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Dementia toolkit: information for staff
- Author:
- SOUTH WEST YORKSHIRE MENTAL HEALTH NHS TRUST
- Publisher:
- South West Yorkshire Mental Health NHS Trust
- Publication year:
- 2008
- Pagination:
- 38, 53p.
- Place of publication:
- Wakefield
This toolkit has been developed for staff working with people who have dementia and their carers within South West Yorkshire Mental Health NHS Trust (SWYMHT). It can be used to assist staff with planning care, reflecting on practice and decision making within clinical supervision or multidisciplinary team meetings. The dementia toolkit is designed to stimulate ideas about how to best care
Evaluating the effects of patient transport services, from home to day clinic, on the well-being of people with dementia
- Author:
- ROBERTS Nicola
- Publisher:
- South West Yorkshire Mental Health NHS Trust
- Publication year:
- 2007
- Pagination:
- 27p.
- Place of publication:
- Wakefield
This study looked at the effects of variables including living in urban or rural areas, different patient transport services (PTS) providers, the presence of dedicated PTS staff teams, known to patients, including a driver and an escort; type of transport, and length of journey. The findings are summarised and abstracted, the methodology described, and quantitative and qualitative results given. Reflections, discussion, limitations and recommendations follow.
Young people with learning disabilities and the development of sexual relationships
- Author:
- WRIGHT Rebecca
- Journal article citation:
- Mental Health and Learning Disabilities Research and Practice, 8(1), Autumn 2011, pp.63-77.
- Publisher:
- South West Yorkshire Mental Health NHS Trust and University of Huddersfield
Historically people with learning disabilities have been discriminated against in terms of sex and relationships. While negative believes may still pervade societal attitudes, research in this area is growing, fuelled by changes in legislation and social policy that emphasise the human rights of disabled young people. This small scale, exploratory study was designed to discover whether young people with learning disabilities receive sex education and are given accessible information and support relating to sexualised behaviours. Semi-structured interviews were conducted with 12 purposively selected respondents from the north of England including teachers, public health nurses, young people and their parents. Views were gathered on the future aspirations of the young people and the barriers they may face. Although the responses suggest that this group of young people do receive sex education, misunderstandings about sex and relationships were still prevalent. Professionals and parents may lack the knowledge and confidence to provide appropriate information in an accessible manner, and for professionals the emphasis was on managing inappropriate sexualised behaviours. All those involved in the study struggled with preparing young people for emotional relationships. The young people’s aspirations differed from those of their care givers. The authors conclude that more support needs to be developed in this area of personal development.
Examining the literature on the efficacy of Equine Assisted Therapy for people with mental health and behavioural disorders
- Authors:
- CANTIN Anna, MARSHALL-LUCETTE Sylvie
- Journal article citation:
- Mental Health and Learning Disabilities Research and Practice, 8(1), Autumn 2011, pp.51-61.
- Publisher:
- South West Yorkshire Mental Health NHS Trust and University of Huddersfield
This review explores the literature relating to the efficacy of Equine Assisted Therapy (EAT). During EAT horses are used as a tool for emotional growth and learning to help adults and children with mental health and behavioural problems, such as mood disorders, addictive behaviours and communication difficulties. EAT arose during the 1970s, as an alternative to traditional talking therapies. It is designed around 60-90 minute sessions which are usually part of a short term intensive treatment programme. The data bases searched included; CINAHL, MEDLINE, AMED and INTERSCIENCE. It became evident that there was limited research-based literature within the UK compared to the USA. However, magazine articles, reporting opinions and case studies, originating from Canada and Northern Europe, were found useful and informative. The review lead to the conclusion that EAT enhances positive, behaviours, reduces negative behaviours and has helped people with mental health problems. The studies found indicate that EAT can be as effective as other therapies currently in use and could be an alternative to talking and existing experimental and creative therapies. However the authors believe that more comprehensive studies, particularly in the UK, are needed before evidence–based claims can be made.
Up close and personal: a qualitative study exploring the lived experience of older carers
- Author:
- PARKER Ethna
- Journal article citation:
- Mental Health and Learning Disabilities Research and Practice, 8(1), Autumn 2011, pp.15-29.
- Publisher:
- South West Yorkshire Mental Health NHS Trust and University of Huddersfield
It has been estimated that 15 per cent of those aged 65 or over provide some form of informal care in England. However, despite a growing literature on the involvement of older people in research, there remains a paucity of literature on the involvement of older carers. The author explored the experiences of informal carers who were aged 65 years and over identified via a General Practice register in one urban medical practice. Data were collected through four focus groups and research diaries completed by the carers, along with reflective notes, field notes, minutes from meetings and memos. Every carer aged 55 or over and registered with the medical practice was invited to take part in the study. Four female carers and one male carer took part (age range 65-83). Themes emerging during the data analysis included; managing things in an emergency, feeling valued because they took part in the research, and the day-to-day reality of living with social exclusion. The author highlights the contribution older people can make to decision making within the statutory, independent and voluntary sectors. She concludes that GP registers provide a valuable tool for identifying older carers who may otherwise be difficult to engage in research, but suggests that persuading GPs to engage with qualitative research may prove challenging.
Older carers and adults with learning disabilities; stress and reciprocal care
- Author:
- GANT Valerie
- Journal article citation:
- Mental Health and Learning Disabilities Research and Practice, 7(2), Autumn 2010, pp.160-172.
- Publisher:
- South West Yorkshire Mental Health NHS Trust and University of Huddersfield
This paper presents some of the findings from a qualitative study which explored the perceptions of stress and experiences of the longevity of care giving of older carers of adults with learning disabilities together with the views of people with learning disabilities about their relationship with their parents. Twenty four adults over the age of 60 who were carers for adults with learning disabilities living in the community were interviewed and 14 adults with learning disabilities who lived with carers older than 60 participated in focus groups. Five major themes emerged from the interviews with carers: a high degree of stress; how much their lives revolved around their child; support given to them by the adult with learning disability; reluctance to use respite services, linked to their previous experiences; not defining themselves as carers, instead viewing their parenting role as a permanent one. Major themes that emerged from the focus groups were: a high level of concern regarding their parents; the amount of practical and emotional support they gave to their parents; restriction placed on their lives, either by their parents or self-imposed so their parents would not be left on their own; lack of planning for the future; lack of knowledge regarding their available options. The author comments that the findings show that there is often co-caring between the older carer and their relative with a learning disability, and that the amount and quality of mutual caring is frequently overlooked by service providers and professionals.
Participation in practice: a review of service user participation in mental health nursing
- Author:
- LLOYD Marjorie
- Journal article citation:
- Mental Health and Learning Disabilities Research and Practice, 7(2), Autumn 2010, pp.196-206.
- Publisher:
- South West Yorkshire Mental Health NHS Trust and University of Huddersfield
Service user involvement in mental health nursing is a requirement of current practice including research and education. A literature review on service user participation in mental health nursing research, education and practice is presented. In total 22 papers were reviewed and identified both qualitative and quantitative research. The findings indicated that there are various levels of participation occurring within mental health nursing. The review identified that there is a need for training and knowledge development in order to become familiar with the different levels and develop participation in practice. The author concludes that information and training in mental health nursing would develop knowledge of participation practices and empower service users to have more control.
"Nothing about us without us": combining professional knowledge with service user experience in training about mental health and learning disabilities
- Authors:
- HENEAGE Celia, MORRIS Di, DHANJAL Kuljinder
- Journal article citation:
- Mental Health and Learning Disabilities Research and Practice, 7(2), Autumn 2010, pp.120-129.
- Publisher:
- South West Yorkshire Mental Health NHS Trust and University of Huddersfield
Recent policy documents have proposed that people with learning disabilities should be more fully included in generic mental health care provision. Such services now include the government’s ‘Improving Access to Psychological Therapies’ (IAPT) initiative which focuses particularly on the provision of support to people suffering from anxiety and depression. This article reports on a training session delivered to IAPT practitioners based at a university in the south of England by a service user with learning disabilities who had accessed mental health services (one of the authors), together with a clinical psychologist and an honorary assistant psychologist. The practitioners were involved in the provision of time-limited psychological intervention, based on Cognitive Behaviour Therapy (CBT) principles. Four key questions were considered: what is learning disability; what emotional difficulties might they experience in particular; how can CBT be adapted to meet their needs; what information is available about people with learning disabilities and employment? Among the 32 practitioners who attended the training day, 56% had worked with them in a professional context. The practitioners completed pre and post evaluation forms in which they were asked to rate their knowledge about and confidence in working with people with learning disabilities. Following the training participants rated themselves as having significantly greater knowledge and confidence. Many of the qualitative reasons given for these changes mentioned the contribution of the service user. Observations from the facilitators are also presented. It is concluded that joint training needs to be developed and its impact further researched.
'I feel like a giant, like a star, a proper actor': reflections on a service-user led evaluation of a drama project using participatory visual research methods
- Authors:
- CHARNLEY Helen, HWANG Se-Kwang
- Journal article citation:
- Mental Health and Learning Disabilities Research and Practice, 7(2), Autumn 2010, pp.150-158.
- Publisher:
- South West Yorkshire Mental Health NHS Trust and University of Huddersfield
The authors critically analyse a service user led evaluation of the work of Full Circle from ARC, Stockton, a group of nine men and women with learning disabilities. With the help of support workers, members of Full Circle worked with a drama practitioner to script, design, direct, produce and perform their alternative version of The Wizard of Oz. When asked to evaluate this work the authors invited the group to become actively involved in making an evaluative record of the development of the project using visual and audio techniques thus avoiding reliance on reading and writing. Evaluation research took place weekly over four weeks during rehearsal sessions. The process of undertaking the evaluation emerged as a process of reflective learning leaving control of the process with members of Full Circle. Supporters responded to questions, offered assistance in the development of technical skills and gave reassurance when needed to support the growth of self confidence. The authors discuss the achievements as well as the methodological and ethical challenges in using participatory visual research methods. They conclude by reflecting on the potential of these methods, as well as the potential of performing arts, for promoting the development of self-esteem, confidence and competence in adults with learning disabilities.
People with learning disabilities participating in research as members of a steering group: a research report
- Author:
- BOLLARD Martin
- Journal article citation:
- Mental Health and Learning Disabilities Research and Practice, 7(2), Autumn 2010, pp.174-183.
- Publisher:
- South West Yorkshire Mental Health NHS Trust and University of Huddersfield
This paper reports on a 14 month project in which people with learning disabilities participated in research as steering group members and interview informants. The main aim of the research was to explore the viewpoints of people with learning disabilities regarding team-working and how this user experience could inform health and social care students’ understanding of team-working. Four individuals, two men and two women formed the steering group and two additional individuals took part in interviews. All the volunteers in the steering group had a mild learning disability and were able to recall their own experiences and relate them to the purpose of the study. The participants helped oversee the research and also contributed as informants. Their ideas on team-working helped develop a questionnaire tool on team-working used at a later stage of research with students. The key themes that emerged from the steering group meetings and interviews are reported. The participants felt strongly that students needed to know about team-working and have ideas about what it is like having a learning disability. They were able to recognise that students at different stages of their training needed to learn different things. The perspectives on team working from participants such as working together, listening and being respectful, highlighted the benefits of team working.