Empowerment and people with learning disability.
Research type
Research Study
Full title
What does empowerment mean to people with a learning disability when receiving services from a Community Learning Disability Team, from multiple perspectives?
IRAS ID
311914
Contact name
Karen Watchman
Contact email
Sponsor organisation
Stirling University
Clinicaltrials.gov Identifier
n/a, n/a
Duration of Study in the UK
0 years, 6 months, 31 days
Research summary
Patient and carer experience and inclusion of people with learning disability to provide feedback to develop services is a key component of UK Government policy devolved to local board areas, (Owen et al. 2018), and should be at the heart of everyday clinical practice. The overarching role of Community Learning Disability Teams (CLDTs) is to assess physical health, mental health and behaviours that challenge with adults who have learning disability. It is the right of patients to have maximum participation while deciding upon the services they may receive. CLDTs aim to empower patients, family carers and social care staff to access the right health and social care support at the right time to reduce health inequalities.
Existing research about the role of CLDTs is comparatively scant and underdeveloped with poor understanding of the role and function of CLDT services from a range of perspectives (Barnoux 2019; Scottish Government 2019). There is a dearth of research which examines the extent to which people with learning disability, family carers and social care staff are involved in providing feedback about CLDT health and social care services received.
An action research study is proposed to:
• to understand, from multiple perspectives, the concept of empowerment for people with learning disability throughout the CLDT assessment process.
• demonstrate how people with learning disability, family carers, social care staff and CLDT members contribute to the differing levels of empowerment (individual, system and strategic).REC name
Yorkshire & The Humber - Bradford Leeds Research Ethics Committee
REC reference
22/YH/0239
Date of REC Opinion
24 Nov 2022
REC opinion
Further Information Favourable Opinion