Emotion and relatedness as aspects of the identities of adolescents with severe learning disabilities: contributions from 'practice-near' social work research.

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  • Additional Information
    • Subject Terms:
    • Author-Supplied Keywords:
      adolescence
      identity
      psychosocial
      relationship
      severe learning disability
      social work
    • NAICS/Industry Codes:
      624190 Other Individual and Family Services
    • Abstract:
      ABSTRACT This paper considers social and personal/individual approaches to researching identities of adolescents with severe learning disabilities; suggesting that vital components of emotionality and relatedness are largely missing from research and consequently from literature informing social care professionals. This leaves untapped, rich information and communication resources for research which may improve understandings of the experiences of a socially excluded group of young people. A psychosocial view of adolescent identity development, 'subjectivation', offers a way forward and a case study on 'Billy', drawn from a 'practice-near' observational study, helps to illustrate this. Observation allows the researcher to be sensitive to the subtle ways in which identities of young people with severe learning disabilities are constructed, often with a sense of fragility and uncertainty. Continuities of experience between the young people and the rest of the adolescent community may be seen, but also the impact of living with impairment can be thought about in relation to the particular psychosocial circumstances of each young person. Knowledge of these processes enhances social work practice by encouraging workers to be sensitive to, and healthily curious about, the multiple ways in which identities of young people with severe learning disabilities are shaped in relationship with those around them and the wider social field. [ABSTRACT FROM AUTHOR]
    • Abstract:
      Copyright of Child & Family Social Work is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
    • Author Affiliations:
      1Clinical Social Work Lecturer, Tavistock and Portman NHS Foundation Trust, London, UK
    • ISSN:
      1356-7500
    • Accession Number:
      10.1111/j.1365-2206.2012.00865.x
    • Accession Number:
      90080870
  • Citations
    • ABNT:
      HINGLEY, J. H. Emotion and relatedness as aspects of the identities of adolescents with severe learning disabilities: contributions from “practice-near” social work research. Child & Family Social Work, [s. l.], v. 18, n. 4, p. 458–466, 2013. DOI 10.1111/j.1365-2206.2012.00865.x. Disponível em: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=aph&AN=90080870. Acesso em: 21 set. 2020.
    • AMA:
      Hingley JH. Emotion and relatedness as aspects of the identities of adolescents with severe learning disabilities: contributions from “practice-near” social work research. Child & Family Social Work. 2013;18(4):458-466. doi:10.1111/j.1365-2206.2012.00865.x
    • APA:
      Hingley, J. H. (2013). Emotion and relatedness as aspects of the identities of adolescents with severe learning disabilities: contributions from “practice-near” social work research. Child & Family Social Work, 18(4), 458–466. https://doi.org/10.1111/j.1365-2206.2012.00865.x
    • Chicago/Turabian: Author-Date:
      Hingley, Jones, Helen. 2013. “Emotion and Relatedness as Aspects of the Identities of Adolescents with Severe Learning Disabilities: Contributions from ‘Practice-near’ Social Work Research.” Child & Family Social Work 18 (4): 458–66. doi:10.1111/j.1365-2206.2012.00865.x.
    • Harvard:
      Hingley, J. H. (2013) ‘Emotion and relatedness as aspects of the identities of adolescents with severe learning disabilities: contributions from “practice-near” social work research’, Child & Family Social Work, 18(4), pp. 458–466. doi: 10.1111/j.1365-2206.2012.00865.x.
    • Harvard: Australian:
      Hingley, JH 2013, ‘Emotion and relatedness as aspects of the identities of adolescents with severe learning disabilities: contributions from “practice-near” social work research’, Child & Family Social Work, vol. 18, no. 4, pp. 458–466, viewed 21 September 2020, .
    • MLA:
      Hingley, Jones, Helen. “Emotion and Relatedness as Aspects of the Identities of Adolescents with Severe Learning Disabilities: Contributions from ‘Practice-near’ Social Work Research.” Child & Family Social Work, vol. 18, no. 4, Nov. 2013, pp. 458–466. EBSCOhost, doi:10.1111/j.1365-2206.2012.00865.x.
    • Chicago/Turabian: Humanities:
      Hingley, Jones, Helen. “Emotion and Relatedness as Aspects of the Identities of Adolescents with Severe Learning Disabilities: Contributions from ‘Practice-near’ Social Work Research.” Child & Family Social Work 18, no. 4 (November 2013): 458–66. doi:10.1111/j.1365-2206.2012.00865.x.
    • Vancouver/ICMJE:
      Hingley JH. Emotion and relatedness as aspects of the identities of adolescents with severe learning disabilities: contributions from “practice-near” social work research. Child & Family Social Work [Internet]. 2013 Nov [cited 2020 Sep 21];18(4):458–66. Available from: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=aph&AN=90080870