This guide explores the practical implications of adopting a more inclusive approach to recruiting people with a learning disability. It presents information about Supported Employment and Job Coaching, including: tips on how and where to get this type of support, how to get funding for it, and how to work with Job Coaches. It also includes case studies which captures the experiences of employers for whom employing people with a learning disability has been a successful and rewarding experience.
(Edited publisher abstract)
This guide explores the practical implications of adopting a more inclusive approach to recruiting people with a learning disability. It presents information about Supported Employment and Job Coaching, including: tips on how and where to get this type of support, how to get funding for it, and how to work with Job Coaches. It also includes case studies which captures the experiences of employers for whom employing people with a learning disability has been a successful and rewarding experience.
(Edited publisher abstract)
Subject terms:
learning disabilities, employment, supported employment, case studies;
Revised guide summarising the learning to date from the Foundation for People with LearningDisabilities experience of adapting FRIENDS for Life programme to help children and young people with learning disabilities to manage their feelings better. The programme, often used in schools, teaches children and young people techniques to cope with anxiety and promotes well-being and social
(Edited publisher abstract)
Revised guide summarising the learning to date from the Foundation for People with LearningDisabilities experience of adapting FRIENDS for Life programme to help children and young people with learning disabilities to manage their feelings better. The programme, often used in schools, teaches children and young people techniques to cope with anxiety and promotes well-being and social and emotional skills by using a cognitive behavioural therapy framework. The guide includes tips on getting started and organising sessions; activities used in the groups; advice on keeping momentum in the groups; example structures sessions; examples of three sensory stories; and useful resources. It is aimed at all professionals working with children and young people with learning disabilities and parents in education; health and mental health; parents and parenting groups; and the voluntary and community sector.
(Edited publisher abstract)
Subject terms:
learning disabilities, groupwork, severe learning disabilities, anxiety, social skills, emotions, wellbeing, resilience, training, intervention, children, young people;
This practice guide provides information on how to best support people with learning disabilities to access their local Access to Psychological Therapies (IAPT) service. It is aimed at those who work in, commission, or refer to the Improving Access to Psychological Therapies (IAPT) services. The guide outlines the reasonable adjustments that are recommended to ensure that people with learning disabilities get the maximum benefit from treatment within an IAPT service. Areas discussed include: service models, changes to referral and access pathways; screening; adjustments to mainstream IAPT pathways; assessment; adaptations to treatment and interventions; and making information accessible. Practical examples are included to show how some teams have made reasonable adjustments to support access to IAPT service. The guide also covers the importance of training and developing the workforce and provides key points for commissioners of IAPT services consider to ensure that mainstream services effectively meet the needs of people with learning disabilities.
(Edited publisher abstract)
This practice guide provides information on how to best support people with learning disabilities to access their local Access to Psychological Therapies (IAPT) service. It is aimed at those who work in, commission, or refer to the Improving Access to Psychological Therapies (IAPT) services. The guide outlines the reasonable adjustments that are recommended to ensure that people with learning disabilities get the maximum benefit from treatment within an IAPT service. Areas discussed include: service models, changes to referral and access pathways; screening; adjustments to mainstream IAPT pathways; assessment; adaptations to treatment and interventions; and making information accessible. Practical examples are included to show how some teams have made reasonable adjustments to support access to IAPT service. The guide also covers the importance of training and developing the workforce and provides key points for commissioners of IAPT services consider to ensure that mainstream services effectively meet the needs of people with learning disabilities.
(Edited publisher abstract)
Subject terms:
learning disabilities, access to services, psychotherapy, mental health problems, commissioning, health needs, case studies, depression, anxiety, service development;
This handbook describes how to run facilitated peer support groups where people use their understanding and experiences to help each other, aiming to help people with learning disabilities experience a greater sense of well-being as they grow older. It covers starting a group; planning, starting and ending each session; and provides ideas to help people feel engaged. The handbook also outlines 20 participative activities to engage people to think and talk about the changes that may occur as they get older. The activities have been tested in group sessions in two locations: a shared house for six people with learning disabilities where one of the housemates had developed dementia and a small day centre for older people with learning disabilities where one person had dementia.
(Edited publisher abstract)
This handbook describes how to run facilitated peer support groups where people use their understanding and experiences to help each other, aiming to help people with learning disabilities experience a greater sense of well-being as they grow older. It covers starting a group; planning, starting and ending each session; and provides ideas to help people feel engaged. The handbook also outlines 20 participative activities to engage people to think and talk about the changes that may occur as they get older. The activities have been tested in group sessions in two locations: a shared house for six people with learning disabilities where one of the housemates had developed dementia and a small day centre for older people with learning disabilities where one person had dementia.
(Edited publisher abstract)
Subject terms:
peer support, learning disabilities, ageing, dementia, support groups;
This briefing summarises findings about some of the current issues affecting children and young people with complex health needs (who may also be using medical technology) and their families. It is based on a development project funded by the Department of Health Voluntary Sector Investment Programme and carried out by the Foundation for People with LearningDisabilities. Nearly 40 children
(Edited publisher abstract)
This briefing summarises findings about some of the current issues affecting children and young people with complex health needs (who may also be using medical technology) and their families. It is based on a development project funded by the Department of Health Voluntary Sector Investment Programme and carried out by the Foundation for People with LearningDisabilities. Nearly 40 children and families across England took part in the project sharing their experience of the barriers they face to achieving an ordinary family life and how they were trying to overcome these. The project worked in five different areas with some families to help them try new approaches. Families described the difference that a suitable home, personal budgets (including the new personal health budgets) and person-centred approaches can make to their quality of life and discussed the support they need to achieve this. The briefing is aimed at practitioners, children's health and social care commissioners, and aims to raise awareness about issues children with complex health needs and their families face.
(Edited publisher abstract)
Subject terms:
health needs, person-centred care, family-centred approach, quality of life, home adaptations, personal budgets, personalisation, access to information, children, disabilities, assistive technology;
This report is aims to raise awareness among policy makers, commissioners and health and social care services and promote positive mental health of people with learning disabilities. It draws on a literature review, a national survey and focus groups, and real life case studies. The report begins by providing the context of the mental health needs of people with learning disabilities, drawing on the findings of a literature review. It then presents the results from a national survey and focus groups which look at the experiences of people with learning disabilities, their families, friends and staff when accessing support for their mental well-being. The final sections of the report provide recommendations for improving the mental health of people with learning disabilities. The report found that people with learning disabilities experience high levels of mental health problems. It also found that access to mental health services, assessment and treatment for this group needs to be improved.
(Edited publisher abstract)
This report is aims to raise awareness among policy makers, commissioners and health and social care services and promote positive mental health of people with learning disabilities. It draws on a literature review, a national survey and focus groups, and real life case studies. The report begins by providing the context of the mental health needs of people with learning disabilities, drawing on the findings of a literature review. It then presents the results from a national survey and focus groups which look at the experiences of people with learning disabilities, their families, friends and staff when accessing support for their mental well-being. The final sections of the report provide recommendations for improving the mental health of people with learning disabilities. The report found that people with learning disabilities experience high levels of mental health problems. It also found that access to mental health services, assessment and treatment for this group needs to be improved.
(Edited publisher abstract)
Subject terms:
learning disabilities, mental health problems, surveys, families, access to services, wellbeing, case studies, intervention, user views, mental health services;
This evaluation toolkit is to help provider organisations to improve the quality of support for people with learning disabilities as they grow older. It aims to enable providers to understand the values, knowledge and skills that need to be in place to support people as they grow older so that their lives are as happy, healthy and fulfilling as possible and draw up and deliver an action plan to improve the support provided to people as they grow older. It uses the 8 outcomes from the Association for Real Change 'Real Change Challenge on Older People'. It provides indicators for each of the eight outcome that providers can use to assess themselves against using a traffic light system (red, amber and green). The toolkit suggests resources to help achieve each outcome. There is also a template for developing an action plan to help organisations implement the necessary changes.
(Edited publisher abstract)
This evaluation toolkit is to help provider organisations to improve the quality of support for people with learning disabilities as they grow older. It aims to enable providers to understand the values, knowledge and skills that need to be in place to support people as they grow older so that their lives are as happy, healthy and fulfilling as possible and draw up and deliver an action plan to improve the support provided to people as they grow older. It uses the 8 outcomes from the Association for Real Change 'Real Change Challenge on Older People'. It provides indicators for each of the eight outcome that providers can use to assess themselves against using a traffic light system (red, amber and green). The toolkit suggests resources to help achieve each outcome. There is also a template for developing an action plan to help organisations implement the necessary changes.
(Edited publisher abstract)
Subject terms:
learning disabilities, ageing, person-centred care, performance evaluation, quality of life, outcomes, assessment;
GIRAUD-SAUNDERS Alison, et al, FOUNDATION FOR PEOPLE WITH LEARNINGDISABILITIES
Publisher:
Foundation for People with LearningDisabilities
Publication year:
2013
Pagination:
10
Place of publication:
London
The Thinking Skills Programme helps prisoners to understand their behaviour, make better choices and set positive goals, all of which help to reduce their chance of reoffending. The Foundation for People with LearningDisabilities (part of the Mental Health Foundation) was awarded a grant by the Department of Health (DH) to adapt delivery of TSP for offenders with learning disabilities
(Original abstract)
The Thinking Skills Programme helps prisoners to understand their behaviour, make better choices and set positive goals, all of which help to reduce their chance of reoffending. The Foundation for People with LearningDisabilities (part of the Mental Health Foundation) was awarded a grant by the Department of Health (DH) to adapt delivery of TSP for offenders with learning disabilities. This report outlines the work done at the Foundation to adapt the course structure, sessions and resources. It notes the initial piloting of the programme at HMP Whatton, the subsequent revision of manuals and other material, and further pilots at HMP Wakefield and HMP Wymott. The feasibility was subjected to what is known as “realistic evaluation”, which found good evidence of benefits for the 22 offenders participating, and which will meet the needs of offender with learning disabilities, whether in custody or in community settings.
(Original abstract)
The Foundation for People with LearningDisabilities (part of the Mental Health Foundation) has adapted the Thinking Skills Programme to be used by prisoners with learning disabilities. The Programme helps prisoners to understand their behaviour, make better choices, set positive goals and develop positive relationships, all of which help to reduce their chance of reoffending. This independent
(Edited publisher abstract)
The Foundation for People with LearningDisabilities (part of the Mental Health Foundation) has adapted the Thinking Skills Programme to be used by prisoners with learning disabilities. The Programme helps prisoners to understand their behaviour, make better choices, set positive goals and develop positive relationships, all of which help to reduce their chance of reoffending. This independent evaluation report of the TSP adaptation (ATSP) begins with a more detailed look at the prevalence of intellectual disability in the offender population and the approaches taken to reduce re-offending in this and other groups. It further identifies a growing research literature to support the use of group psychological interventions with this cohort of people. The evaluation was designed specifically for this project using a conceptual framework known as “realistic evaluation”, an approach which is used for evaluating interventions where it is important to consider transferability to other settings. The programme was piloted at three prisons (Whatton, Wakefield and Wymott), and this report considers the outcome at three levels: impact (how participants reacted to the programme); what was learned, and what changes in behaviour resulted from the programme. The evaluation finds that the adaptation is appropriate for offenders with IQ scores between 60 and 80, including those who have a range of additional needs. The author makes recommendations to support delivery of the ATSP in other prisons.
(Edited publisher abstract)
Subject terms:
learning disabilities, prisoners, behaviour modification, behaviour therapy, group therapy, evaluation;
The FRIENDS for Life programme was developed to teach children and young people techniques to cope with anxiety, promote wellbeing and social and emotional skills by using a cognitive behavioural therapy framework in school-based groups. Based on the authors experiences of trialling FRIENDS for Life and Fun FRIENDS activities with children and young people with severe learning disabilities, this guide provides advice on making the programme accessible for children and young people with learning disabilities. The guide is organised into sections on "What we did" and "What we learned" and covers the following areas: getting started, activities, evaluation, session examples and resources. It is aimed at all professionals working with children and young people with learning disabilities in education, health and the voluntary and community sector.
(Original abstract)
The FRIENDS for Life programme was developed to teach children and young people techniques to cope with anxiety, promote wellbeing and social and emotional skills by using a cognitive behavioural therapy framework in school-based groups. Based on the authors experiences of trialling FRIENDS for Life and Fun FRIENDS activities with children and young people with severe learning disabilities, this guide provides advice on making the programme accessible for children and young people with learning disabilities. The guide is organised into sections on "What we did" and "What we learned" and covers the following areas: getting started, activities, evaluation, session examples and resources. It is aimed at all professionals working with children and young people with learning disabilities in education, health and the voluntary and community sector.
(Original abstract)
Subject terms:
children, young people, learning disabilities, severe learning disabilities, anxiety, social skills, schools, wellbeing, resilience, intervention, training;