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Mutual Support: a model of participatory support by and for people with learning difficulties
Author(s) -
Keyes Sarah E.,
Brandon Toby
Publication year - 2012
Publication title -
british journal of learning disabilities
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.633
H-Index - 39
eISSN - 1468-3156
pISSN - 1354-4187
DOI - 10.1111/j.1468-3156.2011.00698.x
Subject(s) - empowerment , dignity , argument (complex analysis) , narrative , citizen journalism , psychology , mutual aid , participatory action research , process (computing) , peer support , learning disability , public relations , sociology , pedagogy , political science , computer science , developmental psychology , linguistics , philosophy , psychiatry , anthropology , law , operating system , biochemistry , chemistry
Accessible summary• People with learning difficulties have been involved in research that asked them to tell their stories about how they support (help) each other. • There were many times when people had helped each other in lots of different ways. • People talked about times when they had listened to each other and helped each other when things were hard. They also spoke about working as a team and helping each other to learn. • Supporting each other can make life better for people with learning difficulties and help to break down the barriers.Summary Mutual Support, a model of peer support by and for people with learning difficulties, was constructed through a participatory research process. The research focussed on individual narratives from people with learning difficulties. These narratives were then brought together to form a collective model of support. This paper outlines the detailed research process and positions the collective model of support within the self‐advocacy and involvement movements. Direct quotes from people with learning difficulties illustrate the different aspects of the multifaceted model. The positive effects of Mutual Support, which form the basis of the implications for wider policy, theory and practice, are also outlined. These include people being able to participate more fully; ambitions being fulfilled; people who have been mentored becoming mentors themselves; and dignity and respect being reclaimed. The overall argument is that, as an example of empowerment through participation, peer support by and for people with learning difficulties has emancipatory potential.