'Standing up for Myself' (STORM): Development and Qualitative Evaluation of a Psychosocial Group Intervention Designed to Increase the Capacity of People with Intellectual Disabilities to Manage and Resist Stigma

Autor/inn/en	Scior, Katrina; Cooper, Rebecca; Fenn, Kristina; Poole, Laurie; Colman, Sophie; Ali, Afia; Baum, Sandra; Crabtree, Jason; Doswell, Sophie; Jahoda, Andrew; Hastings, Richard; Richardson, Lisa
Titel	'Standing up for Myself' (STORM): Development and Qualitative Evaluation of a Psychosocial Group Intervention Designed to Increase the Capacity of People with Intellectual Disabilities to Manage and Resist Stigma
Quelle	In: Journal of Applied Research in Intellectual Disabilities, 35 (2022) 6, S.1297-1306 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Scior, Katrina) ORCID (Jahoda, Andrew) ORCID (Hastings, Richard) ORCID (Richardson, Lisa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2322
DOI	10.1111/jar.13018
Schlagwörter	Intellectual Disability; Social Bias; Attitudes toward Disabilities; Coping; Intervention; Group Activities; Interpersonal Relationship; Self Efficacy; Emotional Response; Program Effectiveness; Self Advocacy + Suchen Sie Ihr Suchwort? Intellect; Disability; Disabilities; Verstand; Behinderung; Bewältigung; Gruppenaktivität; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Self-efficacy; Selbstwirksamkeit; Emotionales Verhalten; Selbstbehauptung
Abstract	Background: People with intellectual disabilities are at risk of experiencing stigma and require the skills and confidence to deal with stigma in their daily lives. Method: Development and piloting of a 5-session manualised psychosocial group intervention designed to increase the capacity of people with intellectual disabilities aged 16+ to manage and resist stigma. Ten pre-existing groups (N = 67) in third sector and education settings participated. Interviews with participants (n = 26), facilitators (n = 9) and significant others (n = 7) 2-4 months after the intervention assessed perceived impact. Results: Perceived benefits of the intervention for participants included increased understanding, improved connections with others, drive for advocacy, increased activity and self-efficacy, and opportunity to process difficult events and emotions. Differential impact depending on individuals' pre-existing self-advocacy skills was noted. Conclusions: This early-stage study indicates that further evaluation is merited to examine feasibility and outcomes of the STORM intervention. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01