Intellectual freedom: everything is dangerous

This article looks at what intellectual freedom is; what threats it faces; which of these threats are external, which internal to inquiry; which external to the university, which shaped by it; and which of these are old, and which new in the context of the corporate university.

‘We just call them people’: positive regard as a dimension of culture in group homes for people with severe intellectual disability

BackgroundA dimension of the culture in group homes is staff regard for residents. In underperforming group homes, staff regard residents as being not ‘like us’ (Bigby, Knox, Beadle-Brown, Clement & Mansell, 2012). We hypothesized the opposite pole of this dimension, in higher performing group homes, would be that staff regard residents positively.MethodThree in-depth qualitative case studies were conducted in higher performing group homes using participant observation, interviews and document review.ResultsConsistent pattern of staff practices and talk, as well as artefacts, demonstrated staff had a positive regard for residents, who were seen as being ‘like us’. Explicit and continuing attention was given to sustaining positive regard for residents in everyday staff practices and to turning abstract values into concrete realities.ConclusionsThis positive cultural norm was established, operationalized and embedded through structures, such as a formal policy about language, and processes such as peer monitoring and practice leadership.

The first year: the support needs of parents caring for a child with an intellectual disability

AIM: To describe the support needs of parents caring for a child with an intellectual disability in the first year of life. BACKGROUND: Parents of children with intellectual disabilities face significant challenges during the first year of their child's life which is an important developmental period not previously addressed in the literature. The provision of support by health professionals, particularly nurses and midwives, during this crucial period can impact on parental well-being and on the health and developmental outcomes of their children. However, parents often feel unsupported. DESIGN: The study used a qualitative descriptive methodology. METHODS: Semi-structured interviews were conducted with parents of eleven children with an intellectual disability in Victoria, Australia, during 2014. Interviews were digitally recorded, transcribed verbatim and analysed using thematic data analysis. FINDINGS: Three key areas of support need were identified to assist parents to provide effective care for their child with an intellectual disability in the first year of life: (1) emotional support as parents adjusted to their role of caring for a child with an intellectual disability; (2) information support as they embarked on a quest for knowledge; and (3) support to facilitate their connection to peer networks. The findings highlighted inconsistent provision of support for parents. CONCLUSION: This study informs health professionals about how to provide holistic, timely support to parents of children with intellectual disabilities in the first year of life. There is an urgent need to review how nurses and midwives can provide relevant support that is responsive to parents' needs.

Fire setters with intellectual disability

This thesis provides important insights into the characteristics of persons with intellectual disability who set fires and synthesises the needs of this relatively small, but significant, subset of the community who have the potential to cause substantial harm to property, other people and themselves.