On-the-job training supports for people with intellectual disability employed in aged care.

Background: Traineeships have been proven to be beneficial vocational pathways for people with intellectual disability however to date the on-the-job training provision associated with traineeships has not been well documented.

Method: This study describes components of on-the-job training provided to eight people, most with intellectual disability undergoing traineeships for 12 months in four aged care services. Sheri et al.

People with intellectual disabilities as business owners: A systematic review of peer-reviewed literature.

Background: Microenterprises are very small businesses requiring little capital and can be an employment pathway for people with intellectual disabilities. This systematic review aims to identify the facilitators, barriers and outcomes from microenterprise.

Method: Web of Science, Scopus, EconLit, PsycINFO and ProQuest were searched to identify peer-reviewed studies on microenterprises owned by people with intellectual disability published up to and including 1 October 2019.

Experiences of adults with intellectual disabilities who identify as lesbian, gay, bisexual, or transgender within mainstream community: a systematic review of qualitative studies.

Objective: The objective of this review is to identify, appraise, and synthesize the available qualitative evidence on the lived experiences of adults with intellectual disabilities who identify as lesbian, gay, bisexual, or transgender in mainstream society.

Introduction: People with intellectual disabilities who identify with a non-normative sexual orientation and gender identity (eg, lesbian, gay, bisexual, transgender, queer or questioning, intersex, asexual) are dually stigmatized due to the prevailing notion of ableism and heteronormativity within the wider society. This layered stigma can generate further segregation within society, increasing vulnerability in this population and limiting their facilitation of a meaningful and satisfying life.

Trauma-informed care and practice for eating disorders: personal and professional perspectives of lived experiences.

Background: Learning about the life stories of patients who have experienced a severe eating disorder (ED), but also traumas that led to PTSD, dissociative disorders, and other comorbidities, has great value to clinicians in their efforts to deliver trauma-informed care (TIC). Many investigators have been researching and writing about these issues for years, and strong scientific evidence has emerged, indicating that trauma is a significant risk factor for the development of EDs, particularly in its bulimic forms.

Purpose: Peer-reviewed literature contains scarce input from people with "lived experiences".

Experiences of adults with intellectual disability who identify as lesbian, gay, bisexual, transgender, queer or questioning, intersex or asexual: a systematic review protocol.

The purpose of this systematic review is to identify, appraise and synthesize the best available qualitative evidence on the lived experiences of adults with intellectual disability who identify as lesbian, gay, bisexual, transgender, queer or questioning, intersex or asexual in mainstream society.

Exploring the diary as a recovery-oriented therapeutic tool.

Diary writing is a centuries-old method of recording events, experiences, thoughts, and feelings that might offer potential as a tool that consumers and nurses could utilize in recovery-oriented practice. While the diary has been used within health disciplines to detail and communicate personal experiences to enable collaborative examination of progress, a diary can also provide a more complete picture of what life is like; not only within the confines of a health service environment, but also outside. In recent times, the diary appears to be experiencing a renewed interest in terms of health care.

Things you can learn from books: exploring the therapeutic potential of eating disorder memoirs.

This paper explores the potential benefits that books, and specifically memoirs, might offer mental health students, positing that first-person testimonials might make the complex experiences of a mental health challenge, in this case, eating disorders, accessible to learners. The paper presents a pedagogical approach, based on transformative learning, to assist in encouraging the development of a recovery approach in students. Transformative learning is a pedagogy that is interested in problematic practices that keep afflicting an area, such as the imbalanced focus on learning illness, rather than well-being, and in pondering and revising the educational solutions.