To disclose or not to disclose? The workplace experiences of physiotherapists with a specific learning difficulty

Abstract

Relevance: This is a qualitative study, w hich investigates the experiences of physiotherapists w orking in the NHS in relation to having a specific learning difficulty. Better understanding of the issues faced by the physiotherapist in the w orkplace has the potential to impact on their practice making it relevant to Congress Theme 2. Purpose: To explore the w orkplace experiences of physiotherapists w ith a SpLD, in relation to disclosing their SpLD, their support needs, and the impact on continuous professional development (CPD) and career progression. Methods/Analysis: This w as Phase 2 of a 3-phase evaluation. The study w as underpinned by the social model of disability. An exploratory qualitative design w as undertaken to address the aim of the study. A purposive sample of eight qualified physiotherapists recognised as having a SpLD, w ere recruited. All participants studied on one of tw o programmes at a university in England betw een 2004-2012. Their NHS w orkplace experience w as from across the UK. Participants w ere invited to take part by the investigators via Facebook and email. Ethical approval w as obtained from Manchester Metropolitan University. Eight in-depth interview s w ere undertaken w ith practising physiotherapists w ho had been diagnosed w ith a SpLD. All interview s w ere carried out by the same researcher (GY). Each interview lasted 40-70 minutes and w as digitally recorded. An interview schedule w as used to guide the interview . Interview data w ere transcribed verbatim and analysed using thematic analysis. Results: Four participants w ere female. Participants w ere w orking as a Band 5 (n=3) or Band 6 (n=5) physiotherapist. Four main themes w ere identified: 1) Having dyslexia; 2) Disclosure; 3) Support and strategies; 4) NHS positive and negative responses. Discussion and conclusions: 'Having dyslexia': Participants did not perceive themselves as having a disability; they perceived stigma w as attached to the diagnosis. Participants indicated strengths and w eakness related to their SpLD. 'Disclosure': Disclosure decisions w ere influenced by: perception of their SpLD being a disability; perceived stigma; fear of discrimination; levelling the playing field; support provided follow ing disclosure; the guaranteed interview scheme; w ho they disclosed to, and previous experiences of disclosure/non-disclosure. 'Support and strategies': Some participants benefited from extra time to w rite up clinical notes. There w as a lack of aw areness regarding the UK Access to Work scheme. Their SpLD w as not felt to impact on career progression. Several participants felt their SpLD did impact on CPD, although they had developed strategies to lessen the influence of this. 'NHS positive and negative responses': Positive and negative responses w ere experienced follow ing disclosure. Positive responses, for some, included managerial support in the w orkplace. Negative responses included: failure to disseminate to the w ider team adjustments that had been put into place to support the participant's specific learning needs; and perceptions of being 'bullied' by the line manager. Impact and Implications: Better understanding the issues faced by the physiotherapist in the w orkplace has the potential not only to improve support mechanisms for the employee but also to facilitate the transition of physiotherapists w ith SpLD, from student to employee and back again. Funding Acknowledgement: Health Education Northw est (HENW)