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Background: The transition from adolescence to adulthood typically involves exploring living options. However, there is very little research focusing specifically on the views of young adults with intellectual disabilities on this topic. This article contributes to this topic by exploring the views of Irish young adults with intellectual disabilities regarding their current and future living arrangements. Methods: Ten participants (18-23 years; four males), living in their family home, were recruited through a disability services provider in Dublin. Semistructured interviews were conducted, and data analysed using thematic analysis. Findings: Participants were positive about their current living situation, especially in terms of the people they live with, and the personalised nature of their home. In terms of future living, participants displayed a general openness to move out, although half of the participants would prefer to remain in their current living situation. Participants indicated a preference for living with familiar and compatible company. Participants highlighted their knowledge of rights and responsibilities, as well as their understanding of the value of daily living skills, and the costs involved with living. Participants unanimously expressed a desire to be the primary decision maker regarding their future living situation. Supports in both daily living and significant decision-making were discussed. Conclusions: This study provides an important insight into the views of these young adults and can assist in filling the gap in current literature regarding this population's views of their current and future living arrangements.

Deinstitutionalisation has increased the likelihood of adults with intellectual disabilities residing in neighbourhoods either in staff-supported accommodation or in their family home. However, it raises the question of whether national policies on disability have translated into practice actions by service providers that result in positive social inclusion outcomes for individuals. This study examined the practice initiatives supporting social inclusion in neighbourhoods in specialist state-funded service providers for adults with intellectual disabilities. Using a mixed methods design, CEOs/service leaders of 40 organisations completed an online survey. Follow-up interviews were completed with a randomised sample. Shifting towards new service models and strategic links with mainstream organisations were most often mentioned as furthering social inclusion goals. A wide range of service initiatives were reported, with positive outcomes alongside a range of challenges. Service providers play an important role in providing individualised supports that foster local engagement. However, the service context is complex and service leaders have reported many challenges that may impede progress on social inclusion.

Background: With an international policy trend to close residential institutions, adults with intellectual disabilities are more likely to live in ordinary localities. However, this does not always equate with engagement, leading to forming new relationships and having a sense of connection to place. Social inclusion in neighbourhoods involves a complex interplay of facilitators and barriers. The role of nondisabled adult siblings as connectors for their sister/brother's social inclusion in their locality has received little research attention. This study explores the experiences of nondisabled siblings of offering support for local engagement and siblings with intellectual disability of being supported by their brothers/sisters. Methods: A multiple dyad case study methodology examined the experiences of 16 participants, made up of eight sibling pairs. Adults with moderate intellectual disability living in a range of neighbourhood types and their nominated sibling formed a self-selecting sample. Each dyad took part in a series of three (individual and joint) interviews. Qualitative data were analysed using reflexive thematic analysis in a four-stage process that included individual, dyad and cross-case analysis. Findings: Five themes were interpreted to explicate wide-ranging experiences of the role of nondisabled siblings in supporting their brother/sister to be socially included in their locality, including the sibling role as shaped by the family context: the influence of push and pull factors and the influence of service providers on sibling engagement. Themes also reveal siblings' intentional and unintentional support for social inclusion and a range of factors that foster or hinder local engagement. Conclusions: The role of adult siblings in supporting engagement and as local connectors has potential as a resource that will contribute to the social inclusion in neighbourhoods of adults with intellectual disabilities. However, a range of factors exist that influence the nature of their involvement. Implications for practice and further research are considered.

Background: The provision of unscheduled healthcare for children with intellectual disability is less researched than that focused on hospital settings or for adult services. The aim of the scoping review was to map the evidence base in this area and identify areas for future study. Method: A five-stage scoping review framework was adopted. CINAHL, PubMed, SCOPUS, PsycINFO, Embase, ProQuest Dissertation & Theses and Google Scholar were searched. Studies published in English after 1/1/2000 were considered eligible for inclusion. Results: A total of 3158 titles and abstracts were screened, 137 full-text articles were reviewed, and 25 papers met the inclusion criteria. Descriptive themes focused on inequities, needs and experiences of families', poor GP training, and limitations of existing evidence. Conclusion: Describing trends in healthcare utilisation by this population is valuable for monitoring quality of healthcare, however, addressing observed inequities will require approaches that recognise specific issues within the health system that result in inequities.

Research indicates that adults with intellectual disabilities are living longer. However, there is limited research on how this affects health and care needs. Objective: The present study aimed to examine the health and social care needs of older adults with intellectual disabilities in Ireland using multiple informants. Methods: Data were gathered from a sample of 20 adults aged 50 years or older (Mean = 59.1, SD = 5.9, range = 50-72; 11 female). The sample included individuals with mild (n = 7), moderate (n = 10) and severe/profound (n = 3) intellectual disabilities. Additional data from keyworkers (n = 19) and family carers (n = 15) provided a more complete understanding of needs. Results: Results revealed some areas of agreement and difference between adults with intellectual disability and their carers regarding the social care, employment, retirement, physical and mental health needs of this population. Conclusions: The findings of this study have potential implications for the provision of high-quality services for older adults with intellectual disabilities.

Background: Respite care has traditionally been conceptualised as a short residential break which allows families a break from caring responsibilities. In recent years, alternative respite services have been developed which promote greater social integration and normalisation for people with intellectual and other disabilities. Specific aim: The present study sought to explore the views of service managers and families on the definitions, aims, outcomes and general experiences of these programmes among a sample of adults with intellectual disabilities (ID) using a range of alternative respite services. Method: Participants were managers of respite services for people with ID (n = 6) and family members (predominantly parents, n = 32) of adults receiving respite services from these organisations. All participants were provided with appropriate information on the study and gave consent. Semi-structured interviews were used to explore participants' perspectives on alternative respite provision for adults with ID. Data were analysed using thematic analysis, with multiple analysts involved to allow for reflection on the interpretation of data. Findings: Managers and families showed diversity in the conceptualisations of respite services, with themes highlighting the importance of the break for both people with ID and families, as well as a clear focus on the needs of and developmental outcomes for the person with ID. As such respite was viewed as both a model of service and an outcome for families and individuals with ID. These differing views appeared to have implications for views on who was the target beneficiary of respite. Discussion: The present study reflects alternative respite as a diverse experience for people with ID, their family members and the service providers supporting them. Nevertheless, views were generally positive. Further consideration of the nature of respite services beyond the traditional conceptualisation is warranted.

This qualitative study explores the perceptions of impact associated with engaging in a therapeutic recreation-based bereavement camp for families whose child has died from serious illness. Interviews were completed with 12 parents who had participated in a three-camp cycle of the program over 12-month period, including a subgroup who had also attended a reunion camp. Interviews were also conducted with program staff. Thematic analysis generated key themes relating to the perceived impact which suggest that those engaged in this program perceived positive contributions associated with participation, including perceptions of positive impact on coping with bereavement, access to support and implications for family functioning. This study highlights the areas of impact associated with engagement in a therapeutic recreation-based bereavement intervention, and the potential contribution of wider access to these programs for families whose child has died from serious illness. [ABSTRACT FROM AUTHOR]

Alongside calls in the literature for research skills development for undergraduates, University College Dublin's College of Social Sciences and Law (CoSSL) has identified a need for research skills education for its new Bachelor of Social Sciences programme. In collaboration, academics and the library have created a new course, the Social Sciences Research Accelerator, designed to provide foundational learning of research skills for students transitioning to conduct research projects in their final year. Preliminary testing of the course, which included a small user-testing group of undergraduates who engaged with course activities and then completed a survey evaluation, has been positive. This paper details the partnership between academics and library staff towards a common scholarship goal, including the creation of learning materials, early testing of content, and future work.

Background: The present study investigated psychologists' views of the experience of death and bereavement among children with intellectual disabilities. Materials and Methods: Twelve psychologists with experience of working with children with intellectual disabilities (Educational = 2, Clinical = 8, and Behavioural analysts = 2; average years of experience = 24 years, SD = 10.4) completed semi-structured interviews and thematic analysis was conducted on the data. Results: The results indicated that psychologists were in favour of concrete and factual explanations of death for children with intellectual disabilities, as opposed to metaphorical or vague explanations. Psychologists reported that intellectual disability did not prevent the child from experiencing grief, but did impact their expression of grief. The challenges identified by psychologists included overcoming assumptions about the capabilities of a child with intellectual disability to understand and experience grief, enabling and encouraging families to include the child in the bereavement process. Finally, the psychologists emphasised the need to normalise grief and make it part of life. Conclusion: This study benefitted from a sample rich in relevant experience and from the rigorous process of thematic analysis. However, this project can only be considered a proxy study as there is no way to be certain the views of the psychologists actually reflect the experiences of grieving children. This is an area for further research.

Background: Although sexual abuse (SA) constitutes a significant problem in intellectual disability settings, little is known regarding how services support individuals with intellectual disability who have been abused. Method: Using a qualitative design, we explored how one voluntary community service, and in particular their psychology department, responded when people with intellectual disability presented with a clinical need regarding an abuse history. A collective case study was completed based on triangulated data from the clinical files of six individuals with intellectual disability, and based on nine interviews with individuals and/or informants (i.e., psychologists, staff) regarding the six cases. Results: Thematic analysis indicated psychology's and staff's role in delivering behavioural support and psychotherapy. Themes of trust, confidence and suggestibility are relevant to the therapeutic process in cases of abuse, while factors such as the attitudes of support providers may impact therapeutic engagement. Conclusions: In the absence of a sufficient evidence base in intellectual disability, there is little to guide clinicians working psychotherapeutically with the issue of SA and further research is crucial. While practitioners may perceive particular approaches to be helpful, caution is warranted and feedback from multiple stakeholders is an essential component of safe practice in instances of the delivery of an experimental approach.

Background: This paper considers the challenges regarding the development and use of self-report tools for sensitive, personal topics, in this case experiences of death and bereavement for individuals with intellectual disabilities (ID). These challenges are represented through the experience of the development of a self-report measure of complicated grief for use with individuals with intellectual disabilities. Materials and method: Focusing on the topic of bereavement, and using a case study format, this paper describes the development of a self-report measure for complicated grief. Results: Following three phases of questionnaire development, the Complicated Grief Questionnaire for People with Intellectual Disabilities (CGQ-ID) was adapted for use as a self-report measure with individuals with intellectual disabilities. The development process, informed by recommendations in the research literature, provides evidence that self-report is possible with individuals with intellectual disabilities even when the topic is as sensitive as bereavement and when abstract concepts such as emotions are involved. Conclusions: The adaptation process described here might provide a useful template for the development of other scales on sensitive topics.

Background: Respite care is an essential support for people with intellectual disabilities and their families; however, there is limited evidence examining different models of respite care. The present research examined quality of life among adults with intellectual disabilities using three different models of respite services in Ireland. Method: A quasi-experimental research method was adopted, which sought to determine differences in quality of life across the three respite care groups using two measures, (1) a self-reported quality of life scale and (2) a quality of life questionnaire filled out by a keyworker. Participants were people with mild/moderate intellectual disabilities (n = 82) and their keyworkers (n = 81). Results: Three distinct models of respite services were assessed: (a) Traditional- Residential respite; (b) Personalised Residential respite, and (c) Personalised Non-Residential respite. No differences emerged between the groups on self-reported quality of life; however, the groups differed on a proxy measure of quality of life with respect to Rights, emotional well-being, personal development and interpersonal relationships. Conclusion: The current data offer an initial exploration of self- and proxy-reported quality of life among persons with intellectual disabilities in receipt of novel models of respite care in Ireland.

Background: This study aimed to explore the range of emotions experienced by parents in the early years of managing their child's disability, to assess the relevance of the Dual Process Model in understanding these emotions within an adjustment process and to identify the types of support and information perceived by parents as helpful during this time. Materials and Methods: Semi-structured interviews were conducted with parents of children (5-7 years) who had attended early intervention services. Eleven parents participated, six of children with Down syndrome and five of children with complex needs. Interviews were transcribed, and a thematic analysis undertaken. Results: Parents report experiencing a wide range of emotions, which were described as particularly intense in the early months following diagnosis. There was some ambivalence in relation to discussing emotions with professionals. The timing of the provision of information on emotions and the nature of the delivery of this information were considered crucial by parents in determining it as helpful or unhelpful to them. Reflecting the Dual Process Model, while a loss orientation was evident in descriptions of the early years, there was evidence of a restoration orientation. Conclusions: Those delivering services must consider the delicate balance of maintaining awareness that intense emotions can be experienced during this adjustment process and being available when required, while respecting the privacy that many wish to preserve during the early years. One issue for professionals to address is how best to provide the necessary emotional support, mindfully and with respect for boundaries.

Students receive little guidance on how to give the oral presentations that increasingly feature in third level modules. It has been observed that several communication tools employed effectively in conversation--in particular stories--are not used in presentations. The aim of this study was to demonstrate this effect and explore possible reasons for the omission of stories in student presentations. Postgraduate students (sample size 17) attended a three-hour presentation skills training session where they prepared and delivered group presentations. The conversations during preparation and the presentations were all recorded. The difference between story use in the two settings was marked. Three of the four presentations contained no stories, whereas the conversations were characterised by frequent story use, sometimes clustering with a frequency of four or five a minute. It seemed that stories perform a dual role in conversations--'social interactive' and 'meaning building'--that does not naturally occur in a presentation.

This article presents the findings of a qualitative study of parents' perceptions of a video-modelling assisted group-based parent training programme, the Parents Plus Children's Programme (PPCP). PPCP was developed in Ireland and is culturally sensitive to the Irish context. PPCP aims to reduce emotional and behavioural difficulties in children aged 6-11 years. Twenty-one caregivers of children attending a child and adolescent mental health service in Dublin with significant behavioural problems were interviewed five months following completion of PPCP. Thematic analysis was used to explore caregivers' perceptions of changes in their children, benefits of participation and effective programme strategies, with a view to identifying cognitive factors mediating outcome. Improvements observed included children being calmer, being better able to communicate feelings and needs, and having better emotional regulation. "Tuning in" to children, engaging in play, explaining rules, communicating calmly and planned sanctions were identified as effective programme strategies. Group support emerged as the main benefit of participation. Perceived parental control, ability to reframe children's misbehaviour, consistency with discipline and hopefulness differentiated participants who observed improvements and those who did not. The findings were interpreted within a social-cognitive theoretical framework with reference to self-efficacy beliefs. Implications for clinical practice are also discussed.

Background: The dearth of literature regarding how or when to intervene when an adult with intellectual disability is bereaved may impede clinical practice; this study therefore aimed to explore the current clinical psychology response, so as to enhance understanding of the role of the profession in supporting grief within this population. Method: A collective case study design was used. Data for six persons with intellectual disability, including interviews with parentally bereaved persons and involved staff members, were integrated into individual case stories for cross-case synthesis. Results: Data were analysed using thematic analysis. Five overarching themes illustrated that the clinical psychology role is broadly distributed and identified potentially complicating factors such as "gatekeeping" and "staff uncertainty." Conclusions: A model of bereavement supports reflecting that by Read ("Learning Disability Practice," 8, 2005, 31) is being approximated in clinical practice; further research is required to determine how best to implement this, and whether this meets the true needs of the population.

Research published at the outset of the COVID-19 pandemic predicted additional complexity and difficult experiences for those who experience grief and bereavement in this context. The current study aimed to explore the observations of professionals who have worked with grieving clients during the pandemic. This qualitative study targeted psychotherapists with experience of supporting bereaved and grieving clients during the COVID-19 pandemic. A sampling frame of psychotherapists specialising in bereavement was generated from the website of a professional body and potential participants were randomly selected for invitation. Snowball sampling was used as a supplementary method. An inductive thematic analysis was used to generate themes based on 10 interviews. Six key themes were identified; "Restricted access to dying loved ones," "Cut off from expected supports and ways of grieving," "Scope to find positives in the changed experience of grief," "Enhanced emotions," "Loss of focus on individual grief," and "Additional complexities surrounding a COVID-19 death.". The findings provide support for predictions made around additional complexity for grieving persons during the COVID-19 pandemic. However, they also demonstrate the potential for bereaved persons to find positives in their grief experience. These findings have implications for professional practice, policy, and future research directions. [ABSTRACT FROM AUTHOR]

The purpose of this article is to present and discuss the reported impact of a fully problem-based learning (PBL) master's program on the way graduates worked with patients and colleagues in Ireland. These graduates had completed a sixteen-month fully PBL master's in sonography while concurrently working in clinical practice. Semi-structured telephone interviews were used to collect qualitative data from graduates of the PBL program. PBL graduates reported four notable changes in their approach to clinical practice following the PBL MSc ultrasound program: (1) thinking more before, during, and after clinical practice; (2) more effective communication with patients; (3) improved communication with colleagues; and (4) an increase in proactivity in clinical practice. The transfer of skills developed during the PBL program, as reported by sonography graduates, led to the development of more patient-centered, evidence-based, proactive clinical practice.

Self-concept research in early adolescence typically measures young people's self-perceptions of competence in specific, adult-defined domains. However, studies have rarely explored young people's own views of valued self-concept factors and their meanings. For two major self domains, the active and the social self, this mixed-methods study identified factors valued most by 526 young people from socioeconomically diverse backgrounds in Ireland (10-12 years), and explored the meanings associated with these in a stratified subsample (n = 99). Findings indicate that self-concept scales for early adolescence omit active and social self factors and meanings valued by young people, raising questions about content validity of scales in these domains. Findings also suggest scales may under-represent girls' active and social selves; focus too much on some school-based competencies; and, in omitting intrinsically salient self domains and meanings, may focus more on contingent (extrinsic) rather than true (intrinsic) self-esteem.

This study explores the perceived barriers and supports identified by school staff in tackling homophobic and transphobic bullying, using Bronfenbrenner's ecological model as a framework. Semi-structured interviews were conducted with participants from five separate second-level/high schools (two designated disadvantaged schools, and three non-disadvantaged schools), within an area of Dublin, Ireland. Thematic analysis was used to analyse the resulting data. Findings indicated that the main barriers in tackling homophobic and transphobic bullying included students' perceived discomfort in discussing their sexuality with teachers, teachers' discomfort in discussing issues (including an associated lack of training), a lack of priority given to these types of bullying, and parental views on homosexuality. Perceived supports included consistency in dealing with these types of bullying, appropriate training, and support from management. Relationships were also evidenced between some perceived barriers and supports, with the absence of these factors being perceived as a barrier, while their presence was perceived as a support. Findings are considered within the context of previous research. The strengths and limitations of the study are discussed, as are its practice implications, and implications for possible future research.

Infant mental health (IMH) is best promoted through a continuum of services underpinned by strong service capacity. However, service providers often lack fundamental IMH knowledge and skills. Using the Ready, Steady, Grow (RSG) initiative as a case study of a capacity-building model (P., Hawe, L., King, M., Noort, C., Jordens, & B., Llyod, 2000), this article contributes to the field by investigating the facilitators and challenges to IMH promotion in a disadvantaged community in Ireland. A mixed-methods study assessed the degree to which RSG has developed the local service community capacity. Data included semistructured interviews (n = 23) and a survey with service stakeholders from nursing, speech and language, early childhood care and education, social work, family support, physiotherapy, and youth work (n = 40). The findings indicated that RSG has enhanced IMH capacity among service stakeholders by establishing a strong groundwork and enthusiasm for IMH, in addition to building preliminary IMH skills, although scope remains for further engagement and training. Ongoing barriers to capacity building include a dearth of resources and concern about sustainability. This case study offers theoretical and practical insights to those interested in promoting child health using a capacity-building model.

Background: In Ireland, people with learning disabilities have poor oral health. This is in part due to inappropriate oral health services. Recognising the value of inclusive approaches to research and healthcare planning, this study sought to include a group of people with learning disabilities in priority setting for oral health services in Ireland. This study discusses the feasibility of the methods used to promote inclusive approaches in oral healthcare planning. Materials and Methods: A single focus group of six participants with communication and cognitive impairments agreed priorities for dental services using evidence-based research tools across five topics: "Access," "Cost," "Information," "Quality of Care" and "Treatment." Sorting was recorded photographically and discussion was video-recorded, transcribed and analysed using deductive content analysis. Conclusions: Participants were largely disempowered in their interactions with dental services. The method used in this study to empower potential service users with disabilities was successful and can be used by others who have an interest in inclusive healthcare priority setting.