Editorial
The art of communication
Journal of Intellectual Disabilities 2014, Vol. 18(1) 3–4 ª The Author(s) 2014 Reprints and permission: sagepub.co.uk/journalsPermissions.nav DOI: 10.1177/1744629514521423 jid.sagepub.com
Often, when referring to people with learning disabilities, other people comment that they have ‘communication problems’. As well as locating the ‘problem’ solely in the person with learning disabilities, such comments fail to take account of the fact that communication usually involves two parties: a sender and a receiver. Another comment that is sometimes made when people engage in behaviours that others find challenging is that they are ‘attention seeking’; whilst the means of seeking attention may not be appropriate, the need for attention is something that we all have but we may have a wider range of strategies we can use to communicate our need. In other circumstances (such as when they report abuse) even if they do have the verbal capacity to let others know, they are not always believed or they are viewed as ‘unreliable witnesses’ because they have a learning disability. I recall years ago supporting student nurses working in one clinical area where there was a young man who had very complex disabilities. At the beginning of placements, students would often express concerns about supporting him effectively as he ‘didn’t communicate’. However, visiting them a couple of weeks after the placement had begun, I would ask to see them and they would say that they would be with me shortly as X (the young man) wanted (for example) a drink. When challenged as to how they knew this when he didn’t communicate, they would comment on his expression, his body language and the sounds he made. Quite quickly they had tuned into his means of communication and had started to listen with their eyes as well as their ears. Is it therefore the case that people with learning disabilities have communication problems or that others have understanding problems? Communication is a fundamental part of how we exist within, and interact with, the world around us. It is how we express our emotions to others, how we let others know of our pleasure and our pain and how we try to exert control over what happens to us. Imagine being in severe physical or psychological pain and not being able to tell anyone and therefore not getting any support. Within such a situation a change in behaviour is not unreasonable and if this isn’t noticed then the behaviour may escalate until someone does take notice. For people with learning disabilities, however, there is a danger that such behavioural manifestations will be seen as challenging behaviour to be altered rather than an expression of a need that should be met. Without an effective means of communication, our quality of life may therefore be diminished. Indeed communication
Downloaded from jid.sagepub.com at RUTGERS UNIV on April 12, 2015
4
Journal of Intellectual Disabilities 18(1)
is central to many of the values that policy and services often state they aim to achieve such as inclusion, person centredness and empowerment. A focus on improving communication thus seems an essential part of practice development. It is also important to think about communication in the context of research since whilst recent years have seen increasing involvement of people with learning disabilities in research, those with more severe and profound disabilities still often remain excluded. Developing strategies to facilitate their inclusion in a meaningful way may be challenging, but nonetheless it is essential if their experiences are not to be marginalised within research. Different ways of doing and thinking about research may be needed. In this edition of the journal, we have some articles that encourage us to consider ways of enhancing communication. The article by Pavlicevic et al. explores the ways in which music therapy can contribute to the development of social interaction and enhance self-esteem. Rhodes provides a review of the evidence base supporting the use of social stories as a way of communicating effectively with children with autism in order to reduce difficult behaviours. The use of tactile cues to enhance communication is explored by Aasen and Naerland. Whilst offering three very different approaches, these articles each remind us that sometimes it is others (rather than people with learning disabilities) who need to adapt their communication in order to develop effective communication strategies. Ruth Northway, Editor-in-chief University of South Wales, UK
Downloaded from jid.sagepub.com at RUTGERS UNIV on April 12, 2015
The art of communication
Journal of Intellectual Disabilities 2014, Vol. 18(1) 3–4 ª The Author(s) 2014 Reprints and permission: sagepub.co.uk/journalsPermissions.nav DOI: 10.1177/1744629514521423 jid.sagepub.com
Often, when referring to people with learning disabilities, other people comment that they have ‘communication problems’. As well as locating the ‘problem’ solely in the person with learning disabilities, such comments fail to take account of the fact that communication usually involves two parties: a sender and a receiver. Another comment that is sometimes made when people engage in behaviours that others find challenging is that they are ‘attention seeking’; whilst the means of seeking attention may not be appropriate, the need for attention is something that we all have but we may have a wider range of strategies we can use to communicate our need. In other circumstances (such as when they report abuse) even if they do have the verbal capacity to let others know, they are not always believed or they are viewed as ‘unreliable witnesses’ because they have a learning disability. I recall years ago supporting student nurses working in one clinical area where there was a young man who had very complex disabilities. At the beginning of placements, students would often express concerns about supporting him effectively as he ‘didn’t communicate’. However, visiting them a couple of weeks after the placement had begun, I would ask to see them and they would say that they would be with me shortly as X (the young man) wanted (for example) a drink. When challenged as to how they knew this when he didn’t communicate, they would comment on his expression, his body language and the sounds he made. Quite quickly they had tuned into his means of communication and had started to listen with their eyes as well as their ears. Is it therefore the case that people with learning disabilities have communication problems or that others have understanding problems? Communication is a fundamental part of how we exist within, and interact with, the world around us. It is how we express our emotions to others, how we let others know of our pleasure and our pain and how we try to exert control over what happens to us. Imagine being in severe physical or psychological pain and not being able to tell anyone and therefore not getting any support. Within such a situation a change in behaviour is not unreasonable and if this isn’t noticed then the behaviour may escalate until someone does take notice. For people with learning disabilities, however, there is a danger that such behavioural manifestations will be seen as challenging behaviour to be altered rather than an expression of a need that should be met. Without an effective means of communication, our quality of life may therefore be diminished. Indeed communication
Downloaded from jid.sagepub.com at RUTGERS UNIV on April 12, 2015
4
Journal of Intellectual Disabilities 18(1)
is central to many of the values that policy and services often state they aim to achieve such as inclusion, person centredness and empowerment. A focus on improving communication thus seems an essential part of practice development. It is also important to think about communication in the context of research since whilst recent years have seen increasing involvement of people with learning disabilities in research, those with more severe and profound disabilities still often remain excluded. Developing strategies to facilitate their inclusion in a meaningful way may be challenging, but nonetheless it is essential if their experiences are not to be marginalised within research. Different ways of doing and thinking about research may be needed. In this edition of the journal, we have some articles that encourage us to consider ways of enhancing communication. The article by Pavlicevic et al. explores the ways in which music therapy can contribute to the development of social interaction and enhance self-esteem. Rhodes provides a review of the evidence base supporting the use of social stories as a way of communicating effectively with children with autism in order to reduce difficult behaviours. The use of tactile cues to enhance communication is explored by Aasen and Naerland. Whilst offering three very different approaches, these articles each remind us that sometimes it is others (rather than people with learning disabilities) who need to adapt their communication in order to develop effective communication strategies. Ruth Northway, Editor-in-chief University of South Wales, UK
Downloaded from jid.sagepub.com at RUTGERS UNIV on April 12, 2015
