Valued social roles for people with learning disabilities

Taylor, Emma (2013) Valued social roles for people with learning disabilities. D.Clin.Psych. thesis, Canterbury Christ Church University.

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Abstract

Social identity theory maintains that individuals define themselves according to their social groups, which in turn impacts self-esteem. Valued social roles are assumed to influence identity and self-concept. Being a trainer represents a valued social role for people with learning disabilities (PLD) and research suggests it impacts identity. However, there is a paucity of empirical literature explicitly exploring this relationship in learning disabled trainers. Using narrative analysis, this study explored how being a trainer impacted the lives and identities of nine PLD.
Being a trainer contributed to progression and stability in participants’ lives and they positioned themselves as trainers in different positive roles (e.g. go-getter, helper). This study highlights the value of the trainer role for PLD, suggests a role for clinical psychologists in contributing to the sustainability of training organisations, and highlights a need for further research employing standardised measures, longitudinal and comparative designs.

Item Type: Thesis (Doctoral)
Subjects: B Philosophy. Psychology. Religion > BF Psychology > BF0697 Differential psychology. Individuality. Self
H Social Sciences > HM Sociology > HM1001 Social psychology
H Social Sciences > HV Social pathology. Social and public welfare. Criminology > HV1551 People with disabilities
Divisions: pre Nov-2014 > Faculty of Social and Applied Sciences > Applied Psychology
Depositing User: Mrs Kathy Chaney
Date Deposited: 20 Dec 2013 14:51
Last Modified: 11 Aug 2017 06:40
URI: https://create.canterbury.ac.uk/id/eprint/12506

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Last edited: 29/06/2016 12:23:00