A Review of Critical, Person‐centred and Clinical Approaches to Reminiscence Work for People with Intellectual Disabilities

Abstract

The present article reviews reminiscence research with regard to people with intellectual disabilities. Although the term “reminiscence” is not often used in intellectual disability research, the concept offers a useful framework for charting the different approaches in literature, thanks to its multidisciplinary character and eclectic theoretical background. Three main perspectives are identified: a critical approach, in which reminiscence is stimulated to let people with intellectual disabilities become critically aware of their past; a person‐centred approach, in which reminiscence serves informational and social purposes; and a clinical approach, in which reminiscence is presented as an alternative diagnostic instrument and/or a “low‐threshold” narrative counselling method for people with intellectual disabilities. The three approaches differ in language use, aims, and backgrounds, but there is congruency amongst the approaches in that reminiscence work can strengthen the identity of people with intellectual disabilities, raise self‐esteem, and enhance social contacts. The review concludes that a more balanced view of reminiscence, better methodological procedures, and more evaluation studies on the effect and process of reminiscence work are needed in future research.

Keywords:

• autobiography
• intellectual disability
• life history
• life story
• narrative
• reminiscence

Acknowledgement

The findings reported here are based on research conducted as part of the Centre for Disability, Special Needs Education and Child Care funded by the M.M.‐Delacroix Support Fund to the University of Leuven, and no restrictions have been imposed on free access to, or publication of, the research data. Opinions reflect those of the author(s) only and do not necessarily reflect those of the funding agencies. The authors had no financial or other conflicts of interest.