Creative interactions with data: using visual and metaphorical devices in repeated focus groups.

This article presents some of the emergent methods developed to fit a study of quality in inclusive research with people with learning disabilities. It addresses (i) the ways in which the methodology was a response to the need for constructive, transformative dialogue through use of repeated focus groups in a design interspersing dialogic and reflective spaces; and (ii) how stimulus materials for the focus groups involved imaginative and creative interactions with data. Particular innovations in the blending of narrative and thematic analyses and data generation and analysis processes are explored, specifically the creative use of metaphor as stimulus and the playful adaptation of I-poems from the Listening Guide approach as writing and performance.

The Conundrum of Training and Capacity Building for People with Learning Disabilities Doing Research.

Background: This study explores the training involved when people with learning disabilities take their place in the community as researchers. This was a theme in a recent UK seminar series where a network of researchers explored pushing the boundaries of participatory research.

Method: Academics, researchers with learning disabilities, supporters and other inclusive researchers considered important themes arising from presentations about developments in participatory research.

Mental health promotion and problem prevention in schools: what does the evidence say?

The European Union Dataprev project reviewed work on mental health in four areas, parenting, schools, the workplace and older people. The schools workpackage carried out a systematic review of reviews of work on mental health in schools from which it identified evidence-based interventions and programmes and extracted the general principles from evidence-based work. A systematic search of the literature uncovered 52 systematic reviews and meta-analyses of mental health in schools.

An evaluation of Intensive Interaction in community living settings for adults with profound intellectual disabilities.

Intensive Interaction is an approach to enhancing the communication and social abilities of people with profound intellectual disabilities using principles from caregiver-infant interaction. Use of Intensive Interaction by novice practitioners with four women with profound intellectual disabilities living in a supported housing service in England was evaluated. It was hypothesized that staff could learn the principles of Intensive Interaction sufficiently to have a positive impact on the participants' abilities (during five sessions per week over 20 weeks) and that they would experience a better relationship.