An exploration of the experiences of adults with a learning disability of specialist learning disability services in the UK and their experiences of therapeutic relationships with health professionals in a community learning disability team

Driver, Bethany Rose (2024) An exploration of the experiences of adults with a learning disability of specialist learning disability services in the UK and their experiences of therapeutic relationships with health professionals in a community learning disability team. Doctoral thesis, University of East Anglia.

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Abstract

This thesis portfolio aimed to explore the experiences of adults with intellectual disabilities of specialist intellectual disability health services, with a particular focus in the empirical paper on further enhancing our understanding of the relational nature of care.

Firstly, a systematic review was conducted to synthesise and appraise the quality of the current qualitative research exploring adults with intellectual disabilities experiences of specialist intellectual disability health services in the UK. Secondly, an empirical paper presents a qualitative study with six people with mild to moderate intellectual disabilities who were interviewed about their experience of therapeutic relationships with health care professionals in a Community Learning Disability Team (CLDT). Data were analysed using Interpretative Phenomenological Analysis (IPA).

The systematic review examined 12 qualitative studies relating to adults with intellectual disabilities experiences of a range of community, inpatient, and forensic inpatient services in the UK. Thematic synthesis identified four analytical themes (The Varied Nature of Support; Accessibility of Care; Importance of Connections; and Empowerment versus Disempowerment), with 9 associated subthemes which were discussed. The review highlighted valuable insights into adults with intellectual disabilities care experiences to help inform service delivery, yet the existing research remains limited and should be addressed to ensure service users’ voices are represented when evaluating and designing services. The empirical paper described three main themes identified from the participants accounts: ‘The Journey to Building Connections’, ‘The Importance of Feeling Held’, and ‘Empowering Independence’. The findings highlighted clinical implications for working relationally with people with intellectual disabilities and recommendations for future research. The findings from both studies were critically discussed.

Item Type:	Thesis (Doctoral)
Faculty \ School:	Faculty of Medicine and Health Sciences > Norwich Medical School
Depositing User:	Nicola Veasy
Date Deposited:	07 Nov 2024 14:18
Last Modified:	07 Nov 2024 14:18
URI:	https://ueaeprints.uea.ac.uk/id/eprint/97566
DOI:

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