Health Sciences School, University of Sheffield, Sheffield, UK.
Qual Health Res. 2024 Sep;34(11):1053-1068. doi: 10.1177/10497323241232360. Epub 2024 Mar 4.
Ending familial co-residence, termed 'moving on' by participants, is an increasingly relevant life transition for people with a learning disability due to increasing life expectancy and policy developments. Nevertheless, there is an absence of research exploring this transition experience in a United Kingdom (UK) context. This constructivist grounded theory study therefore aimed to explore, conceptualise, and theorise the 'moving on' experiences of adults with a learning disability and their families. This article reports the experiences of five adults with a learning disability and nine family members in England, UK. Narrative interviews and creative storybook methods were used to collect data between April 2015 and May 2016. Constant comparative methods, theoretical sampling, and memo writing were used throughout data collection and analysis. Participants with a learning disability presented personal growth and greater life fulfilment over the course of the transition; they flourished. In parallel, family members relinquished their care responsibilities. Importantly, the iterative and reciprocal relationship between flourishing and relinquishing shows that ongoing family member involvement is crucial during and following relocation. Family members identified factors that potentially inhibit relinquishing: pressure to 'let go', different perceptions of independence between family members and service providers, inadequate future investment, and rapport with professional carers. These novel insights led to the generation of the first known mid-range theory concerning this transition, entitled 'Moving on: flourishing and relinquishing'. Findings will guide future research in this field and facilitate the design of appropriate support for people with a learning disability and their families.
结束家庭共同居住，参与者称之为“搬出去”，由于预期寿命的延长和政策的发展，这对于有学习障碍的人来说是一个越来越重要的生活转折点。然而，在英国（UK）背景下，没有研究探索这一过渡经历。因此，这项建构主义扎根理论研究旨在探索、概念化和理论化有学习障碍的成年人及其家庭的“搬出去”经历。本文报告了英国英格兰的五名有学习障碍的成年人和九名家庭成员的经历。2015 年 4 月至 2016 年 5 月期间使用叙事访谈和创意故事书方法收集数据。在数据收集和分析过程中使用了恒比抽样、理论抽样和备忘录写作。有学习障碍的参与者在过渡过程中表现出个人成长和更大的生活满足感；他们茁壮成长。与此同时，家庭成员放弃了他们的照顾责任。重要的是，茁壮成长和放弃之间的迭代和相互关系表明，在搬迁期间和之后，家庭成员的持续参与至关重要。家庭成员确定了可能阻碍放弃的因素：放弃的压力、家庭成员和服务提供者之间对独立性的不同看法、未来投资不足以及与专业护理人员的融洽关系。这些新的见解导致了第一个关于这一过渡的中程理论的产生，题为“前进：茁壮成长和放弃”。研究结果将指导该领域的未来研究，并为有学习障碍的人和他们的家庭提供适当的支持。
