How friendship is understood in adults with intellectual disabilities across three life stages.

Background Community participation is a major goal for all disabled people, but one which has proven difficult for adults with intellectual disabilities (HSE 2011). With a strong history of isolation and current change in policy towards community integration, research shows social networks for adults with intellectual disabilities has been restricted. The experience of friendship has long been recognised as an important element in a satisfying lifestyle for people with intellectual disabilities (Knox and Hickson 2001). Objectives The purpose of this study was to look at how adults with Intellectual disabilities create lasting friendships at home and in the community. It aimed to do this by investigating how friendship is understood in adults with intellectual disabilities across three life stages using Levinson’s developmental theory. Methods This is a qualitative study. Six participants with intellectual disabilities were interviewed using semi structured interviews. The interviews were transcribed and the data was analysed thematically. Results Two categories emerged from the data. (1) Elements that shape friendship. Participants discussed how family, services, community and housing impact on friendships. (2) The meaning of friendship. Participants’ defined friendship by the amount of time spent with people and by describing different relationships they had. The importance of community participation was identified by a number of participants in creating friendships. Conclusion The preliminary findings suggest where people live, services or communities they are involved in appear to have an impact on friendship. Occupational therapists have a role in facilitating projects to promote interaction with local communities for adults with intellectual disabilities.