulfilling lives. However, nursing models sometimes contributed to their disempowerment.
Area of Science:
- Disability Studies
- Nursing Research
- Social Inclusion
Background:
- The Social Model of disability frames disability as a result of societal barriers.
- People with learning difficulties often face significant social and economic exclusion.
- Understanding lived experiences is crucial for effective support.
Purpose of the Study:
- To explore the lived experiences of individuals with learning difficulties within community homes.
- To investigate how nursing models and service delivery impact their social inclusion and empowerment.
- To involve participants in all stages of the research process.
Main Methods:
- A longitudinal qualitative study over 18 months.
- Weekly group discussions and participant observation.
- Collaborative data collection, analysis, and dissemination with participants.
Main Results:
- Participants reported facing exclusion in areas like marriage, parenting, and employment.
- Nursing staff support helped overcome many social barriers, enabling varied activities and choices.
- Participants described their lives as interesting and worthwhile.
- Disabling assumptions within contemporary nursing models were identified.
Conclusions:
- Nursing models successfully promoted 'ordinary living' but also contributed to disempowerment.
- Service delivery models need to address disabling assumptions to fully support empowerment.
- Participatory research enhances the value and relevance of findings for individuals with learning difficulties.