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  • 1.
    Ineland, Jens
    et al.
    Umeå University, Department of Education, Umeå.
    Molin, Martin
    Högskolan Väst, Institutionen för individ och samhälle, Avd för socialpedagogik och sociologi.
    Sauer, Lennart
    Umeå University, Department of Social Work,Sweden.
    Handling Plurality and Dealing with Difficult Work Experiences: A Comparative Study of Human Service Professionals’ Work with Individuals with Intellectual Disabilities2018Ingår i: Journal of Policy and Practice in Intellectual Disabilities, ISSN 1741-1122, E-ISSN 1741-1130, Vol. 15, nr 1, s. 36-42Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article examines how administrators in social services (n = 70) and habilitation staff in healthcare (n = 40) in Sweden experience difficulties in their work with people with intellectual disabilities. The research aim was to investigate the most typical aspects of difficult working situations and to apply a comparative analysis of differences and similarities, where the respondents' organizational affiliations are taken into account. The results are primarily based on a content analysis. Contextual standardized questions were included in this study. The results revealed that experiences of difficulties were categorized in four typological themes: difficult situations associated with (1) structure, (2) professional role, (3) relationships, and (4) collaboration. The respondents' experiences of difficult situations in social services and healthcare organizations did not correspond to the respondents' work dissatisfaction or unclear goals. On the contrary, handling this plurality within a specific organizational context was a fundamental aspect of professionalism. The different characteristics of the organizations in this study reflected two different institutional logics. While the administrators mainly operated within an administrative logic based on a regulatory framework, the habilitation staff operated within a therapeutic logic based on a cognitive framework. Consequently, the two groups had their own specific norms and rule systems, which influenced when, and to what extent, everyday situations were experienced and defined as difficult. The organizational context seems to influence experiences of difficult situations in the work with people with ID and this calls for a discussion of how it impacts the quality of services within intellectual disability services.

  • 2.
    Wallin, Pontus
    et al.
    Jönköping Academy for Improvement of Health and Welfare, School of Health and Welfare Jönköping University Jönköping (SWE).
    Petersson, Christina
    Center for Learning and Innovation in Health Care School of Health and Welfare, Jönköping University Jönköping (SWE).
    Josefsson, Kristina Areskoug
    Jönköping Academy for Improvement of Health and Welfare, School of Health and Welfare Jönköping University Jönköping (SWE); Department of Behavioral Science, Faculty of Health Science Oslo Metropolitan University Oslo (NOR).
    Nordin, Annika
    Jönköping Academy for Improvement of Health and Welfare, School of Health and Welfare Jönköping University Jönköping (SWE).
    Enhancing staff capacity to support children with intellectual disability receiving residential services: A realist evaluation of an improvement program2023Ingår i: Journal of Policy and Practice in Intellectual Disabilities, ISSN 1741-1122, E-ISSN 1741-1130Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Children with intellectual disability receiving residential support, according to the Swedish Disability Act, need substantial support to cope with everyday life.These children have cognitive and communicative limitations, entailing difficulties for staff in consulting the children regarding their support arrangements. In addition, due to lack of research there are knowledge gaps and uncertainties concerning how staff can provide the children's support. To deliver high qualitative support, research suggests that disability organisations should (1) continuously work with quality improvement, (2) adopt a multidimensional framework that explains human functioning and disability as a basis for understanding individual support needs, and (3) use person-centred approaches. Based on these principles, this study has applied a realist evaluation to identify enablers and barriers during the implementation of an improvement programme aimed at improving staff's ability to provide support to children living in special residences

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