Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.583308
Title: Valued social roles for people with learning disabilities
Author: Taylor, Emma
Awarding Body: Canterbury Christ Church University
Current Institution: Canterbury Christ Church University
Date of Award: 2013
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Abstract:
Social identity theory maintains that individuals define themselves according to their social groups, which in turn impacts self-esteem. Valued social roles are assumed to influence identity and self-concept. Being a trainer represents a valued social role for people with learning disabilities (PLD) and research suggests it impacts identity. However, there is a paucity of empirical literature explicitly exploring this relationship in learning disabled trainers. Using narrative analysis, this study explored how being a trainer impacted the lives and identities of nine PLD. Being a trainer contributed to progression and stability in participants’ lives and they positioned themselves as trainers in different positive roles (e.g. go-getter, helper). This study highlights the value of the trainer role for PLD, suggests a role for clinical psychologists in contributing to the sustainability of training organisations, and highlights a need for further research employing standardised measures, longitudinal and comparative designs.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (D.Clin.Psy.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.583308  DOI: Not available
Keywords: BF0697 Differential psychology. Individuality. Self ; HM1001 Social psychology ; HV1551 People with disabilities
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