Informed Choice for Disabled Young People in Transition

A Secondary Analysis of Qualitative Data

Bibliographic Data

ID12882191
AuthorsFraser Mitchell (0000-0002-9857-5632, corresponding author)
Year2014
Volume26
Issue4
Pages259-270
Publication date2014-07-16
Open AccessNo
TypeARTICLE
VenuePractice (JOURNAL)
Journal identifiersISSN: 1742-4909 • E-ISSN: 0950-3153
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/09503153.2014.934800
OpenAlexW2087435074
LanguageEN
Citations received3
References cited23

This paper explores informed choice (a key component of self-directed support and personalised services) for disabled young people in transition by means of secondary analysis of archived qualitative interview data using a thematic network approach. Insights were gained into the roles of parents, professionals and how information is used in informing choice for disabled young people. The findings add value to this emerging area of policy and practice by identifying facilitators and barriers to informed choice for disabled young people in transition. Choice-making was seen to involve both rational and emotional components in which experiential knowledge was highly valued. The role of professionals was perceived by most interviewees as being absent or unhelpful. However, the opportunity for supportive and informative relationships between workers and disabled young people was possible in situations where longer term and consistent contact was evident

Disabled people · Experiential knowledge · Experiential learning · Pedagogy · Qualitative analysis · Qualitative property · Qualitative research · Sociology · Thematic analysis · Transition (genetics · Value (mathematics · Applied Psychology · Computer Science · Healthcare innovation and challenges · Housing, Finance, and Neoliberalism · Psychology · Social Policy and Reform Studies · Social Psychology

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