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Managing relational autonomy in interactions: People with intellectual disabilities
Sandra Dowling1, Val Williams1, Joe Webb2
1Norah Fry Centre for Disability Studies, School for Policy Studies, University of Bristol, Bristol, UK.
Summary
This study explores how personal assistants (PAs) and support workers facilitate relational autonomy for individuals with intellectual disabilities during daily activities. It highlights joint decision-making processes in real-life interactions.
Area of Science:
- Disability Studies
- Social Interaction Analysis
- Healthcare Support
Background:
- Examines interactions between individuals with intellectual disabilities and support staff.
- Focuses on everyday activities and the role of personal assistants (PAs) and support workers.
Purpose of the Study:
- To explore the practical implementation of "relational autonomy" in real-world settings.
- To understand how joint decision-making occurs during daily activities.
Main Methods:
- Analysis of nine hours of naturally occurring video-recorded interactions.
- Involved nine individuals with intellectual disabilities and seven support staff in England (2016-17).
Main Results:
- Identified six interaction extracts showcasing joint decision-making.
- Illustrated how future plans are discussed, choices are offered, and decisions are reflected upon.
Conclusions:
- Discusses the educational content for teaching and learning choice-making and relational autonomy.
- Highlights practice learning implications for support staff and individuals with intellectual disabilities.
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