{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,30]],"date-time":"2026-09-30T09:15:52Z","timestamp":1790759752205,"version":"4.1.0"},"reference-count":43,"publisher":"Wiley","issue":"1","license":[{"start":{"date-parts":[[2013,12,7]],"date-time":"2013-12-07T00:00:00Z","timestamp":1386374400000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Research Intellect Disabil"],"published-print":{"date-parts":[[2014,1]]},"abstract":"<jats:sec><jats:title>Background<\/jats:title><jats:p>The role of the support worker in self\u2010advocacy groups for people with intellectual disability is pivotal in setting the scene for empowerment. However, despite the growing importance of the role, it has attracted very little scrutiny.<\/jats:p><\/jats:sec><jats:sec><jats:title>Method<\/jats:title><jats:p>The study developed an inclusive team approach working alongside researchers labelled with learning difficulties. Emphasis was placed on making all aspects of the research cycle accessible to the team. A variety of qualitative methods were used.<\/jats:p><\/jats:sec><jats:sec><jats:title>Results<\/jats:title><jats:p>Despite supporters\u2019 allegiances to disability equality and their emphasis on reflexivity, many crucial aspects of organizational practice and support remained hidden. However, an emerging shared narrative about the potential of people first implied the possibility of increased collaboration. This was evidenced in some of the groups.<\/jats:p><\/jats:sec><jats:sec><jats:title>Conclusions<\/jats:title><jats:p>Where problematic practice was discussed, supporters were open to developing alternative approaches. Acknowledging members contributions alongside the work of their supporters helped nurture more collaborative relationships.<\/jats:p><\/jats:sec><jats:sec><jats:title>Accessible Abstract<\/jats:title><jats:p>A lot of accessible methods were used to find out what was happening. Much support work is hidden away and not listed by organisations. The supporter role is very complex where supporters are managed by members. Supporters may find ways to hold on to power even when they say they try not to. There were some good ways seen for members and supporters to work together fairly. The writer talks about working in a team with researchers with learning difficulties. The study concludes that we can all learn from each other.<\/jats:p><\/jats:sec>","DOI":"10.1111\/jar.12084","type":"journal-article","created":{"date-parts":[[2013,12,7]],"date-time":"2013-12-07T07:48:51Z","timestamp":1386402531000},"page":"44-53","source":"Crossref","is-referenced-by-count":23,"title":["An Exploration of the Self\u2010Advocacy Support Role Through Collaborative Research: \u2018There Should Never be a Them and Us\u2019"],"prefix":"10.1111","volume":"27","author":[{"given":"Rohhss","family":"Chapman","sequence":"first","affiliation":[{"name":"University of Manchester Manchester UK"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2013,12,7]]},"reference":[{"key":"e_1_2_6_2_1","volume-title":"Organizational Learning 11: Theory, Method and Practice","author":"Argyris C.","year":"1996"},{"key":"e_1_2_6_3_1","volume-title":"Action Research and Reflective Practice: Creative and Visual Methods to Facilitate Reflection and Learning","author":"Atkinson P.","year":"2010"},{"key":"e_1_2_6_4_1","volume-title":"Doing Your Research Project","author":"Bell J.","year":"2010"},{"key":"e_1_2_6_5_1","first-page":"9","article-title":"How people first was born and how we spread","volume":"47","author":"Bright A.","year":"2000","journal-title":"Viewpoint (Mencap)"},{"key":"e_1_2_6_6_1","unstructured":"ChapmanR.(2006)The Role of the Self Advocacy Support Worker in UK People First Groups: Developing Inclusive Research. 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