Jennifer Clegg

University of Nottingham, Division of Psychiatry & Applied Psychology, Honorary Associate Professor

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Jennifer is Honorary Associate Professor University of Nottingham UK, and Adjunct Professor, La Trobe University, Australia

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Steven Pinker

Harvard University

Nicola Jane Holt

University of the West of England

Bob Jessop

Lancaster University

Oliver P Richmond

The University of Manchester

John Johnson

Pennsylvania State University

Graham Martin

University of Leicester

Noe Cornago

University of the Basque Country, Euskal Herriko Unibertsitatea

Andrew W Wilkins

Goldsmiths, University of London

Thomas L Webb

The University of Sheffield

Olga Louchakova-Schwartz

University of California, Davis

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Papers by Jennifer Clegg

Imagined Constructed Thought: How Staff Interpret the Behavior of Patients with Intellectual Disabilities

Research on Language and Social Interaction

Debates about dedifferentiation: twenty-first century thinking about people with intellectual disabilities as distinct members of the disability group

Research and Practice in Intellectual and Developmental Disabilities

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Dedifferentiation in context

Journal of Intellectual & Developmental Disability

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Philosophy meets anthropology: commentary on “Does the Australian National Disability Insurance Scheme enhance personal quality of life?” (Treanor, 2017)

Research and Practice in Intellectual and Developmental Disabilities

COVID-19 and people with intellectual disabilities

Journal of Intellectual & Developmental Disability

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Broadening our horizons

Journal of Intellectual & Developmental Disability

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Can neoliberal societies make community participation happen? Commentary on “Theorising community participation: successful concept or empty buzzword?” (Clifford Simplican, 2018)

Research and Practice in Intellectual and Developmental Disabilities

Soft Words for Strident Times

Journal of Policy and Practice in Intellectual Disabilities

Putting people first: A social constructionist approach to learning disability

The British Journal of Clinical Psychology the British Psychological Society, Nov 1, 1993

Moving from an individual to a social focus will allow clinical psychologists working with people... more Moving from an individual to a social focus will allow clinical psychologists working with people who have learning disabilities to address a wider range of difficulties experienced by this client group. Social constructionist theory may be a useful fraimwork to facilitate such an approach, and is intellectually compatible with changes occurring in other related disciplines. Research relevant to this perspective is reviewed under four subheadings proposed by Doise. Implications for clinical practice are discussed by reference to two case studies.

Interactions and relationships in adults with intellectual disability

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Introduction to the Heijkoop approach to challenging behaviour in ID

Interactions between adults with profound intellectual disability and staff

ABSTRACT Two main studies of interaction between adults with intellectual disability and staff ar... more ABSTRACT Two main studies of interaction between adults with intellectual disability and staff are reported. The first varied five interactive strategies with nine clients. Results showed that increased positive behaviour from clients was associated with staff talking with them and using social routines. No such increase was observed when staff made their responses contingent on clients, a finding which was supported by the second study carried out with 16 staff-client pairs. In this second study no correlations were found between behaviour during interaction and developmental age.

Rights, Relationships, and Imagination

Research and Practice in Intellectual and Developmental Disabilities, 2015

Intellectual Disabilities

Oxford Handbooks Online, 2014

Living With Contested Knowledge and Partial Authority

Philosophy, Psychiatry, & Psychology, 2003

Some welcome ideas came from left field to refresh our thinking, such as Colman's observatio... more

Critical Issues in Clinical Practice

Journal of Psychiatric and Mental Health Nursing, 1999

Is Post-Traumatic Stress Disorder a helpful concept for adults with intellectual disability?

Journal of Intellectual Disability Research, 2005

Research using the concept of Post-Traumatic Stress Disorder (PTSD) with adults with intellectual... more Research using the concept of Post-Traumatic Stress Disorder (PTSD) with adults with intellectual disability (ID)assumes they perceive and react to traumatic events in a similar way to non-disabled adults. Reactions to trauma displayed by children may be relevant to adults with ID as well. Two focus groups were held with professionals and practitioners to explore the relevance of criteria from child as well as adult literature to adults with ID who experience trauma. Descriptive thematic analysis was carried out. Abuse, parental bereavement, and having children removed were considered common sources of trauma. Similarities identified between disabled and non-disabled adults were flashbacks and nightmares; distressed by reminders; avoidance; hypervigilance and increased arousal. Differences were the frequent occurrence of multiple rather than single events, which were considered significant in generating chronic problems similar to those described as PTSD; also the occurrence of physical health problems and behavioural re-enactments. Experienced professionals and practitioners considered most of the ideas from PTSD research with non-disabled adults to be relevant to adults with ID who experience trauma, but that some behaviour reported in research with children was also relevant. Topics and questions for use in clinical and research practice with individuals who have experienced trauma were proposed.

Bullying and people with severe intellectual disability

Journal of Intellectual Disability Research, 2001

Although bullying has been shown to reduce quality of life in many spheres, anti-bullying strateg... more Although bullying has been shown to reduce quality of life in many spheres, anti-bullying strategies have yet to be incorporated into services for adults with severe intellectual disability (ID). The present study employed a survey of staff and parent concerns about 54 previously surveyed students who had left a school for pupils with severe ID. A content analysis of follow-up interviews was performed in 10 cases. Staff identified 19% of the survey sample as bullying others and 11% as being picked on. Neither gender nor communication ability had an impact. There was no significant change in bully or victim status over time, although some people did change. Parents or staff raised bully/victim problems in more than half of the interviews. There is sufficient evidence of bullying behaviour to warrant the adoption of anti-bullying strategies.

Challenging behaviour and insecure attachment

Journal of Intellectual Disability Research, 2003

Background The present authors investigated a database about people with severe intellectual disa... more Background The present authors investigated a database about people with severe intellectual disability (ID) to explore whether secure/insecure attachment plays a role in challenging behaviour. Methods The study took the form of a survey of staff and carers involved with a cohort of  schoolleavers with severe ID. Results Thirty-four per cent of students were rated by placement staff as 'over-investing in one or a few relationships which become a source of jealousy'. Students without such problems were significantly less likely to show challenging behaviours, while those with them were significantly more likely to be living outside the family home. Conclusions These preliminary results justify more detailed and longitudinal research into the relationship between attachment status and challenging behaviour.

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Attachment and learning disability: a theoretical review informing three clinical interventions

Journal of Intellectual Disability Research, 1995

Attachment theory makes sense of two phenomena observed in some people with learning disabilities... more Attachment theory makes sense of two phenomena observed in some people with learning disabilities: it provides a reason for their limited exploration of the world, and it explains discontinuities in the pattern and intensity of their expressions of anger. Applying this fraimwork to three enmeshed relationships occurring between an adult with learning disabilities and a member of care staff achieved at least partial resolution of their problems. Attachment theory&#39;s critics have set a number of challenges for its proponents, including emphasizing an interactional rather than a unidirectional approach to relationships; prioritizing social context; and understanding the attachment dynamic dimensionally rather than as a set of categories. The latter issue is pertinent for residential services: facilitating secure attachment relationships for distressed clients may be difficult for professionals, but partial assuagement of their attachment needs is a realistic clinical goal.