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Commentary on a “unified approach to behaviours that challenge”: implementing evidence-based practice – a clinician’s perspective
- Author:
- CARNABY Steven
- Journal article citation:
- Tizard Learning Disability Review, 25(3), 2020, pp.163-167.
- Publisher:
- Emerald
Purpose: This paper aims to provide a commentary on papers in this special edition concerning the implementation of evidence-based practice from a clinician’s perspective. Design/methodology/approach: The commentary makes a number of points drawing on both recent literature and the author’s own experience working as a clinician with children and adults with learning disabilities including those who are autistic whose behaviours can challenge themselves, their parents, carers and support networks. Findings: Effective implementation requires clinical expertise to operate within a context of collaboration and partnership working, where co-production with those who have lived experience ensures that what clinicians offer resonates and contributes to improvements in quality of life for all. Originality/value: The paper will be of value to clinicians working alongside children and adults with learning disabilities and their families, particularly clinical psychologists and behaviour specialists, and to other stakeholders wanting to enable and facilitate the development of high-quality support. (Edited publisher abstract)
Learning disability today
- Author:
- CARNABY Steven
- Publisher:
- Pavilion
- Publication year:
- 2012
- Pagination:
- 220p.
- Place of publication:
- Eynsham
- Edition:
- 3rd ed.
This book examines the current issues of those using and delivering services and support for people with a learning disability. The book strives to renew and extend the enthusiasm of the previous editions in the face of an ever-changing landscape of policy and provision. Many of the chapter themes reflect the learning outcomes of the QCF learning disability qualifications introduced in 2011. Personalised services, quality of life and inclusion for all and key issues are covered in this new edition. Topics include: legislative frameworks person-centred thinking: implementing person-centred approaches in health and social care self-directed support and personalisation intimate lives: sexuality and people with learning disabilities family matters: working with parents with learning disabilities.
Individual programme planning: where is the 'individual'?
- Author:
- CARNABY Steven
- Journal article citation:
- Tizard Learning Disability Review, 4(3), July 1999, pp.4-9.
- Publisher:
- Emerald
Individual programme planning, or person-centred planning, is widely recognised as a tool for assisting learning disability services to structure and co-ordinate the support offered to the service. This article reviews the research evidence, to assess the extent to which planning processes are considered person-centred, and how services ensure that users have a major say in planning and determining the help they receive. A case study describes the role of working groups and the importance of communication in determining specific person-centred planning processes.
Reflections on social integration for people with intellectual disability: does interdependence have a role?
- Author:
- CARNABY Steven
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 23(3), September 1998, pp.219-228.
- Publisher:
- Taylor and Francis
This article examines the debate concerning the social integration of people with intellectual disability into the local community by considering the concept of independence in theory and in practice. A review of the literature in this area, is followed by a study of the support model in Milan, Italy, which places interdependence at the heart of the approach. The possibility of incorporating interdependence into British services is considered by calling for a reassessment of the ways in which relationships between people with disabilities and people with and without intellectual disabilities are valued by service providers.
A comparative approach to evaluating individual planning for people with learning disabilities: challenging the assumptions
- Author:
- CARNABY Steven
- Journal article citation:
- Disability and Society, 12(3), June 1997, pp.381-394.
- Publisher:
- Taylor and Francis
Individual planning in services for people with learning disabilities is used on the assumption that it encourages service users across a range of abilities to make important decisions about their lives. Although recent studies have questioned the value and effectiveness of such processes, the principles underlying the practice of individual planning are rarely challenged. This article considers important aspects of individual planning in London, comparing a system based on the principles of normalisation with a situation-specific, family-orientated system operating in Milan, Italy. Key factors such as the role of professionals and the involvement of service users are considered with the aims of the process.
A flexible response: person-centred support and social inclusion for people with learning disabilities and challenging behaviour
- Authors:
- CARNABY Steven, et al
- Journal article citation:
- British Journal of Learning Disabilities, 39(1), March 2011, pp.39-45.
- Publisher:
- Wiley
This paper outlines an innovative, interagency model of provision that addresses concerns around people whose behaviour causes concern, and adheres to the principles of Valuing People Now (2009) as a way of keeping social inclusion as the key objective when developing person-centred support. The Flexible Response Service (FRS) support model evolved in recognition of the importance of social inclusion particularly for people who behaviour presented challenges, whist also acknowledging the evidence on the importance of staff practice and the implementation of policy principles. The paper highlights the philosophy, development and evaluation of this person-centred day opportunity and supported lifestyle service which is successfully placing service users at the heart of their local community. The authors suggest that its innovation lies in embedding clinical input directly in the support model, creating interdependent partnership working across agencies. It allows the development of frontline staff into highly skilled practitioners.
Training for competence: the new certificates in working with people who have learning disabilities
- Authors:
- ALCOE Jan, CARNABY Steven, DUERDOTH Nigel
- Journal article citation:
- Tizard Learning Disability Review, 7(2), April 2002, pp.3-7.
- Publisher:
- Emerald
Provides an overview of the new learning disability awards and an account of a joint project by the Foundation for People with Learning Disabilities (part of the Mental Health Foundation), Pavilion and the Tizard Centre, University of Kent to develop training and learning materials to support them.