Exploring experiences of Intensive Interaction used with people with learning disabilities and/or autism
Thesis or dissertation
- © 2019 Samantha Berridge. All rights reserved. No part of this publication may be reproduced without the written permission of the copyright holder.
This portfolio has three parts:
Part one is a systematic literature review, that aimed to explore staff experience of the implementation of Intensive Interaction within their places of work with people with learning disabilities and/or autism. Nine research papers were analysed using thematic synthesis. Three higher-order themes were generated: ‘Personal Doubt, Discordance & Discomfort,’ ‘A Turning Point’ and ‘Needing Implementation at All Levels.’ The strength of the empirical evidence is evaluated, and findings are discussed in terms of their implications for future research and clinical practice.
Part two is an empirical paper, which explores mothers’ experiences of Intensive Interaction. Six participants were interviewed. Results were analysed using interpretative phenomenological analysis. The findings suggest that Intensive Interaction was experienced as a beneficial approach and helped some mothers to feel connected with their child. It was also perceived to challenge assumptions and stigma related to people with learning disabilities and/or autism and it is important that the approach is accessible. Clinical and research implications are discussed.
Part 3 consists of a set of appendices relating to both the systematic literature review and the empirical paper. Also contained within these appendices are a reflective statement and an epistemological statement, which consider the researcher’s experience of conducting the research and the philosophical position and assumptions underlying the research.
- Department of Psychological Health, Wellbeing and Social Work, The University of Hull
- Qualification level
- Qualification name
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