Abstract
In Sweden, children and adolescents with intellectual disability in special residences often have complex support needs. In this study, co-production refers to when and how staff in special residences and children and adolescents living there interact to promote support that enhances their participation in everyday life according to their desires and needs. The study explores staff experiences of the conditions for co-producing individual support at special residences for children and adolescents with intellectual disability. Qualitative content analysis was used to analyze focus group interviews with residential staff. The analysis identified three generic categories: establishment of a structured context, continuous individual support development, and influencing factors for co-production. A key finding derived from the generic categories was that the conditions for co-produced support are impeded by communication barriers between staff and children/adolescents. Practical implications and future research are discussed.
Highlights
Disabled people are entitled to high-quality support enabling them to design their life and to participate in everyday life
Co-production refers to when and how staff in special residences and children and adolescents living there interact to promote support that enhances their participation in everyday life according to their desires and needs
Establishment of a structured context This category comprises the following subcategories: a supportive day process and staff restrictions. It appears that staff experience is central to provide a calm, safe, and predictable residential environment for the children/adolescents, facilitating everyday functioning
Summary
Disabled people are entitled to high-quality support enabling them to design their life and to participate in everyday life. Co-production refers to when and how staff in special residences and children and adolescents living there interact to promote support that enhances their participation in everyday life according to their desires and needs. This specific focus can provide deeper understanding of the factors and contexts that shape, enable, and impede the collaboration between staff and children/adolescents with intellectual disability in the design and implementation of individual support. Social welfare services were decentralized from the state to the municipalities in Sweden during the 1990s In connection with this change, disability-rights legislation was strengthened through the passing of the Support and Service for Persons with Certain Functional Impairments Act (LSS) (SFS 1993: 387; Tøssebro 2015).
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