ERIC Number: EJ1461128
Record Type: Journal
Publication Date: 2025-Jan
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1360-2322
EISSN: EISSN-1468-3148
Available Date: 2024-11-20
Transitions-Related Support for Ageing Family Carers of Older People with Intellectual Disabilities Who Convey Behaviours That Challenge Others: A Systematic Rapid Scoping Review
Journal of Applied Research in Intellectual Disabilities, v38 n1 e13322 2025
Background: There are increasing numbers of ageing family carers of older (40+) adults with intellectual disabilities who convey behaviours that challenge others in the UK. It is important to understand the needs and experiences of these carers as they support their older family member to transition to different care contexts. Method: A rapid scoping review of published and unpublished literature, using systematic methods of data searching, extraction and analysis. Results: Exhaustion, reluctance to burden others, distrust of alternative living arrangements and deep interpersonal ties with their family member with intellectual disabilities mean ageing carers can avoid planning ahead. There is a lack of appropriate information, support and professional advice available. Developing trust in services is critical, as is a 'whole family' approach to planning. Conclusions: More research is vital to understand the support ageing carers receive to make choices, and how it meets their needs.
Descriptors: Foreign Countries, Literature Reviews, Caregivers, Older Adults, Intellectual Disability, Behavior Problems, Family Relationship, Influences, Social Support Groups
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom
Grant or Contract Numbers: N/A
Author Affiliations: 1Faculty of Wellbeing, Education and Language Studies, The Open University, Milton Keynes, UK; 2Faculty of Health, Psychology and Social Care, Manchester Metropolitan University, Manchester, UK