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Where now for the Mental Capacity Act and DoLs?
- Author:
- PARTON Dan
- Journal article citation:
- Learning Disability Today, 14(3), May/June 2014, pp.8-10.
- Publisher:
- Pavilion
- Place of publication:
- Hove
Asks what the recent House of Lords report and Supreme Court judgements mean for the future of the Mental Capacity Act and Deprivation of Liberty Safeguards. (Edited publisher abstract)
Assessment and management of risk in adults and older people
- Authors:
- TITTERTON Mike, SMART Helen
- Publisher:
- Pavilion
- Publication year:
- 2012
- Pagination:
- 200p.
- Place of publication:
- Hove
The most pressing concern a professional faces when working with vulnerable individuals is that of making decisions concerning risk. Professionals are increasingly called upon to justify and account for the judgements that they make concerning the safeguarding and welfare of adults and older people. This pack provides a step-by-step guide for trainers working with care professionals to effectively deal with risk decisions concerning the safeguarding and welfare of adults and older people. The training comprises 4 modules, each based on a specific stage of the risk assessment and management programme: positive risk taking; risk assessment; risk management; and putting it all together. The modules are broken down into training sessions which include case studies, exercises and handouts to support the presentation material and training notes. The theory behind the training contests the negative understandings of risk found in professional practice, policy and research, and proposes positive concepts that embrace risk enablement. It seeks to promote principles based on the rights of people at risk of harm to make choices about risk and risk taking. The pack includes a CD-Rom containing trainer’s notes, handouts, and a ringbinder with colour laminated dividers.
A risky business
- Author:
- MORGAN Steve
- Journal article citation:
- Learning Disability Today, 10(9), November 2010, pp.18-20.
- Publisher:
- Pavilion
- Place of publication:
- Hove
Since the Valuing People white paper in 2001, the vision for people with learning disabilities has been founded on the principles of independence, choice and rights, with inclusion in mainstream activities in areas such as housing, access to employment, and health and well-being. The challenge is how the words in the principles and the expectations they engender can stand up to scrutiny when things go wrong. This article considers how risk issues impact on the reality of delivering more personalised services for individuals. It uses a real life case of a vulnerable woman who is currently living with her parents but wants her own independent flat to highlight some of the dilemmas that staff may encounter. The article reflects on the issues that this case raises, and discusses the challenges of working with risk.
Getting to the heart of advocacy
- Author:
- MACARTHY John
- Journal article citation:
- Learning Disability Today, 10(8), October 2010, pp.20-21.
- Publisher:
- Pavilion
- Place of publication:
- Hove
This article discusses how independent advocates can still be effective when their advocacy partner is unable to instruct them. People with profound and multiple learning disabilities may be unable to voice their views, hopes, concerns or complaints to their advocate. This has led to the development and implementation of a viable and principled approach to non instructed advocacy (NIA). Non-instructed advocates still put aside their own views, feelings and preconceptions, but use a number of techniques through which they put together sufficient information about their partners to be able to ask the questions that those partners would have asked if they were able. In order to achieve this level of knowledge and understanding the advocate has to use techniques which work to give the advocate a real insight into the life and rights of their advocacy partner. The techniques are: being person centred; examining a partner’s rights; being a witness and understanding a partner’s life; and asking the right questions. The advocate is required to examine any proposal relating to their partner in the light of a number of universal values. The most commonly used set of values are competence, community presence, continuity, choice and influence, individuality, status and respect, relationships, and well-being.
A question of balance
- Author:
- MacATTRAM Matilda
- Journal article citation:
- Mental Health Today, 9(6), July 2009, pp.13-15.
- Publisher:
- Pavilion
- Place of publication:
- Hove
This article looks at the Delivering Race Equality (DRE) programme's training package. The training package is for mental health professionals and aimed at addressing racism inherent in institutional practices, such as making a diagnosis, deciding treatment and sectioning. A change in direction of the training materials has led to criticism of the training materials and concerns over quality and focus. The article considers whether this really threatens the nature of race equality training in mental health services or if it is just a squabble between conflicting interests.
Banking on good decisions
- Author:
- WILLIAMSON Toby
- Journal article citation:
- Learning Disability Today, November 2008, pp.19-21.
- Publisher:
- Pavilion
- Place of publication:
- Hove
More people with learning disabilities could achieve financial independence if banks and their support staff had a clearer idea what capacity really meant. This article briefly looks at the findings of recent studies. It then provides an overview of an easy read guide produced by the Foundation for People with Learning Disabilities on how the Mental Capacity Act 2005 may affect people with learning disabilities as customers of banks and building societies.
Who decides? Using the Mental Capacity Act to support people
- Author:
- JEPSON Marcus
- Journal article citation:
- Learning Disability Today, 8(1), February 2008, pp.22-27.
- Publisher:
- Pavilion
- Place of publication:
- Hove
The Mental Capacity Act 2005 became law in October 2007. This article provides an overview of the Act, including four scenarios to discuss its range and scope. The article is aimed at frontline care staff who might be unsure about how the Act applies to them.
An unnecessary death: what we did to stop it happening again
- Authors:
- FIRST Sue, ROTHERHAM Cath
- Journal article citation:
- Learning Disability Today, 8(1), February 2008, pp.12-15.
- Publisher:
- Pavilion
- Place of publication:
- Hove
This article discusses the action taken by a team in Salford when a patient with a learning disability refused immediate, life-saving, emergency treatment and died suddenly at home, due to confusion and a lack of intervention. The article focuses on the development of written guidance for GPs and paramedics about what steps to take if an adult with a learning disability is refusing immediate lifesaving/emergency treatment.
Decisions, decisions
- Author:
- WILLIAMSON Toby
- Journal article citation:
- Mental Health Today, October 2007, pp.27-29.
- Publisher:
- Pavilion
- Place of publication:
- Hove
The Mental Capacity Act comes into full effect on 1 October 2007. This article aims to provide answers to some of the most frequent voiced questions and misapprehensions from mental health service users, carers, and practitioners about what the Act will mean to them.
Learning disability today: key issues for providers, managers, practitioners and users
- Editors:
- CARNABY Steven, (ed.)
- Publisher:
- Pavilion
- Publication year:
- 2007
- Pagination:
- 218p.
- Place of publication:
- Brighton
- Edition:
- 2nd ed.
Introduction to some of the central issues in the lives of people with learning difficulties and the people who support them. It provides context, underpinning knowledge and practical strategies for giving care and support that promotes rights, independence, choice and inclusion. Includes understanding approaches to learning disability; policy and legislation; understanding and developing anti oppressive practice; protecting people from abuse; assessing and managing risk; understanding and promoting communication; handling information and keeping records; undertaking assessment and promoting communication; enabling and supporting community involvement; understanding and promoting advocacy and decision making; sexuality; access to health care and supporting healthy lifestyles; working with people with profound and multiple learning difficulties; supporting people with challenging behaviour; mental health; managing change, transition and loss; and supporting older people with learning difficulties.