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• W4230667075 abstract "The first issue of a new year, and not just any year: 2003 is the European Year of Disabled People. And, despite the progress made in the implementation of Valuing People, there is still plenty to do if its commendably high aspirations of choice, independence, rights and inclusion are to be fulfilled. To mark the Year of Disabled People, we plan later in this volume to experiment with accessible versions of the papers, so that they can be accessed more easily by people with learning disabilities. To underline shifts in thinking towards the Valuing People ideals, this issue highlights some relatively new themes, particularly around gender, ethnicity and emotions. It would have been highly unlikely even 5 years ago to have just one of these themes represented in one BJLD issue. In this issue, however, they predominate. We open the issue, very appropriately given the White Paper's principles, with a paper by John Harris on ‘choice’. Although choice sounds straightforward as a principle, and it has been a slogan for many years, John argues that there is confusion over its meaning and over the best ways to offer and enhance choice. This is demonstrated through a review of the literature. The paper ends with some eminently practical ideas about how choice can be made more meaningful in practice settings. One of the planks of John Harris's paper is that to make choices you need to know about what you are choosing between. The importance of basic knowledge for people with learning difficulties is highlighted in the next paper, by Michelle McCarthy and Lorraine Millard. This focuses on a subject that has only just begun to be discussed: the menopause and the understandings that women with learning disabilities have of it. Using a methodology similar to that used in her previous research into women's sexual lives – semi-structured interviews with women with learning disabilities – she discovered how little the women actually knew. The findings have alarming implications, given that women may experience uncomfortable menopausal symptoms without having the words or the confidence to discuss them. There is much to be done if women (and men) with learning disabilities are to have enough knowledge of basic health issues to be able to make informed choices – or even to seek appropriate help. The next paper is concerned with another gender-related issue: parenting. This relatively small-scale study, undertaken by Jean O'Hara and Hemmie Martin in East London, adds to our knowledge of the topic by undertaking a cross-cultural perspective, comparing white English and Bangladeshi populations. While the data shows that far more Bangladeshi than English parents retained their children, the authors suggest that the practice of the Bangladeshi grandmother taking on the main parenting role may be quite distressing for the mother. Outcomes for neither group appear to be very positive, with continuing evidence of assumptions being made that people with learning disabilities cannot make good enough parents. The next four papers tackle matters around emotions. While challenging behaviour has received much attention in the literature and in services, people's emotional needs have been pretty comprehensively neglected. Andrew Arthur's paper gives an overview of the relevant literature, and indicates that quite high numbers of people with learning disabilities have emotional disturbances that could, if the will and the services were there, be usefully addressed by using psychological techniques. This argument is well illustrated by a detailed description of one individual who was offered therapy, and how she made use of it, in the next paper, by Heidi Mason, Alex Johnson and Paul Witherst (‘I might not know what you know but it doesn’t mean you can be awful to me'). The next paper is also a case study of therapy with one person – another young woman – the death of whose father triggered some very complex feelings and odd behaviours. This is the work of S.J. Summers and P. Witts, and is a good illustration of the need to take bereavement seriously with people with learning disabilities. Oyepeju Raji, Sheila Hollins and Ange Drinnan's study of the limited extent to which people with learning disabilities are involved in funeral rites, across a number of different faiths, underlines the message that people are too often excluded from major life events, and thus are denied the opportunity to explore and make sense of their experiences. The authors took the practical step of preparing a leaflet for use by funeral directors. However, deeper cultural change will be needed, one suspects, if the situation is to change radically. Dorothy M. Bell and Colin Espie's single case study, ‘Overcoming mutism’, is not described by the authors as an issue related to emotional development. And they took a different tack in addressing the voluntary silence of Pat, a 36-year-old woman: non-aversive behavioural methods. The authors describe how intensive work over a relatively short period brought considerable benefits. It is interesting to speculate what Pat might have been offered by practitioners working in the psychodynamic tradition espoused by Mason, Johnson and Witherst and by Summers and Witts. Perhaps there needs to be some dialogue between people working in these different ways. The Editors would be pleased to receive any papers considering this issue. The final paper, by Marisa Smyth and Roy McConkey, makes a contribution to one of the major Valuing People priorities, namely the improvement of the transition between school and adult life. They show that if rights and choice are to be respected, a great deal needs to be done to develop new forms of services and to ensure that the voices of young people themselves are heard, given the differences in aspiration shown between parents and young people." @default.
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• W4230667075 date "2002-12-11" @default.
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• W4230667075 title "EDITORIAL" @default.
• W4230667075 doi "https://doi.org/10.1046/j.1468-3156.2002.00202.x-i2" @default.
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