Berni Kelly
Dados Biográficos
| ID | 4369731 |
|---|---|
| NOME | Berni Kelly |
| PRENOMES | Berni |
| SOBRENOME | Kelly |
| ASSINATURA | KELLY B |
| AFILIAÇÕES | Queen's University Belfast |
| ORCID | 0000-0002-4204-6694 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 24 |
| TOTAL DE CITAÇÕES | 71 |
| TOTAL COMO AUTOR | 24 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1999 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 4 |
Caregivers’ Perspectives and Experiences on the Transition of Youth with Intellectual Disabilities or Autism Out of Residential Care
This paper presents the findings of a longitudinal study conducted in South Africa that investigated the perspectives and experiences of informal caregivers in assisting youth with intellectual disabilities and/or autism as they transitioned from residential care towards young adulthood. This was a component of a larger study that examined the transition of six care-leavers. This paper focuses only on the interviews conducted with caregivers. The…
Disabled Youth Transitioning from Care
Many countries across the globe have enacted leaving care policy to make provision for transition planning and aftercare support for care-leavers who face significant challenges in adulthood. However, the extent to which care-leaver policy addresses the unique needs of disabled youth leaving care is not known. This paper seeks to address this gap in knowledge by analysing care-leaver policy in four countries (United States, United Kingdom, Norway…
Disability counts
Disabled youth are over‐represented among care‐leavers transitioning into adulthood. However, the experiences and needs of disabled care‐leavers are not well understood—largely due to inconsistencies in definition and data collection practices. Applying the lens of the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD, 2007), this paper examines the strengths and limitations of existing definitions and data collection p…
Exploring the Meaning and Experience of Family for Youth Leaving Care
Family is important to all, but is a complex issue for young people who are transitioning from out‐of‐home care. This scoping review explores the meaning and experience of family for care‐experienced youth and identifies implications for research and practice to support their social wellbeing. It reports on findings from a review of 31 journal articles that address the concept of family for youth leaving care. The paper explores the range and nat…
Making the Invisible Visible
Whilst literature on care‐leaving traditionally has ignored disability issues, there is now a growing body of research taking interest in the needs of disabled youth leaving care. The purpose of this scoping review was to assess and synthesize existing knowledge about disabled care‐leavers and to identify gaps in research. Arksey and O'Malley's (2005) framework guided the approach to reviewing the literature on empirical studies addressing the po…
Care Leaving and Social Capital
Theorizing continues to be a challenge within the burgeoning field of care leaving. This article considers whether ‘social capital’ contributes to explaining the care‐leaving experience. Various views of what constitutes social capital are explored, and a three‐category typology is presented. Social capital theory is explored through the application of descriptive themes from a study undertaken across four African countries. The study adopted a r…
You are nothing and you have nothing
Comparing Leaving-Care Policy and Practice Across the Four Nations of the United Kingdom
From an international comparative perspective, the four nations of the UK have robust legal and policy frameworks governing care-leaving. Measures taken include: access to aftercare workers; pathway planning; introduction of extended care arrangements (permitting young people to remain in placement beyond 18 years); and specific types of financial support. The paper explores commonalities and differences in approaches across the UK and illuminate…
Youth in Transition
While there is a substantial body of leaving care research, the theorization of care leaving has been more limited. Only a few studies have incorporated a life course perspective, mainly in Global North contexts where life course perspectives may differ significantly from those in the Global South, including Africa. Drawing on findings from a feasibility research study, this paper contributes to the emerging international literature on theorizing…
My disability was my own responsibility’
Across child welfare and disability policy, the intersectionality of being a young person with experiences with both child welfare and disability services is not well addressed. In line with this, a growing body of international evidence shows a gap in the level of transitional and post-care support provided to meet the needs of this group of young people leaving care. The present article draws on data from a qualitative interview study with eigh…
Disability is not a word we use’
Disabled young people leaving care often experience a more complex transition to adulthood than other youths. Still, policy and services can fail to recognize the intersection between a young person's care experiences and disability. Drawing on data from a qualitative interview study with 14 social workers who work with aftercare in the Norwegian child welfare services, we investigate social workers' professional judgements about support for this…
Raising the profile of care leavers with mental health and/or intellectual disabilities
I got into a very dark place”
Purpose This paper aims to report on the findings of a qualitative study that explored the views and experiences of young people leaving care during the first phase of the Covid-19 pandemic in Northern Ireland. Design/methodology/approach A qualitative approach was adopted involving semi-structured interviews with 24 care leavers 18–25 years old from across the region. Interviews were conducted remotely online or by telephone and explored young p…
Getting our voice heard
Purpose The purpose of this paper is to present an examination of the development of adult safeguarding policy from the perspectives of both policymakers and those who have sought to influence policy, to empower individuals with a learning disability to have a say in how policies, that influence their life and impact their right to independence, are developed. Design/methodology/approach This paper is based on a project which was led by a UK-wide…
Key components of supporting and assessing decision making ability
Service users' experiences and views of support for decision‐making
This article presents the findings from a qualitative, participatory research project which explored how people with intellectual disabilities and/or mental health problems have, or have not been, supported to make their own decisions. The aim of the research is to help inform how supported decision-making, as required by Article 12 of the UN Convention on the Rights of Persons with Disabilities, can be effectively operationalised. The project pr…
Evaluating the Effectiveness of Social Work Education
Evaluating the effectiveness of social work education has become a topic of majorinterest in the UK in the wake of a succession of child-care tragedies that have under-minedconfidenceintheprofession.However,manykeyaspectsofsocialworkeducationremainunder-researchedand/or contestedandour knowledge of how students acquireand develop professional expertise remains limited. This paper reports on the first partof a longitudinal study aimed at developin…
Including disabled children at school
This paper presents and discusses a social justice strategy that may progress inclusion in schools. The framework for this strategy is grounded in the theoretical discussions by Nancy Fraser and Trevor Gale about distributive, redistributive, and recognitive models of social justice. None of these theoretical frameworks, however, in themselves, offer a clear way forward for marginalised and misrecognised groups, such as disabled children, who nee…
Community participation and inclusion
Disability‐related public policy currently emphasises reducing the number of people experiencing exclusion from the spaces of the social and economic majority as being the pre‐eminent indicator of inclusion. Twenty‐eight adult, New Zealand vocational service users collaborated in a participatory action research project to develop shared understandings of community participation. Analysis of their narratives suggests that spatial indices of inclus…
Methodological Issues for Qualitative Research with Learning Disabled Children
This paper discusses key methodological issues for qualitative research with learning disabled children, based on the author’s experience of involving learning disabled children in her doctoral study. The study was founded on the social model of disability and a sociological understanding of childhood that recognizes the abilities of disabled children as competent research participants. Issues that arose throughout the research process, from the …
Disabled Children Negotiating School Life
‘Chocolate … makes you autism’
This paper discusses perceptions and experiences of impairment and disability from the perspectives of learning disabled children, their parents and their social workers. The author reports on findings from her doctoral study that adults often fail to take into account the views and experiences of learning disabled children. As a result, these children developed their own interpretations of impairment and disability based on their experiences and…
Understanding and negotiating identity
In Northern Ireland, most research on the impact upon children of living through the ‘troubles’ and in a divided society has assumed that children are from either the Catholic or Protestant community. There has been very little research with children from cross‐community families who have one parent from a Catholic background and one from a Protestant background. It is known, however, that these children are over‐represented in the public care sy…
Teaching self-protection skills to children and their families
The Children Act 1989 (England and Wales), Children Act 1995 (Scotland), and Children (Northern Ireland) Order 1995 have created unique possibilities for the delivery of child care services. There now exists a greater emphasis on preventive techniques and further provision of services for the family, within which that one may focus on the role of teaching self-protecrion skills to children and their families This article outlines the legislation,…
Community participation and inclusion
Disability‐related public policy currently emphasises reducing the number of people experiencing exclusion from the spaces of the social and economic majority as being the pre‐eminent indicator of inclusion. Twenty‐eight adult, New Zealand vocational service users collaborated in a participatory action research project to develop shared understandings of community participation. Analysis of their narratives suggests that spatial indices of inclus…
Evaluating the Effectiveness of Social Work Education
Evaluating the effectiveness of social work education has become a topic of majorinterest in the UK in the wake of a succession of child-care tragedies that have under-minedconfidenceintheprofession.However,manykeyaspectsofsocialworkeducationremainunder-researchedand/or contestedandour knowledge of how students acquireand develop professional expertise remains limited. This paper reports on the first partof a longitudinal study aimed at developin…
Disabled Children Negotiating School Life
Methodological Issues for Qualitative Research with Learning Disabled Children
This paper discusses key methodological issues for qualitative research with learning disabled children, based on the author’s experience of involving learning disabled children in her doctoral study. The study was founded on the social model of disability and a sociological understanding of childhood that recognizes the abilities of disabled children as competent research participants. Issues that arose throughout the research process, from the …
Raising the profile of care leavers with mental health and/or intellectual disabilities
You are nothing and you have nothing
Understanding and negotiating identity
In Northern Ireland, most research on the impact upon children of living through the ‘troubles’ and in a divided society has assumed that children are from either the Catholic or Protestant community. There has been very little research with children from cross‐community families who have one parent from a Catholic background and one from a Protestant background. It is known, however, that these children are over‐represented in the public care sy…
Comparing Leaving-Care Policy and Practice Across the Four Nations of the United Kingdom
From an international comparative perspective, the four nations of the UK have robust legal and policy frameworks governing care-leaving. Measures taken include: access to aftercare workers; pathway planning; introduction of extended care arrangements (permitting young people to remain in placement beyond 18 years); and specific types of financial support. The paper explores commonalities and differences in approaches across the UK and illuminate…
Disability is not a word we use’
Disabled young people leaving care often experience a more complex transition to adulthood than other youths. Still, policy and services can fail to recognize the intersection between a young person's care experiences and disability. Drawing on data from a qualitative interview study with 14 social workers who work with aftercare in the Norwegian child welfare services, we investigate social workers' professional judgements about support for this…
I got into a very dark place”
Purpose This paper aims to report on the findings of a qualitative study that explored the views and experiences of young people leaving care during the first phase of the Covid-19 pandemic in Northern Ireland. Design/methodology/approach A qualitative approach was adopted involving semi-structured interviews with 24 care leavers 18–25 years old from across the region. Interviews were conducted remotely online or by telephone and explored young p…
Getting our voice heard
Purpose The purpose of this paper is to present an examination of the development of adult safeguarding policy from the perspectives of both policymakers and those who have sought to influence policy, to empower individuals with a learning disability to have a say in how policies, that influence their life and impact their right to independence, are developed. Design/methodology/approach This paper is based on a project which was led by a UK-wide…
Service users' experiences and views of support for decision‐making
This article presents the findings from a qualitative, participatory research project which explored how people with intellectual disabilities and/or mental health problems have, or have not been, supported to make their own decisions. The aim of the research is to help inform how supported decision-making, as required by Article 12 of the UN Convention on the Rights of Persons with Disabilities, can be effectively operationalised. The project pr…
Teaching self-protection skills to children and their families
The Children Act 1989 (England and Wales), Children Act 1995 (Scotland), and Children (Northern Ireland) Order 1995 have created unique possibilities for the delivery of child care services. There now exists a greater emphasis on preventive techniques and further provision of services for the family, within which that one may focus on the role of teaching self-protecrion skills to children and their families This article outlines the legislation,…
‘Chocolate … makes you autism’
This paper discusses perceptions and experiences of impairment and disability from the perspectives of learning disabled children, their parents and their social workers. The author reports on findings from her doctoral study that adults often fail to take into account the views and experiences of learning disabled children. As a result, these children developed their own interpretations of impairment and disability based on their experiences and…
Understanding and negotiating identity
In Northern Ireland, most research on the impact upon children of living through the ‘troubles’ and in a divided society has assumed that children are from either the Catholic or Protestant community. There has been very little research with children from cross‐community families who have one parent from a Catholic background and one from a Protestant background. It is known, however, that these children are over‐represented in the public care sy…
Methodological Issues for Qualitative Research with Learning Disabled Children
This paper discusses key methodological issues for qualitative research with learning disabled children, based on the author’s experience of involving learning disabled children in her doctoral study. The study was founded on the social model of disability and a sociological understanding of childhood that recognizes the abilities of disabled children as competent research participants. Issues that arose throughout the research process, from the …
Disabled Children Negotiating School Life
Including disabled children at school
This paper presents and discusses a social justice strategy that may progress inclusion in schools. The framework for this strategy is grounded in the theoretical discussions by Nancy Fraser and Trevor Gale about distributive, redistributive, and recognitive models of social justice. None of these theoretical frameworks, however, in themselves, offer a clear way forward for marginalised and misrecognised groups, such as disabled children, who nee…
Community participation and inclusion
Disability‐related public policy currently emphasises reducing the number of people experiencing exclusion from the spaces of the social and economic majority as being the pre‐eminent indicator of inclusion. Twenty‐eight adult, New Zealand vocational service users collaborated in a participatory action research project to develop shared understandings of community participation. Analysis of their narratives suggests that spatial indices of inclus…
Evaluating the Effectiveness of Social Work Education
Evaluating the effectiveness of social work education has become a topic of majorinterest in the UK in the wake of a succession of child-care tragedies that have under-minedconfidenceintheprofession.However,manykeyaspectsofsocialworkeducationremainunder-researchedand/or contestedandour knowledge of how students acquireand develop professional expertise remains limited. This paper reports on the first partof a longitudinal study aimed at developin…
Key components of supporting and assessing decision making ability
Service users' experiences and views of support for decision‐making
This article presents the findings from a qualitative, participatory research project which explored how people with intellectual disabilities and/or mental health problems have, or have not been, supported to make their own decisions. The aim of the research is to help inform how supported decision-making, as required by Article 12 of the UN Convention on the Rights of Persons with Disabilities, can be effectively operationalised. The project pr…
I got into a very dark place”
Purpose This paper aims to report on the findings of a qualitative study that explored the views and experiences of young people leaving care during the first phase of the Covid-19 pandemic in Northern Ireland. Design/methodology/approach A qualitative approach was adopted involving semi-structured interviews with 24 care leavers 18–25 years old from across the region. Interviews were conducted remotely online or by telephone and explored young p…
Getting our voice heard
Purpose The purpose of this paper is to present an examination of the development of adult safeguarding policy from the perspectives of both policymakers and those who have sought to influence policy, to empower individuals with a learning disability to have a say in how policies, that influence their life and impact their right to independence, are developed. Design/methodology/approach This paper is based on a project which was led by a UK-wide…
Disability is not a word we use’
Disabled young people leaving care often experience a more complex transition to adulthood than other youths. Still, policy and services can fail to recognize the intersection between a young person's care experiences and disability. Drawing on data from a qualitative interview study with 14 social workers who work with aftercare in the Norwegian child welfare services, we investigate social workers' professional judgements about support for this…
Raising the profile of care leavers with mental health and/or intellectual disabilities
My disability was my own responsibility’
Across child welfare and disability policy, the intersectionality of being a young person with experiences with both child welfare and disability services is not well addressed. In line with this, a growing body of international evidence shows a gap in the level of transitional and post-care support provided to meet the needs of this group of young people leaving care. The present article draws on data from a qualitative interview study with eigh…
Comparing Leaving-Care Policy and Practice Across the Four Nations of the United Kingdom
From an international comparative perspective, the four nations of the UK have robust legal and policy frameworks governing care-leaving. Measures taken include: access to aftercare workers; pathway planning; introduction of extended care arrangements (permitting young people to remain in placement beyond 18 years); and specific types of financial support. The paper explores commonalities and differences in approaches across the UK and illuminate…
Youth in Transition
While there is a substantial body of leaving care research, the theorization of care leaving has been more limited. Only a few studies have incorporated a life course perspective, mainly in Global North contexts where life course perspectives may differ significantly from those in the Global South, including Africa. Drawing on findings from a feasibility research study, this paper contributes to the emerging international literature on theorizing…
Making the Invisible Visible
Whilst literature on care‐leaving traditionally has ignored disability issues, there is now a growing body of research taking interest in the needs of disabled youth leaving care. The purpose of this scoping review was to assess and synthesize existing knowledge about disabled care‐leavers and to identify gaps in research. Arksey and O'Malley's (2005) framework guided the approach to reviewing the literature on empirical studies addressing the po…
Care Leaving and Social Capital
Theorizing continues to be a challenge within the burgeoning field of care leaving. This article considers whether ‘social capital’ contributes to explaining the care‐leaving experience. Various views of what constitutes social capital are explored, and a three‐category typology is presented. Social capital theory is explored through the application of descriptive themes from a study undertaken across four African countries. The study adopted a r…
You are nothing and you have nothing
Caregivers’ Perspectives and Experiences on the Transition of Youth with Intellectual Disabilities or Autism Out of Residential Care
This paper presents the findings of a longitudinal study conducted in South Africa that investigated the perspectives and experiences of informal caregivers in assisting youth with intellectual disabilities and/or autism as they transitioned from residential care towards young adulthood. This was a component of a larger study that examined the transition of six care-leavers. This paper focuses only on the interviews conducted with caregivers. The…
Disabled Youth Transitioning from Care
Many countries across the globe have enacted leaving care policy to make provision for transition planning and aftercare support for care-leavers who face significant challenges in adulthood. However, the extent to which care-leaver policy addresses the unique needs of disabled youth leaving care is not known. This paper seeks to address this gap in knowledge by analysing care-leaver policy in four countries (United States, United Kingdom, Norway…
Disability counts
Disabled youth are over‐represented among care‐leavers transitioning into adulthood. However, the experiences and needs of disabled care‐leavers are not well understood—largely due to inconsistencies in definition and data collection practices. Applying the lens of the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD, 2007), this paper examines the strengths and limitations of existing definitions and data collection p…
Exploring the Meaning and Experience of Family for Youth Leaving Care
Family is important to all, but is a complex issue for young people who are transitioning from out‐of‐home care. This scoping review explores the meaning and experience of family for care‐experienced youth and identifies implications for research and practice to support their social wellbeing. It reports on findings from a review of 31 journal articles that address the concept of family for youth leaving care. The paper explores the range and nat…
Psychology (17 obras) · Political science (15 obras) · Sociology (14 obras) · Child Welfare and Adoption (12 obras) · Medicine (10 obras) · Social science (10 obras) · Healthcare innovation and challenges (9 obras) · Public relations (9 obras) · Intergenerational Family Dynamics and Caregiving (8 obras) · Law (7 obras)