Jennifer Clegg
Biographic Data
| ID | 3602644 |
|---|---|
| NAME | Jennifer Clegg |
| GIVEN NAMES | Jennifer |
| FAMILY NAME | Clegg |
| SIGNATURE | CLEGG J |
| AFFILIATIONS | University of Nottingham |
| ORCID | 0000-0002-8625-5527 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 21 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2001 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
If I see what you see, do I say what you say? Assessing the relationship between perspective-taking and linguistic alignment in monolingual and bilingual speakers
Although syntactic priming is often studied in a purely cognitive framework, individual differences in rates of syntactic priming may be related to other social-cognitive and sociolinguistic factors. One such factor may be perspective-taking, in that the ability to take into account the thoughts and feelings of another person may relate to individual differences in the frequency of syntactic priming. To date, however, the limited research investi…
Taking a stance about the inner lives of patients with intellectual disabilities: Uncertainty as an interactional resource in Discovery Awareness meetings
Staff working with people who have intellectual disabilities and mental health problems and/or challenging behaviour face the difficulty of interpreting and inferring meaning from behaviours that may be difficult to interpret. Understanding the behaviour of this group is fundamental to the provision of appropriate support and the development of relational aspects of care. However, staff generally attribute meaning without reflecting upon or commu…
Practice what you preach? Exploring parental attitudes, behaviors, and teaching about lying
Many parents lie to their children. Paradoxically, many also disapprove of lying to children, and teach that lying is unacceptable, suggesting discrepancies between parental lying attitudes, behaviors, and teaching. This study explored the alignment and discrepancies between parental attitudes, behaviors, and direct moral instruction across three lie types: other-oriented, self-oriented, and instrumental. Cross-sectional data were collected from …
Imagined Constructed Thought: How Staff Interpret the Behavior of Patients with Intellectual Disabilities
This article examines “imagined constructed thought”: speakers giving voice to the inner world of a non-present other. Drawing on 9 hours of video footage of health-care staff discussing patients with intellectual disabilities (ID) during Discovery Awareness sessions, we explored times when the staff presented a possible version of a patient’s thoughts. They used those versions to take a stance on the patient’s inner world, often as a bridge betw…
Kerry Gold
An Ecological Approach to Reducing the Social Isolation of People With an Intellectual Disability
An ecological approach to understanding insecure attachments and social isolation among people with an intellectual disability is constructed using Gibson's (1979/1986) affordance-based theory. Although environmental affordances and individual limitations interact to limit the development of social competence, we believe that by focusing on the immediate environment, community-based approaches to helping people with an intellectual disability are…
‘Just Being Selfish for My Own Sake …’: Balancing the Views of Young Adults with Intellectual Disabilities and Their Carers in Transition Planning
In contrast to other forms of family caregiving, becoming the parent or carer of a child with an intellectual disability (ID) implies an ongoing responsibility beyond the attainment of chronological adulthood ( Meyers et al., 1985 ; Todd and Shearn, 1996 ). At the same time, a discourse of self-determination pervades policy around transition to adult services in ID in England ( Valuing People, 2001) . In this paper we present a subset of data fro…
Questioning the answer: Questioning Style, Choice and Self-Determination in Interactions With Young People With Intellectual Disabilities
For young people with intellectual disabilities (ID), the transition from children's to adult services has long been recognised as a challenging move. One of the aims of the White Paper Valuing People (2001) was to address some of the problems associated with this transition. This paper reports on data from a project which examines the impact of these service changes, and the ways in which transition is negotiated by carers, professionals and use…
Reflective and reflexive practice: Rudi Dallos & Jacqui Stedmon
Parental negotiations of the moral terrain of risk in relation to young people with intellectual disabilities
This paper draws upon parental accounts from a study of the process of transition for a cohort of 28 young people with relatively severe intellectual disabilities who left special schools in 2004 and 2005 in two adjacent English localities. This paper examines how parents negotiate these boundaries and position themselves in relation to risk. A primary concern identified by parents during this transition period focuses on the risk of harm facing …
Ethics of qualitative research in psychology
Qualitative research and marginalisation: University of Leicester, 3–5 May, 2006
Severe intellectual disability and transition to adulthood
Institutional and psychological aspects of transition were explored with parents and staff involved with five young adults with severe intellectual disability whose challenging behaviour diminished after they made the transition, and five whose challenging behaviour remained high. They were selected from a previously surveyed cohort. Grounded theory analysis of interviews suggested little connection between the perspectives of parents and staff. …
Questioning the answer: Questioning Style, Choice and Self-Determination in Interactions With Young People With Intellectual Disabilities
For young people with intellectual disabilities (ID), the transition from children's to adult services has long been recognised as a challenging move. One of the aims of the White Paper Valuing People (2001) was to address some of the problems associated with this transition. This paper reports on data from a project which examines the impact of these service changes, and the ways in which transition is negotiated by carers, professionals and use…
Parental negotiations of the moral terrain of risk in relation to young people with intellectual disabilities
This paper draws upon parental accounts from a study of the process of transition for a cohort of 28 young people with relatively severe intellectual disabilities who left special schools in 2004 and 2005 in two adjacent English localities. This paper examines how parents negotiate these boundaries and position themselves in relation to risk. A primary concern identified by parents during this transition period focuses on the risk of harm facing …
Imagined Constructed Thought: How Staff Interpret the Behavior of Patients with Intellectual Disabilities
This article examines “imagined constructed thought”: speakers giving voice to the inner world of a non-present other. Drawing on 9 hours of video footage of health-care staff discussing patients with intellectual disabilities (ID) during Discovery Awareness sessions, we explored times when the staff presented a possible version of a patient’s thoughts. They used those versions to take a stance on the patient’s inner world, often as a bridge betw…
Severe intellectual disability and transition to adulthood
Institutional and psychological aspects of transition were explored with parents and staff involved with five young adults with severe intellectual disability whose challenging behaviour diminished after they made the transition, and five whose challenging behaviour remained high. They were selected from a previously surveyed cohort. Grounded theory analysis of interviews suggested little connection between the perspectives of parents and staff. …
Qualitative research and marginalisation: University of Leicester, 3–5 May, 2006
Ethics of qualitative research in psychology
Parental negotiations of the moral terrain of risk in relation to young people with intellectual disabilities
This paper draws upon parental accounts from a study of the process of transition for a cohort of 28 young people with relatively severe intellectual disabilities who left special schools in 2004 and 2005 in two adjacent English localities. This paper examines how parents negotiate these boundaries and position themselves in relation to risk. A primary concern identified by parents during this transition period focuses on the risk of harm facing …
Reflective and reflexive practice: Rudi Dallos & Jacqui Stedmon
Questioning the answer: Questioning Style, Choice and Self-Determination in Interactions With Young People With Intellectual Disabilities
For young people with intellectual disabilities (ID), the transition from children's to adult services has long been recognised as a challenging move. One of the aims of the White Paper Valuing People (2001) was to address some of the problems associated with this transition. This paper reports on data from a project which examines the impact of these service changes, and the ways in which transition is negotiated by carers, professionals and use…
‘Just Being Selfish for My Own Sake …’: Balancing the Views of Young Adults with Intellectual Disabilities and Their Carers in Transition Planning
In contrast to other forms of family caregiving, becoming the parent or carer of a child with an intellectual disability (ID) implies an ongoing responsibility beyond the attainment of chronological adulthood ( Meyers et al., 1985 ; Todd and Shearn, 1996 ). At the same time, a discourse of self-determination pervades policy around transition to adult services in ID in England ( Valuing People, 2001) . In this paper we present a subset of data fro…
An Ecological Approach to Reducing the Social Isolation of People With an Intellectual Disability
An ecological approach to understanding insecure attachments and social isolation among people with an intellectual disability is constructed using Gibson's (1979/1986) affordance-based theory. Although environmental affordances and individual limitations interact to limit the development of social competence, we believe that by focusing on the immediate environment, community-based approaches to helping people with an intellectual disability are…
Kerry Gold
Imagined Constructed Thought: How Staff Interpret the Behavior of Patients with Intellectual Disabilities
This article examines “imagined constructed thought”: speakers giving voice to the inner world of a non-present other. Drawing on 9 hours of video footage of health-care staff discussing patients with intellectual disabilities (ID) during Discovery Awareness sessions, we explored times when the staff presented a possible version of a patient’s thoughts. They used those versions to take a stance on the patient’s inner world, often as a bridge betw…
If I see what you see, do I say what you say? Assessing the relationship between perspective-taking and linguistic alignment in monolingual and bilingual speakers
Although syntactic priming is often studied in a purely cognitive framework, individual differences in rates of syntactic priming may be related to other social-cognitive and sociolinguistic factors. One such factor may be perspective-taking, in that the ability to take into account the thoughts and feelings of another person may relate to individual differences in the frequency of syntactic priming. To date, however, the limited research investi…
Taking a stance about the inner lives of patients with intellectual disabilities: Uncertainty as an interactional resource in Discovery Awareness meetings
Staff working with people who have intellectual disabilities and mental health problems and/or challenging behaviour face the difficulty of interpreting and inferring meaning from behaviours that may be difficult to interpret. Understanding the behaviour of this group is fundamental to the provision of appropriate support and the development of relational aspects of care. However, staff generally attribute meaning without reflecting upon or commu…
Practice what you preach? Exploring parental attitudes, behaviors, and teaching about lying
Many parents lie to their children. Paradoxically, many also disapprove of lying to children, and teach that lying is unacceptable, suggesting discrepancies between parental lying attitudes, behaviors, and teaching. This study explored the alignment and discrepancies between parental attitudes, behaviors, and direct moral instruction across three lie types: other-oriented, self-oriented, and instrumental. Cross-sectional data were collected from …
Psychology (8 works) · Sociology (8 works) · Intellectual disability (6 works) · Social science (6 works) · Social Psychology (5 works) · Social Psychology (4 works) · Computer Science (3 works) · Conversation (3 works) · Conversation analysis (3 works) · Developmental psychology (3 works)