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Title: How do adults with a learning disability experience and value the residential and inpatient services they receive? ; and, How do psychologists experience working with staff in residential care settings for people with a learning disability?
Author: Smith, Natalie Catherine
ISNI:       0000 0004 5366 437X
Awarding Body: University of Birmingham
Current Institution: University of Birmingham
Date of Award: 2015
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The first paper is a systematic review of qualitative studies exploring the experiences and views of individuals with a learning disability (LD) who have received support from residential or inpatient services. Eight studies were identified and were reviewed using the process of meta-ethnography. The following themes were identified as important to service users: ‘feeling safe and comfortable’, ‘maintaining an identity and sense of belonging’, ‘feeling empowered/disempowered’, ‘opportunities to be independent and pursue activities of value’, ‘freedom and privacy’, ‘having psychosocial needs met’. It is suggested services consider these factors to ensure good quality services for people with a LD. The second paper sought to explore how psychologists experience working with staff in residential care homes for people with a LD. Eight psychologists were recruited and interviewed. Interviews were analysed using Interpretative Phenomenological Analysis. Themes common across participants included ‘development and maintenance of a therapeutic relationship’, ‘theory and emotion’, ‘perceived restrictions’, ‘safety’, ‘developing an identity as a psychologist’, ‘support and shared experiences’, ‘motivation’, and ‘conflict and the roles of a psychologist’. Participants experienced several barriers to carrying out effective psychological work through staff in residential care homes. The various ways they have sought to and could address these are discussed.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (D.Clin.Psy.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available
Keywords: BF Psychology