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- Berlin Hallrup, Leena, 1967-, et al.
(författare)
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Care workers´ experiences of working in a Swedish institutional care setting
- 2010
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Ingår i: Learning Disability Practice journal. - United Kingdom : Royal College of Nursing (RCN). - 1465-8712 .- 2047-8968. ; 13:7, s. 21-25
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Tidskriftsartikel (refereegranskat)abstract
- Despite the general move to support people with learning disabilities in their own homes or in home-like settings, many institutional settings still exist and little research has been carried out on the role of the care workers who work in them. In this study, participant observations over a 16-month period describe care workers’ experiences of working in an institutional care setting in Sweden, and 18 care workers were interviewed. The three main themes to emerge from the thematic analysis were: care workers were engaged in creating a family-like atmosphere; they were engaged in making the everyday ordered and structured; and they were exposed to stress factors. It became evident that care workers need additional support, training and opportunities for reflection to handle their complex work situation.
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| 2. |
- Grung, Rolf Magnus, et al.
(författare)
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Social inclusion for people with intellectualdisabilities in seven European countries
- 2021
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Ingår i: Learning Disability Practice journal. - : RCN Publishing Ltd.. - 1465-8712 .- 2047-8968. ; 24:2
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Tidskriftsartikel (refereegranskat)abstract
- Policies for people with disabilities, and specifically those with intellectual and developmental disabilities (IDD), have undergone significant changes during the past three decades. Many people with IDD experience social exclusion, which has significant implications for the individual, their family and wider society.Today the focus is on accessing universal services, care and support in the community to facilitate social inclusion. Professions and professionals in health, education and social services implement social inclusion policy in the field of IDD. However, there is a lack of coherence between the policy intentions of social inclusion and the realities of professional practice. Educational collaborations involving academics, students and practitioners from the professions working with people who have IDD provide an opportunity for shared learning. These collaborations support the development of knowledge and understanding, and the barriers that need to be addressed to achieve social inclusion for people with IDD.
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