poverty & people with intellectual disabilities eric emerson
TRANSCRIPT
Poverty & People with Intellectual Disabilities
Eric Emerson
Four Questions
What is poverty? Why should we be concerned about
poverty? What is the link between poverty and
intellectual disability? What are the implications for
research, policy & practice?
Poverty (Relative)
‘The inability, due to lack of resources, to participate in society and to enjoy a standard of living consistent with human dignity and social decency’
Fabian Commission on Life Chances and Child Poverty (2006)
Poverty (Absolute) ‘A condition characterised
by severe deprivation of basic human needs, including food, safe drinking water, sanitation facilities, health, shelter, education and information’
UN World Summit for Social Development, Copenhagen 1995
Poverty …
Is not inevitable Is not fixed Is the direct result of inequalities in
the way we distribute resources
Our World .... by Land Mass
By Wealth (GDP adjusted for PPP)
By Poverty(Population Living on <$2 a Day PPP)
Child Poverty & Per Capita Gross National Income in Rich Countries
Four Questions
What is poverty? Why should we be concerned about
poverty? What is the link between poverty and
intellectual disability? What are the implications for
research, policy & practice?
Poverty Influences … Life and death Health (including
mental health) Educational
attainment Life experiences
and opportunities Productivity
And so ….. Millennium
Development Goals ‘Make Poverty
History’ WHO Commission
on the Social Determinants of Health
... and so on
Under 5 Mortality: 2006% Children Born Alive but Dying by Age 5
0% 5% 10% 15% 20% 25% 30%
High income countriesMiddle income
Low income countries
Burkina FasoCongo
Equatorial GuineaChadMali
LiberiaNiger
AfghanistanAngola
Sierra Leone
Socio-Economic Status & Cognitive Development
0
10
20
30
40
50
60
70
80
90
100
22 months 3.5 years 5 years 10 years
Child Age
Avera
ge P
osi
tion in
Dis
trib
uti
on
HighSES,lowability
LowSES,lowability
LowSES,highability
Feinstein, L. (2003) Inequality in the early cognitive development of British children in the 1970 cohort. Economica 70, 73-97
Well-Being
Poverty(Duration & Depth)
Accumulated exposure across the lifecourse
to a widerange of material
&psychosocial
hazards
(e.g., toxins, uncertainty,
adverse life events)
Vulnerability &Resilience
Biological(genetics,
early development)
Psychosocial (human capital,
social affiliations)
Community(social capital,Health Care)
+
Four Questions
What is poverty? Why should we be concerned about
poverty? What is the link between poverty and
intellectual disability? What are the implications for
research, policy & practice?
Low Income Countries
Little research Expected link between poverty and
the incidence of intellectual disability Low birth weight Skilled birth attendants Under-nutrition Infections Toxins
Prevalence ….
Mother’s Report of Child ID: Children Age 2-9 (Unicef MICS3)
0%
1%
2%
3%
4%
5%
6%
Poorest 2 3 4 Richest
Mongloia
Thailand
Macedonia
High Income Countries Strong link
between poverty and the prevalence of intellectual disability
0%
2%
4%
6%
8%
10%
12%
Poor 2 3 4 5 6 7 8 9
Ric
h
Neighbourhood Deprivation
Pre
vale
nce
of
ID
High Income Countries … but
mainly for less severe ID
0%
2%
4%
6%
8%
10%
12%
Poor 2 3 4 5 6 7 8 9
Ric
h
Neighbourhood Deprivation
Pre
vale
nce
of
ID
Mild IDSevere DD
High Income Countries …an
association that starts early in life
0%
2%
4%
6%
8%
10%
12%
Po
or 2 3 4 5 6 7 8 9
Ric
h
Neighbourhood Deprivation
Pre
vale
nce
of I
D
Age 5-16
Age 3
Poverty & Intellectual Disability
PovertyIntellectualDisability
Process: Uncompensated costs (direct & indirect) increase the risk of experiencing poverty
Implications: Compensate for or prevent extra costs to reduce the link between poverty and intellectual disability (this will not change the overall prevalence of intellectual disability)
Three Problems
Largely circumstantial evidence Why is the link stronger for children
with less severe intellectual disabilities?
How does this link emerge so early in life?
Poverty & Intellectual Disability
PovertyIntellectualDisability
Process: Poverty impairs child development, more poor children will have an intellectual disability
Implications: Reduce exposure to poverty (or the pathways through which it impairs child development) to prevent poorer children acquiring an intellectual disability
Poverty & Intellectual Disability
PovertyIntellectualDisability
Parental Capabilities
Implications: Provide additional support to ‘at risk’ parents
Summary
Whatever the mechanisms … Children with more severe ID or ASD are
just as likely to be exposed to poverty as other children
Children with less severe ID are much more likely to be exposed to poverty than other children
Relevance?The ‘Immunity Hypothesis’
Does the association between poverty and well-being seen in the general population also evident for people with intellectual disabilities?
Emotional Disorder
0%
5%
10%
15%
20%
25%
30%
ID
TD
Conduct Disorder
0%
10%
20%
30%
40%
50%
0 1 2 3 4 5+
ID
TD
Cumulative Social Risk
Four Questions
What is poverty? Why should we be concerned about
poverty? What is the link between poverty and
intellectual disability? What are the implications for
research, policy & practice?
Implication 1: Understanding Health and Social Inequalities
Extensive documentation of poor health and social outcomes for people with intellectual disabilities
This may (in part) be due to their increased risk of exposure to poverty ….
Child Mental Health
Sample: 17,000 British children age 5-16
Sample: 4,000 Australian children age 6/7
Implication 2: Understanding Risk & Protective Factors Exposure to
poverty is likely to be a key (social) determinant of the health of people with intellectual disabilities
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
0 1 2 3 4 5+
Cumulative Social Risk
Pre
vale
nce
of
Conduct
Dis
ord
er
IDTD
Poverty, Neighbourhood Deprivation and the Life Chances of Adults with Intellectual Disability in England
Living in unsuitable accommodation
Having less privacy at home Unemployment Not having a voluntary job Not having enjoyed school Being bullied at school Not taking a course Not attending a day centre Not having control over
money Less likely to see members
of their family Being an unpaid carer Seeing friends less often Doing a smaller range of
community activities Not having voted
Not knowing about local advocacy groups
Feeling unsafe Being bullied Being a victim of crime Having poor health Having a long-standing
illness or disability Smoking Not being happy Being sad or worried Feeling left out Feeling helpless Not feeling confident Having unmet needs Having wanted to complain
about the support they receive
Implication 3: Poverty as Moderating Variable ‘Moderators’
influence the strength or direction of associations between two other variables
‘Interaction effects’
Educational programmes are more effective for more affluent families
The association between child ID and maternal well-being is stronger among more affluent families
The association between child ID and the reported impact of child ID on siblings is stronger among more affluent families
Implications for Measurement
Measure …. .... the duration and depth of poverty
(accumulated risk over time) .... material & social hardship due to lack
of resources directly .... area and household level indicators
separately
Implications for Analysis
Use models that specify mediating pathways
Investigate downstream (proximal) and upstream (distal) determinants
Implications for Policy & Practice
Getting the balance right between ….Poverty reduction or resilience building? Changing the odds or beating the odds?Upstream or downstream determinants?
Build resilience Avoid contributing to inequity
Make interventions and supports accessible and effective for all
In Conclusion …. The health & social inequalities faced by
people with intellectual disabilities are, in part, the result of poverty (rather than intellectual disability)
To address these inequalities we need to think beyond traditional social & clinical
interventions and directly address the social factors that generate inequality
ensure that our interventions are accessible and effective for all
We need more (and much better) research!