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Caton S, Hatton C, Gillooly A, Oloidi E, Clarke L, Bradshaw J, Flynn S, Taggart L, Mulhall P, Jahoda A, Maguire R, Marriott A, Todd S, Abbott D, Beyer S, Gore N, Heslop P, Scior K, Hastings RP. Online social connections and Internet use among people with intellectual disabilities in the United Kingdom during the COVID-19 pandemic. New Media Soc 2024; 26:2804-2828. [PMID: 38706952 PMCID: PMC11068496 DOI: 10.1177/14614448221093762] [Citation(s) in RCA: 6] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Indexed: 05/07/2024]
Abstract
Having a disability, in particular, an intellectual disability, is associated with Internet non-use. This article explores how people with intellectual disabilities used the Internet across the United Kingdom during the COVID-19 pandemic. In April to May 2021, 571 adults with intellectual disabilities were interviewed. Participants most commonly used the Internet for being with family and friends, social media or doing online activities with other people. People who lived with family were the most likely to use social media; people who lived with other people with intellectual disabilities were the least likely. People who self-reported as not lonely were more likely to use the Internet for online activities with others and play video games with others. Social connections were identified as the best thing about the Internet. Many participants chose not to identify a worst thing about Internet use, while others reported issues with technology, online harm and threats to well-being.
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Affiliation(s)
- Sue Caton
- Sue Caton, Department of Social Care & Social Work, Faculty of Health & Education, Manchester Metropolitan University, Brooks Building, 53 Bonsall Street, Manchester M15 6GX, UK.
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2
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Randall KN. Perceived Impact of the COVID-19 Pandemic on Adults with Intellectual and Developmental Disability: A Qualitative Study. J Intellect Disabil 2024; 28:118-136. [PMID: 38439515 PMCID: PMC9755036 DOI: 10.1177/17446295221146352] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 12/02/2022] [Indexed: 08/26/2023]
Abstract
The current study examined the impact that the COVID-19 pandemic and resulting restrictions have had on individuals with intellectual and developmental disability. Semi-structured focus groups were conducted to collect data from participants who attended day programming by local community agency. Results indicate that the COVID-19 pandemic and its safety restrictions impacted participants' knowledge of the disease, programming and work, relationships, activities, and emotions in ways that were both similar to and different from other findings in other populations. Implications of these findings for research and practice are discussed.
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3
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Safar Y, Formuli F, Volpe T, St John L, Lunsky Y. "Everything has changed since COVID": Ongoing challenges faced by Canadian adults with intellectual disabilities during waves 2 and 3 of the COVID-19 pandemic. J Intellect Disabil 2024:17446295241229364. [PMID: 38266144 DOI: 10.1177/17446295241229364] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/26/2024]
Abstract
The COVID-19 pandemic has disrupted the lives of people with intellectual disabilities in many ways, impacting their health and wellbeing. Early in the pandemic, the research team delivered a six-week virtual group-based program to help Canadian adults with intellectual disabilities cope and better manage their mental health. The study's objective was to explore ongoing concerns among individuals with intellectual disabilities following their participation in this education and support program. Thematic analysis was used to analyze participant feedback provided eight weeks after course completion. Twenty-four participants were interviewed in January 2021 and May 2021 across two cycles of the course. Three themes emerged: 1) employment and financial challenges; 2) navigating changes and ongoing restrictions; and 3) vaccine anticipation and experience. These findings suggest that despite benefiting from the program, participants continued to experience pandemic-related challenges in 2021, emphasising the need to continually engage people with intellectual disabilities.
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Affiliation(s)
- Yousef Safar
- Azrieli Adult Neurodevelopmental Centre, Centre for Addiction and Mental Health, Toronto, ON, Canada
| | - Fatima Formuli
- Azrieli Adult Neurodevelopmental Centre, Centre for Addiction and Mental Health, Toronto, ON, Canada
| | - Tiziana Volpe
- Azrieli Adult Neurodevelopmental Centre, Centre for Addiction and Mental Health, Toronto, ON, Canada
| | - Laura St John
- Azrieli Adult Neurodevelopmental Centre, Centre for Addiction and Mental Health, Toronto, ON, Canada
| | - Yona Lunsky
- Azrieli Adult Neurodevelopmental Centre, Centre for Addiction and Mental Health, Toronto, ON, Canada
- Department of Psychiatry, Temerty Faculty of Medicine, University of Toronto, Toronto, ON, Canada
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4
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Brotherton M, Stancliffe RJ, O'Loughlin K, Wilson NJ. From mainstream employment to mainstream retirement: A randomised controlled trial of a transition to retirement intervention for adults with intellectual disability. J Appl Res Intellect Disabil 2023; 36:1013-1024. [PMID: 37106266 DOI: 10.1111/jar.13111] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/24/2022] [Revised: 03/23/2023] [Accepted: 04/11/2023] [Indexed: 04/29/2023]
Abstract
BACKGROUND We evaluated a transition to retirement intervention that adapted strategies used to support employment of people with intellectual disability in mainstream workplaces. The intervention facilitated their independent participation in mainstream community groups and volunteering. METHODS We randomised 29 older Australians who currently/previously worked in mainstream employment into an intervention group or wait-list control group. Hours of independent participation in target activities were collected before and after the 13-week initial intervention/waiting period, and at 52 weeks for intervention participants. RESULTS Six of the 12 intervention participants selected an activity and increased hours of independent participation following 13 weeks in the Keeping Active (KA) program and eight were independently accessing their selected activity at 52-week follow-up. None of the 19 wait-list participants increased their independent participation after 13 weeks. CONCLUSIONS The intervention was effective and highlighted the need to account for factors such as participant choice in evaluation of individualised programs.
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Affiliation(s)
| | | | - Kate O'Loughlin
- Faculty of Medicine and Health, University of Sydney, Sydney, Australia
| | - Nathan J Wilson
- School of Nursing and Midwifery, Western Sydney University, Sydney, Australia
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5
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Ridley J. Social isolation is aided by technology in people with a learning disability especially if living in services. Evid Based Nurs 2023; 26:117. [PMID: 36572510 DOI: 10.1136/ebnurs-2021-103460] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 12/17/2022] [Indexed: 06/23/2023]
Affiliation(s)
- James Ridley
- Faculty of Health, Social Care and Medicine, Edge Hill University, Ormskirk, UK
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6
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Morris S, Farran EK, Gilligan-Lee KA. Examining the prevalence and type of technology-use in people with Down syndrome: Perspectives from parents and caregivers. J Intellect Disabil 2023:17446295231176121. [PMID: 37201287 DOI: 10.1177/17446295231176121] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/20/2023]
Abstract
Familiarity with technology has become a requirement for independent living, however there is limited information on technology access and use for people with Down syndrome (DS). The aim of this study is to describe technology, gaming, and social-media use in people with DS. Parents/caregivers (N = 220) of individuals with DS aged 5-35 years (49% female) completed an online questionnaire. They felt that technology and social media use, and to a lesser extent gaming, played an important role in their son/daughter's life. However, many had concerns about their son/daughter's safety online, and identified challenges they faced with using technology, such as using a mouse and speech recognition. We also found substantial parental interest in learning more about technology-use in DS, particularly the impact of using social media. This paper summarises important details about technology-use in people with DS, providing foundational information for the design of effective technology-based activities and support.
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Affiliation(s)
- Su Morris
- School of Psychology, University of Surrey, Guildford, UK; School of Psychology, University of Sussex, Falmer, UK
| | - Emily K Farran
- School of Psychology, University of Surrey, Guildford, UK; Centre for Educational Neuroscience, Birkbeck University of London, London, UK
| | - Katie A Gilligan-Lee
- School of Psychology, University of Surrey, Guildford, UK; Centre for Educational Neuroscience, Birkbeck University of London, London, UK; School of Psychology, University College Dublin, Dublin, Ireland
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7
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Habermann-Horstmeier L. [The situation of people with intellectual and developmental disabilities in the COVID-19 pandemic-risk factors, problem areas, and measures]. Bundesgesundheitsblatt Gesundheitsforschung Gesundheitsschutz 2023; 66:283-291. [PMID: 36781428 PMCID: PMC9924858 DOI: 10.1007/s00103-023-03661-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/08/2022] [Accepted: 01/17/2023] [Indexed: 02/15/2023]
Abstract
Many people with intellectual and developmental disabilities (IDD) were much more affected by COVID-19 than the average population. The morbidity in this population group was significantly higher due to the form of their housing and care as well as disability-associated health factors (such as Down's syndrome). This led, among other things, to a higher incidence of inpatient settings, a higher mortality rate among hospitalized patients, and a higher case fatality rate among certain subgroups. Risk factors were co-diseases such as dysphagia, epilepsy, or mental disorders. In addition, there were health consequences from restrictive exposure prophylaxis measures at the beginning of the COVID-19 pandemic.This overview article describes the main developments in the care of people with IDD since the beginning of the pandemic. New mental problems or an increase in existing mental problems occurred more frequently in people with IDD who were cared for on an outpatient basis or by relatives. People with IDD in inpatient residential facilities were less frequently affected. The main reasons for psychological problems were lack of social contacts, lost work and employment opportunities, the frightening pandemic situation, and the major structural and personnel changes in the facilities at the beginning of the pandemic. During the pandemic, there were also problems with the implementation of therapeutic and preventive measures. On the other hand, especially in the inpatient area, the "slowing down of life" associated with the restrictions at the beginning of the pandemic also had a stress-reducing effect on some of the people with IDD and was perceived by them as something positive. Caregivers had more time for the genuine (i.e., pedagogical) work. Overall, it was shown that health-promoting measures must also take into account the great heterogeneity of the people with IDD and their living conditions during the pandemic.
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8
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Mikulak M, Ryan S, Russell S, Caton S, Keagan‐Bull R, Spalding R, Ribenfors F, Hatton C. 'Internet is easy if you know how to use it': Doing online research with people with learning disabilities during the COVID-19 pandemic. Br J Learn Disabil 2022; 51:BLD12495. [PMID: 36247097 PMCID: PMC9538067 DOI: 10.1111/bld.12495] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/29/2022] [Revised: 07/06/2022] [Accepted: 07/11/2022] [Indexed: 06/16/2023]
Abstract
Background The coronavirus disease 2019 pandemic changed the way we live, work, interact and do research. Many activities moved online, and digital inclusion became an urgent issue for researchers working with people with learning disabilities and other groups at risk of exclusion. This has generated new questions about how we conduct research and what it means to go into 'the field'. Methods We discuss our experience working across four qualitative research projects involving 867 participants with learning disabilities, conducted during the coronavirus disease 2019 pandemic. Findings Moving research online resulted in often-swift adaptations to research designs and practice, bringing new insights and benefits to our studies. The changing circumstances fostered innovation and greater flexibility and contributed to research becoming more accessible to many. However, doing research online also posed new challenges as well as amplified existing ones. Conclusions The pandemic has made it easier for some people with learning disabilities to participate in research, but more needs to be done to improve the reach and quality of that participation. Researchers should make the process of participation as accessible as possible. It is also their job to question and challenge the conditions that create barriers to participation in research and to look for ways to change these. We make some recommendations on how this can be achieved.
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Affiliation(s)
- Magdalena Mikulak
- Department of Social Care and Social WorkManchester Metropolitan University, Brooks BuildingManchesterUK
| | - Sara Ryan
- Department of Social Care and Social WorkManchester Metropolitan University, Brooks BuildingManchesterUK
| | - Siabhainn Russell
- Department of Social Care and Social WorkManchester Metropolitan University, Brooks BuildingManchesterUK
| | - Sue Caton
- Department of Social Care and Social WorkManchester Metropolitan University, Brooks BuildingManchesterUK
| | - Richard Keagan‐Bull
- Learning Disability EnglandBirminghamUK
- Kingston UniversityLondonUK
- Faculty of Health, Social Care and EducationSt George's University of LondonLondonUK
| | | | - Francesca Ribenfors
- Department of Social Care and Social WorkManchester Metropolitan University, Brooks BuildingManchesterUK
| | - Christopher Hatton
- Department of Social Care and Social WorkManchester Metropolitan University, Brooks BuildingManchesterUK
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9
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Scherer N, Wiseman P, Watson N, Brunner R, Cullingworth J, Hameed S, PEARSON CHARLOTTE, Shakespeare T. ‘Do they ever think about people like us?': The experiences of people
with learning disabilities in England and Scotland during the COVID-19
pandemic. Crit Soc Policy 2022. [PMCID: PMC9240722 DOI: 10.1177/02610183221109147] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/16/2023]
Abstract
People with learning disabilities in England and Scotland have experienced an
increased risk of illness and death during the COVID-19 pandemic. Drawing on
data of a longitudinal qualitative study with 71 disabled people and 31
disability organisations, this article examines the experiences of 24 people
with learning disabilities in England and Scotland during the pandemic,
reflecting on what rendered them vulnerable and placed them at risk. Qualitative
interviews were conducted with participants and key informants at two
timepoints; June–August 2020 and February–April 2021. Findings emerged across
four key themes: failure to plan for the needs of people with learning
disabilities; the suspension and removal of social care; the impact of the
pandemic on people’s everyday routines; and lack of vaccine prioritisation. The
inequalities experienced by people with learning disabilities in this study are
not particular to the pandemic. We explore the findings in the context of
theoretical frameworks of vulnerability, including Fineman’s conceptualisation
of a ‘vulnerability paradigm’. We conclude that the structured marginalisation
of people with disabilities, entrenched by government action and inaction, have
created and exacerbated their vulnerability. Structures, policies and action
must change.
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Affiliation(s)
- Nathaniel Scherer
- Nathaniel Scherer, London School of Hygiene
& Tropical Medicine, England.
| | | | | | | | | | - Shaffa Hameed
- London School of Hygiene &
Tropical Medicine, England
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10
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Aung MN, Koyanagi Y, Nagamine Y, Nam EW, Mulati N, Kyaw MY, Moolphate S, Shirayama Y, Nonaka K, Field M, Cheung P, Yuasa M. Digitally Inclusive, Healthy Aging Communities (DIHAC): A Cross-Cultural Study in Japan, Republic of Korea, Singapore, and Thailand. Int J Environ Res Public Health 2022; 19:ijerph19126976. [PMID: 35742230 PMCID: PMC9223148 DOI: 10.3390/ijerph19126976] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 04/25/2022] [Revised: 06/01/2022] [Accepted: 06/02/2022] [Indexed: 12/10/2022]
Abstract
One out of three people in Japan will be an older person before 2040. Half of those currently do not utilize the internet, smartphone apps, or digital technology. On the other hand, more than 70% of seniors in Republic of Korea use the internet, and 55% in Singapore had access to it in 2019. The use of digital technology for health promotion has the potential to promote individual and community empowerment, advocating for healthy, active aging. Maintaining equity in health promotion practice requires the digital inclusion of every senior. Therefore, we propose a cross-cultural study to explain the contextual influences of digital inclusion and its consequences on healthy aging in Japan, Korea, Singapore, and Thailand. Quantitatively: digital skills, e-health literacy, participation in health promotion, and quality of life will be analyzed in structural equation models. Qualitatively: thematic analysis will be developed to identify cultural patterns and contextual factors, making sense of what older persons in different countries materialize, say, do, think, and feel to reveal deeper beliefs and core values about digital inclusion and healthy aging. Logics and methods from this protocol would be useful to replicate the study in many countries globally. Evidence from this study is expected to pave the way to digitally inclusive, healthy aging communities (DIHAC) across Japan and Asia.
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Affiliation(s)
- Myo Nyein Aung
- Department of Global Health Research, Graduate School of Medicine, Juntendo University, Hongo 2-1-1, Bunkyo Ku, Tokyo 113-8421, Japan; (Y.K.); (N.M.); (M.Y.K.); (Y.S.); (M.Y.)
- Advanced Research Institute for Health Sciences, Juntendo University, Hongo 2-1-1, Bunkyo Ku, Tokyo 113-8421, Japan
- Faculty of International Liberal Arts, Juntendo University, Tokyo 113-8421, Japan
- Correspondence:
| | - Yuka Koyanagi
- Department of Global Health Research, Graduate School of Medicine, Juntendo University, Hongo 2-1-1, Bunkyo Ku, Tokyo 113-8421, Japan; (Y.K.); (N.M.); (M.Y.K.); (Y.S.); (M.Y.)
- Department of Judo Therapy, Faculty of Health Sciences, Tokyo Ariake University of Medical and Health Sciences, Tokyo 135-0063, Japan
| | - Yuiko Nagamine
- Department of Family Medicine, Tokyo Medical and Dental University, Tokyo 113-8510, Japan;
| | - Eun Woo Nam
- Department of Health Administration, Software Digital Healthcare Convergence College, Yonsei University, Wonju 26493, Korea;
| | - Nadila Mulati
- Department of Global Health Research, Graduate School of Medicine, Juntendo University, Hongo 2-1-1, Bunkyo Ku, Tokyo 113-8421, Japan; (Y.K.); (N.M.); (M.Y.K.); (Y.S.); (M.Y.)
| | - Myat Yadana Kyaw
- Department of Global Health Research, Graduate School of Medicine, Juntendo University, Hongo 2-1-1, Bunkyo Ku, Tokyo 113-8421, Japan; (Y.K.); (N.M.); (M.Y.K.); (Y.S.); (M.Y.)
| | - Saiyud Moolphate
- Department of Public Health, Faculty of Science and Technology, Chiang Mai Rajabhat University, Chiang Mai 50300, Thailand;
| | - Yoshihisa Shirayama
- Department of Global Health Research, Graduate School of Medicine, Juntendo University, Hongo 2-1-1, Bunkyo Ku, Tokyo 113-8421, Japan; (Y.K.); (N.M.); (M.Y.K.); (Y.S.); (M.Y.)
- Faculty of International Liberal Arts, Juntendo University, Tokyo 113-8421, Japan
| | - Kumiko Nonaka
- Tokyo Metropolitan Institute of Gerontology, Tokyo 173-0015, Japan;
| | - Malcolm Field
- Faculty of Social Sciences, Kyorin University, Tokyo 181-8611, Japan;
- Faculty of International Liberal Arts, Waseda University, Tokyo 169-0051, Japan
| | - Paul Cheung
- Asia Competitiveness Institute (ACI), Lee Kuan Yew School of Public Policy, Singapore 259772, Singapore;
| | - Motoyuki Yuasa
- Department of Global Health Research, Graduate School of Medicine, Juntendo University, Hongo 2-1-1, Bunkyo Ku, Tokyo 113-8421, Japan; (Y.K.); (N.M.); (M.Y.K.); (Y.S.); (M.Y.)
- Faculty of International Liberal Arts, Juntendo University, Tokyo 113-8421, Japan
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11
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Spassiani NA, Becaj M, Miller C, Hiddleston A, Hume A, Tait S. 'Now that I am connected this isn't social isolation, this is engaging with people': Staying connected during the COVID-19 pandemic. Br J Learn Disabil 2022; 51:BLD12478. [PMID: 35602322 PMCID: PMC9111751 DOI: 10.1111/bld.12478] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/21/2021] [Revised: 02/27/2022] [Accepted: 04/02/2022] [Indexed: 06/15/2023]
Abstract
Background The COVID-19 global pandemic has put adults with intellectual/developmental disabilities at greater risk of being socially excluded due to physical distancing. Technology has been looked at as a tool for adults with intellectual/developmental disabilities to stay connected, however, little is known about this topic. The purpose of this study was to explore how a grassroots disability organisation used technology to help adults with intellectual/developmental disabilities feel socially connected during the pandemic. Methods Data were collected through questionnaires, attendance records, and field notes; and analysed through trend and thematic analysis. Findings Four main themes emerged from the data: active leadership, mental wellbeing, technology/digital inclusion, and safety. Conclusion These findings suggest that when participants overcome technological barriers they found it easy to socially connect online during lockdown.
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Affiliation(s)
| | - Mojca Becaj
- School of Health and Social CareEdinburgh Napier UniversityEdinburghUK
| | - Clare Miller
- School of Health and Social CareEdinburgh Napier UniversityEdinburghUK
| | - Andrew Hiddleston
- School of Health and Social CareEdinburgh Napier UniversityEdinburghUK
| | - Aaron Hume
- School of Health and Social CareEdinburgh Napier UniversityEdinburghUK
| | - Stephan Tait
- School of Health and Social CareEdinburgh Napier UniversityEdinburghUK
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12
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Lifshitz H, Gur A, Shnitzer-Meirovitz S, Eden S. The contribution of distress factors and Coping Resources to the motivation to use ICT among adults with intellectual disability during COVID-19. Educ Inf Technol (Dordr) 2022; 27:10327-10347. [PMID: 35464110 PMCID: PMC9013739 DOI: 10.1007/s10639-022-11042-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/12/2022] [Accepted: 04/04/2022] [Indexed: 06/14/2023]
Abstract
The current study focused on people with intellectual disability (ID), who have unique disadvantages that place them at greater risk for negative outcomes due to COVID-19. The study goals are three-fold: (a) To examine whether differences in distress factors (loneliness and stress) would be found between adults with ID who used the Zoom application, and those who did not use Zoom during the pandemic; (b) To examine whether differences in psychological and coping resources (psychological capital), and practical-technological resources (attitudes and motivation to use information communication technology) would be found between the groups; (c) To examine the contribution of background variables (gender, type of residence, Zoom use), distress factors and psychological and practical technological coping resources on the motivation to use technology. The sample included 35 adults with ID (MCA = 40.06, SD = 11.02). Of these, 57% learned to use the Zoom application during the COVID-19 pandemic (N = 20), and 47% did not (N = 15). Participants answered seven questionnaires examining distress factors and psychological and technological resources. Both groups exhibited distress factors. However, the Zoom users demonstrated higher scores in hope and motivation to use technology. Regression analysis indicated that the resilience and attitudes toward technology among the Zoom users contributed to the explained variance of motivation to use technology. In light of the higher coping resources among Zoom users, we may carefully say that using Zoom might increase the independence of individuals with ID in learning, develop their communications possibilities, and help them to cope better in distress situations.
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Affiliation(s)
- Hefziba Lifshitz
- The Faculty of Education, Bar-Ilan University, Ramat Gan, Israel
| | - Ayelet Gur
- Social Work Department, Faculty of Social Sciences & Humanities, Tel-Hai College, Qiryat Shemona, Israel
| | | | - Sigal Eden
- The Faculty of Education, Bar-Ilan University, Ramat Gan, Israel
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13
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Lunsky Y, Jahoda A, Navas P, Campanella S, Havercamp SM. The mental health and well-being of adults with intellectual disability during the COVID-19 pandemic: A narrative review. J Policy Pract Intellect Disabil 2022; 19:35-47. [PMID: 35601014 PMCID: PMC9115206 DOI: 10.1111/jppi.12412] [Citation(s) in RCA: 16] [Impact Index Per Article: 8.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/05/2021] [Revised: 01/27/2022] [Accepted: 01/27/2022] [Indexed: 12/31/2022]
Abstract
Prior to the start of the pandemic, adults with intellectual disability (ID) were more likely to experience mental health difficulties and face barriers obtaining mental health care. COVID-related public health restrictions, combined with heightened challenges to obtain timely mental health care, have served to worsen this situation internationally, with a combination of new onset conditions and worsening mental health for those already struggling. In this narrative review, we summarize literature on the mental health of adults with ID during the COVID-19 pandemic to describe what is known based on clinician perceptions, existing administrative health data, family and staff perceptions, and self-report. In addition to noting similarities and differences in findings based on the source of information, we also explored how experiences differed depending on where and when the research was conducted. Based primarily on research conducted during the first six months of the pandemic, there is a consistent finding across sources of increased anxiety, stress, and isolation. This review also explored the delivery of virtual mental health care and the impact of pandemic-based mental health interventions. There have been very few research studies evaluating clinical care during this time but clinicians have managed to provide supports virtually, which has been evaluated positively by some individuals. This narrative review concludes by identifying gaps in the literature and suggests key directions for future mental health research, policy, and practice efforts. Any mental health efforts now and during pandemic recovery need to have an understanding of how the mental health needs and services for adults with ID have evolved over the course of the pandemic. Further research is needed on the impact of both clinical interventions and other nonclinical efforts on the mental health of people with ID.
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Affiliation(s)
- Yona Lunsky
- Centre for Addiction and Mental HealthUniversity of TorontoTorontoOntarioCanada
| | | | | | - Sabrina Campanella
- Centre for Addiction and Mental HealthUniversity of TorontoTorontoOntarioCanada
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14
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Chadwick D, Ågren KA, Caton S, Chiner E, Danker J, Gómez‐Puerta M, Heitplatz V, Johansson S, Normand CL, Murphy E, Plichta P, Strnadová I, Wallén EF. Digital inclusion and participation of people with intellectual disabilities during
COVID
‐19: A rapid review and international bricolage. Policy Practice Intel Disabi 2022. [DOI: 10.1111/jppi.12410] [Citation(s) in RCA: 15] [Impact Index Per Article: 7.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/23/2022]
Affiliation(s)
- Darren Chadwick
- School of Psychology, Faculty of Education, Health and Wellbeing The University of Wolverhampton Wolverhampton UK
| | | | - Sue Caton
- Faculty of Health, Psychology and Social Care Manchester Metropolitan University Manchester UK
| | - Esther Chiner
- Health Psychology, Faculty of Education University of Alicante Alicante Spain
| | - Joanne Danker
- School of Education University of New South Wales Sydney Australia
| | - Marcos Gómez‐Puerta
- Health Psychology, Faculty of Education University of Alicante Alicante Spain
| | | | - Stefan Johansson
- Division of Media Technology and Interaction design KTH Royal Institute of Technology Stockholm Sweden
| | - Claude L. Normand
- Department of Psychoeducation Université du Québec en Outaouais Gatineau Canada
| | - Esther Murphy
- Trinity Centre for Ageing and Intellectual Disability Trinity College Dublin Dublin Ireland
| | - Piotr Plichta
- Institute of Pedagogy The University of Wrocław Wrocław Poland
| | - Iva Strnadová
- School of Education University of New South Wales Sydney Australia
| | - Eva Flygare Wallén
- Department of Neurobiology, Care Sciences and Society Karolinska Institutet Solna Sweden
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McCarron M, McCausland D, Luus R, Allen A, Sheerin F, Burke E, McGlinchy E, Flannery F, McCallion P. The impact of coronavirus disease 2019 (COVID-19) on older adults with an intellectual disability during the first wave of the pandemic in Ireland. HRB Open Res 2021; 4:93. [PMID: 35112049 PMCID: PMC8772523 DOI: 10.12688/hrbopenres.13238.2] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/26/2021] [Indexed: 12/23/2022] Open
Abstract
Background: People with intellectual disability have increased risk of exposure to and adverse outcomes from coronavirus disease 2019 (COVID-19).They also face challenges to mental health and well-being from COVID-19-related social restrictions and service closures. Methods: Data from a supplemental COVID-19 survey from the Intellectual Disability Supplement to the Irish Longitudinal Study on Ageing (IDS-TILDA) (n=710) was used to assess outcomes from the first infection wave of COVID-19 among adults with intellectual disability aged 40+ years in Ireland. Data was gathered on testing, for symptoms and outcomes; procedures to manage COVID-19; and both stress/anxiety and positive experiences during the pandemic. Demographic and health-related data from the main IDS-TILDA dataset was included in analyses. Results: High rates were identified of health conditions associated with poorer COVID-19 outcomes, including overweight/obesity (66.6%, n=365), high cholesterol (38.6%, n=274) and cardiovascular disease (33.7%, n=239). Over half (53.5%, n=380) reported emotional, nervous or psychiatric disorders. Almost two-thirds (62.4%, n=443) were tested for COVID-19, with 10% (n=71) reporting symptoms and 2.5% (n=11) testing positive. There were no instances of COVID-19 related mortality. Common symptoms included fatigue, fever, and cough. Some participants (7.8%, n=55) moved from their usual home, most often to isolate (n=31) or relocate to a family home (n=11). Three-quarters (78.7%) of those who were symptomatic or who tested positive had plans to manage self-isolation and two-thirds were able to comply with guidelines. Over half (55%, n=383) reported some COVID-19 related stress/anxiety; and a similar proportion reported positive aspects during this period (58%, n=381). Conclusions: Our data suggests that people with intellectual disability avoided the worst impacts of COVID-19 during the first infection wave in Ireland. Nevertheless, participants' health profiles suggest that this population remains at high risk for adverse infection outcomes. Repeated measures are needed to track health and well-being outcomes across multiple infection waves.
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Affiliation(s)
- Mary McCarron
- Trinity Centre for Ageing and Intellectual Disability, Trinity College Dublin, Dublin, Ireland
| | - Darren McCausland
- Trinity Centre for Ageing and Intellectual Disability, Trinity College Dublin, Dublin, Ireland
| | - Retha Luus
- Trinity Centre for Ageing and Intellectual Disability, Trinity College Dublin, Dublin, Ireland
| | - Andrew Allen
- Trinity Centre for Ageing and Intellectual Disability, Trinity College Dublin, Dublin, Ireland
| | - Fintan Sheerin
- School of Nursing and Midwifery, Trinity College Dublin, Dublin, Ireland
| | - Eilish Burke
- School of Nursing and Midwifery, Trinity College Dublin, Dublin, Ireland
| | - Eimear McGlinchy
- School of Nursing and Midwifery, Trinity College Dublin, Dublin, Ireland
| | - Fidelma Flannery
- Trinity Centre for Ageing and Intellectual Disability, Trinity College Dublin, Dublin, Ireland
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McCarron M, McCausland D, Luus R, Allen A, Sheerin F, Burke E, McGlinchy E, Flannery F, McCallion P. The impact of coronavirus disease 2019 (COVID-19) on older adults with an intellectual disability during the first wave of the pandemic in Ireland. HRB Open Res 2021; 4:93. [PMID: 35112049 PMCID: PMC8772523 DOI: 10.12688/hrbopenres.13238.1] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 08/11/2021] [Indexed: 11/04/2023] Open
Abstract
Background: People with intellectual disability have increased risk of exposure to and adverse outcomes from coronavirus disease 2019 (COVID-19).They also face challenges to mental health and well-being from COVID-19-related social restrictions and service closures. Methods: Data from a supplemental COVID-19 survey from the Intellectual Disability Supplement to the Irish Longitudinal Study on Ageing (IDS-TILDA) (n=710) was used to assess outcomes from the first infection wave of COVID-19 among adults with intellectual disability aged 40+ years in Ireland. Data was gathered on testing, for symptoms and outcomes; procedures to manage COVID-19; and both stress/anxiety and positive experiences during the pandemic. Demographic and health-related data from the main IDS-TILDA dataset was included in analyses. Results: High rates were identified of health conditions associated with poorer COVID-19 outcomes, including overweight/obesity (66.6%, n=365), high cholesterol (38.6%, n=274) and cardiovascular disease (33.7%, n=239). Over half (53.5%, n=380) reported emotional, nervous or psychiatric disorders. Almost two-thirds (62.4%, n=443) were tested for COVID-19, with 10% (n=71) reporting symptoms and 2.5% (n=11) testing positive. There were no instances of COVID-19 related mortality. Common symptoms included fatigue, fever, and cough. Some participants (7.8%, n=55) moved from their usual home to isolate, most often (n=31) or relocate to a family home (n=11). Three-quarters (78.7%) of those who were symptomatic or who tested positive had plans to manage self-isolation and two-thirds were able to comply with guidelines. Over half (55%, n=383) reported some COVID-19 related stress/anxiety; and a similar proportion reported positive aspects during this period (58%, n=381). Conclusions: Our data suggests that people with intellectual disability avoided the worst impacts of COVID-19 during the first infection wave in Ireland. Nevertheless, participants' health profiles suggest that this population remains at high risk for adverse infection outcomes. Repeated measures are needed to track health and well-being outcomes across multiple infection waves.
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Affiliation(s)
- Mary McCarron
- Trinity Centre for Ageing and Intellectual Disability, Trinity College Dublin, Dublin, Ireland
| | - Darren McCausland
- Trinity Centre for Ageing and Intellectual Disability, Trinity College Dublin, Dublin, Ireland
| | - Retha Luus
- Trinity Centre for Ageing and Intellectual Disability, Trinity College Dublin, Dublin, Ireland
| | - Andrew Allen
- Trinity Centre for Ageing and Intellectual Disability, Trinity College Dublin, Dublin, Ireland
| | - Fintan Sheerin
- School of Nursing and Midwifery, Trinity College Dublin, Dublin, Ireland
| | - Eilish Burke
- School of Nursing and Midwifery, Trinity College Dublin, Dublin, Ireland
| | - Eimear McGlinchy
- School of Nursing and Midwifery, Trinity College Dublin, Dublin, Ireland
| | - Fidelma Flannery
- Trinity Centre for Ageing and Intellectual Disability, Trinity College Dublin, Dublin, Ireland
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