Friends’ Support in the Independent Life of People with Intellectual Disabilities: Views of Self-Advocates and Support Professionals
Abstract Interpersonal relationships significantly influence social inclusion during the transition processes to adult life of people with intellectual disabilities. Having a supportive social network is considered the pinnacle of social inclusion. In order to explore the role of friendships in the independent life processes of people with intellectual disabilities, as well as the role of support professionals, focus groups have been conducted with both people with intellectual disabilities and professionals. The results of this study show the perspective that they have of friendship, as well as the role that they consider that friendships develop in the independent life processes of people with intellectual disabilities, and the role that support professionals play with regard to the promotion of the establishment and maintenance of friendships of people with intellectual disabilities. The design and development of specific actions that allow people with disabilities to identify and/or expand their natural support network is considered necessary.
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BARNES-HOLMES, Y. (2019). The role and impact of parents during transition from primary to post-primary school. En G. SCANLON, Y. BARNES-HOLMES, M. SHEVLIN y C. MCGUCKIN (Eds.), Transition for pupils with special educational needs: implications for inclusion policy and practice (pp. 51-76). Peter Lang.
BIGBY, C. (2008). Known well by no-one: trends in the informal social networks of middle-aged and older people with intellectual disability five years after moving to the community. Journal of Intellectual and Developmental Disability, 33(2), 148-157. https://doi.org/10.1080/13668250802094141
BIGBY, C., BOULD, E. y BEADLE-BROWN, J. (2016). Conundrums of supported living: the experiences of people with intellectual disability. Journal of Intellectual and Developmental Disability, 1-11. https://doi.org/10.3109/13668250.2016.1253051
BIGBY, C. y WIESEL, I. (2011). Encounter as a dimension of social inclusion for people with intellectual disability: beyond and between community presence and participation. Journal of Intellectual and Developmental Disability, 36(4), 263-267.
BRAUN, V. y CLARKE, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
BROPHY, L., BRUXNER, A., WILSON, E., COCKS, N. y STYLIANOU, M. (2015). How social work can contribute in the shift to personalised, recovery-oriented psycho-social disability support services. British Journal of Social Work, 45(October), 98-116.
BURKE, C. (2015). A Guide to Circles of Support. Foundation for People with Learning Disabilities. Foundation for People with Learning Disabilities.
CALLUS, A. M. (2017). ‘Being friends means helping each other, making coffee for each other’: Reciprocity in the friendships of people with intellectual disability. Disability and Society, 32(1), 1-16. https://doi.org/10.1080/09687599.2016.1267610
CALLUS, A. M. y FARRUGIA, R. (2016). The Disabled Child’s Participation Rights. Routledge.
CIÉNAGA, E. P., PATIÑO, O. y ALCÁNTARA, A. E. (2014). Historias escolares de adolescentes con discapacidad. Experiencias en torno a la inclusión educativa. Revista Latinoamericana de Educación Inclusiva, 8(2), 103-120.
CLEMENT, T. y BIGBY, C. (2010). Group homes for people with intellectual disabilities. Kinglsley.
DIAZ-GAROLERA, G., PALLISERA, M. y FULLANA, J. (2020). Friendship barriers and supports: thoughts of young people with intellectual disabilities. Journal of Youth Studies, 0(0), 1-19. https://doi.org/10.1080/13676261.2020.1772464
EISENMAN, L., FARLEY-RIPPLE, E., CULNANE, M. y FREEDMAN, B. (2012). Rethinking social network assessment for students with intellectual disabilities in Postsecondary Education. Journal of Postsecondary Education and Disability, 26(4), 367-384.
FORRESTER-JONES, R., CARPENTER, J., COOLEN-SCHRIJNER, P., CAMBRIDGE, P., TATE, A., BEECHAM, J., … WOOFF, D. (2006). The social networks of people with intellectual disability living in the community 12 years after resettlement from long-stay hospitals. Journal of Applied Research in Intellectual Disabilities, 19(4), 285-295.
FULFORD, C. y COBIGO, V. (2018). Friendships and intimate relationships among people with intellectual disabilities: a thematic synthesis. Journal of Applied Research in Intellectual Disabilities, 31(1), 18-35. https://doi.org/10.1111/jar.12312
GARCÍA IRIARTE, E., O’DONOGHUE, M., KEENAN, P. y FEELY, M. (2017). A Literature review to inform the development of a national framework for person-centred planning in disability services. National Disability Authority and Health Service Executive.
GARCÍA IRIARTE, E., STOCKDALE, J., MCCONKEY, R. y KEOGH, F. (2016). The role of support staff as people move from congregated settings to group homes and personalized arrangements in Ireland. Journal of Intellectual Disabilities, 20, 152-164. https://doi.org/10.1177/1744629516633966
KAEHNE, A. y O’CONNELL, C. (2010). Focus groups with people with learning disabilities. Journal of Intellectual Disabilities, 14(2), 133-145. https://doi.org/10.1177/1744629510381939
KROLL, T., BARBOUR, R. y HARRIS, J. (2007). Using focus groups in disability research. Qualitative Health Research, 17(5), 690-698.
MASON, P., TIMMS, K., HAYBURN, T. y WATTERS, C. (2013). How do people described as having a learning disability make sense of friendship? Journal of Applied Research in Intellectual Disabilities, 26(2), 108-118.
MCCAUSLAND, D., MCCALLION, P., BRENNAN, D. y MCCARRON, M. (2018). Interpersonal relationships of older adults with an intellectual disability in Ireland. Journal of Applied Research in Intellectual Disabilities, 31(1), 140-153. https://doi.org/10.1111/jar.12352
MCCAUSLAND, D., MCCALLION, P., CLEARY, E. y MCCARRON, M. (2016). Social connections for older people with intellectual disability in Ireland: results from Wave One of IDS-TILDA. Journal of Applied Research in Intellectual Disabilities, 29(1), 71-82. https://doi.org/10.1111/jar.12159
PALLISERA, M. (2020). El apoyo personalizado a personas con discapacidad intelectual: funciones y formación de los profesionales socioeducativos para la inclusión social. Pedagogía Social. Revista Interuniversitaria, 35(2020), 125-138. https://doi.org/10.7179/PSRI_2020.35.10
PALLISERA, M., VILÀ, M., FULLANA, J., CASTRO, M., PUYALTÓ, C. y DIAZ-GAROLERA, G. (2017). Proposals for improving the transition process of young people with intellectual disabilities in Spain: insights from focus groups of professionals, young people and their families. European Journal of Special Needs Education, 1-15. https://doi.org/10.1080/08856257.2017.1306966
POWER, A. y BARTLETT, R. (2018). Self-building safe havens in a post-service landscape: how adults with learning disabilities are reclaiming the welcoming communities agenda. Social and Cultural Geography, 19(3), 336-356. https://doi.org/10.1080/14649365.2015.1031686
POWER, A. y BARTLETT, R. (2019). Ageing with a learning disability: care and support in the context of austerity. Social Science and Medicine, 231(March 2018), 55-61. https://doi.org/10.1016/j.socscimed.2018.03.028
RATTI, V., HASSIOTIS, A., CRABTREE, J., DEB, S., GALLAGHER, P. y UNWIN, G. (2016). The effectiveness of person-centred planning for people with intellectual disabilities: a systematic
review. Research in Developmental Disabilities, 57, 63-84. https://doi.org/10.1016/j.ridd.2016.06.015
SIGSTAD, H. M. H. (2016). Significance of friendship for quality of life in adolescents with mild intellectual disability: A parental perspective. Journal of Intellectual and Developmental Disability, 41(4), 289-298. https://doi.org/10.3109/13668250.2016.1200018
SIGSTAD, H. M. H. (2017). Qualities in friendship – Within an outside perspective –Definitions expressed by adolescents with mild intellectual disabilities. Journal of Intellectual Disabilities, 21(1), 20-39.
SMALL, N., RAGHAVAN, R. y PAWSON, N. (2013). An ecological approach to seeking and utilising the views of young people with intellectual disabilities in transition planning. Journal of Intellectual Disabilities, 17(4), 283-300.
TIPTON, L. A., CHRISTENSEN, L. y BLACHER, J. (2013). Friendship quality in adolescents with and without an intellectual disability. Journal of Applied Research in Intellectual Disabilities, 26(6), 522-532.
VAN ASSELT-GOVERTS, A. E., EMBREGTS, P. J. C. M. y HENDRIKS, A. H. C. (2013). Structural and functional characteristics of the social networks of people with mild intellectual disabilities. Research in Developmental Disabilities, 34(4), 1280-1288. https://doi.org/10.1016/j.ridd.2013.01.012
VAN ASSELT-GOVERTS, A. E., EMBREGTS, P. J. C. M., HENDRIKS, A. H. C., WEGMAN, K. M. y TEUNISSE, J. P. (2015). Do social networks differ? Comparison of the social networks of people with intellectual disabilities, people with autism spectrum disorders and other people living in the community. Journal of Autism and Developmental Disorders, 45(5), 1191-1203. https://doi.org/10.1007/s10803-014-2279-3
VERDONSCHOT, M. M. L., DE WITTE, L. P., REICHRATH, E., BUNTINX, W. H. E. y CURFS, L. M. G. (2009). Community participation of people with an intellectual disability: a review of empirical findings. Journal of Intellectual Disability Research, 53(4), 303-318.
WISTOW, G., PERKINS, M., KNAPP, M., BAUER, A. y BONIN, E. M. (2016). Circles of Support and personalization: exploring the economic case. Journal of Intellectual Disabilities, 20(2), 194-207. https://doi.org/10.1177/1744629516637997
BANE, G., DEELY, M., DONOHOE, B., DOOHER, M., FLAHERTY, J., GARCÍA-IRIARTE, E., … DOHERTY, S. O. (2012). Relationships of people with learning disabilities in Ireland. British Journal of Learning Disabilities, 40(2), 109-122.
BARNES-HOLMES, Y. (2019). The role and impact of parents during transition from primary to post-primary school. En G. SCANLON, Y. BARNES-HOLMES, M. SHEVLIN y C. MCGUCKIN (Eds.), Transition for pupils with special educational needs: implications for inclusion policy and practice (pp. 51-76). Peter Lang.
BIGBY, C. (2008). Known well by no-one: trends in the informal social networks of middle-aged and older people with intellectual disability five years after moving to the community. Journal of Intellectual and Developmental Disability, 33(2), 148-157. https://doi.org/10.1080/13668250802094141
BIGBY, C., BOULD, E. y BEADLE-BROWN, J. (2016). Conundrums of supported living: the experiences of people with intellectual disability. Journal of Intellectual and Developmental Disability, 1-11. https://doi.org/10.3109/13668250.2016.1253051
BIGBY, C. y WIESEL, I. (2011). Encounter as a dimension of social inclusion for people with intellectual disability: beyond and between community presence and participation. Journal of Intellectual and Developmental Disability, 36(4), 263-267.
BRAUN, V. y CLARKE, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
BROPHY, L., BRUXNER, A., WILSON, E., COCKS, N. y STYLIANOU, M. (2015). How social work can contribute in the shift to personalised, recovery-oriented psycho-social disability support services. British Journal of Social Work, 45(October), 98-116.
BURKE, C. (2015). A Guide to Circles of Support. Foundation for People with Learning Disabilities. Foundation for People with Learning Disabilities.
CALLUS, A. M. (2017). ‘Being friends means helping each other, making coffee for each other’: Reciprocity in the friendships of people with intellectual disability. Disability and Society, 32(1), 1-16. https://doi.org/10.1080/09687599.2016.1267610
CALLUS, A. M. y FARRUGIA, R. (2016). The Disabled Child’s Participation Rights. Routledge.
CIÉNAGA, E. P., PATIÑO, O. y ALCÁNTARA, A. E. (2014). Historias escolares de adolescentes con discapacidad. Experiencias en torno a la inclusión educativa. Revista Latinoamericana de Educación Inclusiva, 8(2), 103-120.
CLEMENT, T. y BIGBY, C. (2010). Group homes for people with intellectual disabilities. Kinglsley.
DIAZ-GAROLERA, G., PALLISERA, M. y FULLANA, J. (2020). Friendship barriers and supports: thoughts of young people with intellectual disabilities. Journal of Youth Studies, 0(0), 1-19. https://doi.org/10.1080/13676261.2020.1772464
EISENMAN, L., FARLEY-RIPPLE, E., CULNANE, M. y FREEDMAN, B. (2012). Rethinking social network assessment for students with intellectual disabilities in Postsecondary Education. Journal of Postsecondary Education and Disability, 26(4), 367-384.
FORRESTER-JONES, R., CARPENTER, J., COOLEN-SCHRIJNER, P., CAMBRIDGE, P., TATE, A., BEECHAM, J., … WOOFF, D. (2006). The social networks of people with intellectual disability living in the community 12 years after resettlement from long-stay hospitals. Journal of Applied Research in Intellectual Disabilities, 19(4), 285-295.
FULFORD, C. y COBIGO, V. (2018). Friendships and intimate relationships among people with intellectual disabilities: a thematic synthesis. Journal of Applied Research in Intellectual Disabilities, 31(1), 18-35. https://doi.org/10.1111/jar.12312
GARCÍA IRIARTE, E., O’DONOGHUE, M., KEENAN, P. y FEELY, M. (2017). A Literature review to inform the development of a national framework for person-centred planning in disability services. National Disability Authority and Health Service Executive.
GARCÍA IRIARTE, E., STOCKDALE, J., MCCONKEY, R. y KEOGH, F. (2016). The role of support staff as people move from congregated settings to group homes and personalized arrangements in Ireland. Journal of Intellectual Disabilities, 20, 152-164. https://doi.org/10.1177/1744629516633966
KAEHNE, A. y O’CONNELL, C. (2010). Focus groups with people with learning disabilities. Journal of Intellectual Disabilities, 14(2), 133-145. https://doi.org/10.1177/1744629510381939
KROLL, T., BARBOUR, R. y HARRIS, J. (2007). Using focus groups in disability research. Qualitative Health Research, 17(5), 690-698.
MASON, P., TIMMS, K., HAYBURN, T. y WATTERS, C. (2013). How do people described as having a learning disability make sense of friendship? Journal of Applied Research in Intellectual Disabilities, 26(2), 108-118.
MCCAUSLAND, D., MCCALLION, P., BRENNAN, D. y MCCARRON, M. (2018). Interpersonal relationships of older adults with an intellectual disability in Ireland. Journal of Applied Research in Intellectual Disabilities, 31(1), 140-153. https://doi.org/10.1111/jar.12352
MCCAUSLAND, D., MCCALLION, P., CLEARY, E. y MCCARRON, M. (2016). Social connections for older people with intellectual disability in Ireland: results from Wave One of IDS-TILDA. Journal of Applied Research in Intellectual Disabilities, 29(1), 71-82. https://doi.org/10.1111/jar.12159
PALLISERA, M. (2020). El apoyo personalizado a personas con discapacidad intelectual: funciones y formación de los profesionales socioeducativos para la inclusión social. Pedagogía Social. Revista Interuniversitaria, 35(2020), 125-138. https://doi.org/10.7179/PSRI_2020.35.10
PALLISERA, M., VILÀ, M., FULLANA, J., CASTRO, M., PUYALTÓ, C. y DIAZ-GAROLERA, G. (2017). Proposals for improving the transition process of young people with intellectual disabilities in Spain: insights from focus groups of professionals, young people and their families. European Journal of Special Needs Education, 1-15. https://doi.org/10.1080/08856257.2017.1306966
POWER, A. y BARTLETT, R. (2018). Self-building safe havens in a post-service landscape: how adults with learning disabilities are reclaiming the welcoming communities agenda. Social and Cultural Geography, 19(3), 336-356. https://doi.org/10.1080/14649365.2015.1031686
POWER, A. y BARTLETT, R. (2019). Ageing with a learning disability: care and support in the context of austerity. Social Science and Medicine, 231(March 2018), 55-61. https://doi.org/10.1016/j.socscimed.2018.03.028
RATTI, V., HASSIOTIS, A., CRABTREE, J., DEB, S., GALLAGHER, P. y UNWIN, G. (2016). The effectiveness of person-centred planning for people with intellectual disabilities: a systematic
review. Research in Developmental Disabilities, 57, 63-84. https://doi.org/10.1016/j.ridd.2016.06.015
SIGSTAD, H. M. H. (2016). Significance of friendship for quality of life in adolescents with mild intellectual disability: A parental perspective. Journal of Intellectual and Developmental Disability, 41(4), 289-298. https://doi.org/10.3109/13668250.2016.1200018
SIGSTAD, H. M. H. (2017). Qualities in friendship – Within an outside perspective –Definitions expressed by adolescents with mild intellectual disabilities. Journal of Intellectual Disabilities, 21(1), 20-39.
SMALL, N., RAGHAVAN, R. y PAWSON, N. (2013). An ecological approach to seeking and utilising the views of young people with intellectual disabilities in transition planning. Journal of Intellectual Disabilities, 17(4), 283-300.
TIPTON, L. A., CHRISTENSEN, L. y BLACHER, J. (2013). Friendship quality in adolescents with and without an intellectual disability. Journal of Applied Research in Intellectual Disabilities, 26(6), 522-532.
VAN ASSELT-GOVERTS, A. E., EMBREGTS, P. J. C. M. y HENDRIKS, A. H. C. (2013). Structural and functional characteristics of the social networks of people with mild intellectual disabilities. Research in Developmental Disabilities, 34(4), 1280-1288. https://doi.org/10.1016/j.ridd.2013.01.012
VAN ASSELT-GOVERTS, A. E., EMBREGTS, P. J. C. M., HENDRIKS, A. H. C., WEGMAN, K. M. y TEUNISSE, J. P. (2015). Do social networks differ? Comparison of the social networks of people with intellectual disabilities, people with autism spectrum disorders and other people living in the community. Journal of Autism and Developmental Disorders, 45(5), 1191-1203. https://doi.org/10.1007/s10803-014-2279-3
VERDONSCHOT, M. M. L., DE WITTE, L. P., REICHRATH, E., BUNTINX, W. H. E. y CURFS, L. M. G. (2009). Community participation of people with an intellectual disability: a review of empirical findings. Journal of Intellectual Disability Research, 53(4), 303-318.
WISTOW, G., PERKINS, M., KNAPP, M., BAUER, A. y BONIN, E. M. (2016). Circles of Support and personalization: exploring the economic case. Journal of Intellectual Disabilities, 20(2), 194-207. https://doi.org/10.1177/1744629516637997
Diaz Garolera, G., Pallisera Díaz, M., Vilà Suñé, M., & Castro Belmonte, M. (2022). Friends’ Support in the Independent Life of People with Intellectual Disabilities: Views of Self-Advocates and Support Professionals. Siglo Cero, 53(2), 83–101. https://doi.org/10.14201/scero202253283101
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