Managing relational autonomy in interactions: People with intellectual disabilities

Sandra Dowling; Val Williams; Joe Webb; Marina Gall; Deborah Worrall

doi:10.1111/jar.12595

Managing relational autonomy in interactions: People with intellectual disabilities

Sandra Dowling, Val Williams, Joe Webb, Marina Gall, Deborah Worrall

Research output: Contribution to journal › Article (Academic Journal) › peer-review

5 Citations (Scopus)

269 Downloads (Pure)

Abstract

BACKGROUND:

This article is about interactions that occur when someone with intellectual disabilities is engaged in everyday activities with a personal assistant (PA) or a support worker.

METHOD:

We examine the detail of nine hours of naturally occurring video-recorded interactions, to explore how "relational autonomy" is done in practice. Nine people with ID and seven staff took part in the research, which took place in England from 2016-17.

RESULTS:

We selected six extracts to illustrate different types of joint decision-making. Informed by inclusive research with a drama group of people with intellectual disabilities, we focus on the ways in which (a) future plans are discussed; (b) choices are offered during an activity; (c) people reflect on their decisions.

CONCLUSION:

The article concludes with discussion about the teaching and learning content of choice-making, on relational autonomy, and the practice learning for PAs, support workers and for people with intellectual disabilities.

Original language	English
Pages (from-to)	1058-1066
Number of pages	9
Journal	Journal of Applied Research in Intellectual Disabilities
Volume	32
Issue number	5
Early online date	12 Apr 2019
DOIs	https://doi.org/10.1111/jar.12595
Publication status	Published - 1 Sep 2019

Bibliographical note

Dr Sandra Dowling led the analysis in this paper with the Misfits Theatre Company, a group of actors with intellectual disabilities. She has a particular interest in creative methodologies and in how personal assistance works for people with intellectual disabilities.
Val Williams is an emeritus professor, and led a large project called 'Getting Things Changed' at Norah Fry Centre for Disability Studies. She has a research background in co-production and in the fine-grained analysis of interactions.

Structured keywords

SPS Norah Fry Centre for Disability Studies

Keywords

conversation analysis
decision making
interaction
mental capacity
relational autonomy
support practices

Access to Document

10.1111/jar.12595

Full-text PDF (final published version)
This is the final published version of the article (version of record). It first appeared online via Wiley at https://doi.org/10.1111/jar.12595 . Please refer to any applicable terms of use of the publisher.
Final published version, 403 KBLicence: CC BY
Full-text PDF (final published version)
This is the final published version of the article (version of record). It first appeared online via Wiley at https://onlinelibrary.wiley.com/doi/full/10.1111/jar.12595. Please refer to any applicable terms of use of the publisher.
Final published version, 400 KBLicence: CC BY

Cite this

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title = "Managing relational autonomy in interactions: People with intellectual disabilities",

abstract = "BACKGROUND: This article is about interactions that occur when someone with intellectual disabilities is engaged in everyday activities with a personal assistant (PA) or a support worker. METHOD: We examine the detail of nine hours of naturally occurring video-recorded interactions, to explore how {"}relational autonomy{"} is done in practice. Nine people with ID and seven staff took part in the research, which took place in England from 2016-17. RESULTS: We selected six extracts to illustrate different types of joint decision-making. Informed by inclusive research with a drama group of people with intellectual disabilities, we focus on the ways in which (a) future plans are discussed; (b) choices are offered during an activity; (c) people reflect on their decisions. CONCLUSION: The article concludes with discussion about the teaching and learning content of choice-making, on relational autonomy, and the practice learning for PAs, support workers and for people with intellectual disabilities.",

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AU - Williams, Val

AU - Webb, Joe

AU - Gall, Marina

AU - Worrall, Deborah

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PY - 2019/9/1

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N2 - BACKGROUND: This article is about interactions that occur when someone with intellectual disabilities is engaged in everyday activities with a personal assistant (PA) or a support worker. METHOD: We examine the detail of nine hours of naturally occurring video-recorded interactions, to explore how "relational autonomy" is done in practice. Nine people with ID and seven staff took part in the research, which took place in England from 2016-17. RESULTS: We selected six extracts to illustrate different types of joint decision-making. Informed by inclusive research with a drama group of people with intellectual disabilities, we focus on the ways in which (a) future plans are discussed; (b) choices are offered during an activity; (c) people reflect on their decisions. CONCLUSION: The article concludes with discussion about the teaching and learning content of choice-making, on relational autonomy, and the practice learning for PAs, support workers and for people with intellectual disabilities.

AB - BACKGROUND: This article is about interactions that occur when someone with intellectual disabilities is engaged in everyday activities with a personal assistant (PA) or a support worker. METHOD: We examine the detail of nine hours of naturally occurring video-recorded interactions, to explore how "relational autonomy" is done in practice. Nine people with ID and seven staff took part in the research, which took place in England from 2016-17. RESULTS: We selected six extracts to illustrate different types of joint decision-making. Informed by inclusive research with a drama group of people with intellectual disabilities, we focus on the ways in which (a) future plans are discussed; (b) choices are offered during an activity; (c) people reflect on their decisions. CONCLUSION: The article concludes with discussion about the teaching and learning content of choice-making, on relational autonomy, and the practice learning for PAs, support workers and for people with intellectual disabilities.

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Managing relational autonomy in interactions: People with intellectual disabilities

Abstract

Bibliographical note

Structured keywords

Keywords

Access to Document

Other files and links

Fingerprint

Getting Things Changed: Tackling disabling practices: co-production and change

Cite this

Managing relational autonomy in interactions: People with intellectual disabilities

Abstract

Bibliographical note

Structured keywords

Keywords

Access to Document

Other files and links

Fingerprint

Projects

Getting Things Changed: Tackling disabling practices: co-production and change

Cite this