Search results for ‘Subject term:"challenging behaviour"’ Sort:
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Adult - community CRT. Workbook 1: Care and Treatment Review (CTR): key lines of enquiry
- Author:
- NHS ENGLAND
- Publisher:
- NHS England
- Publication year:
- 2017
- Pagination:
- 23
- Place of publication:
- London
A workbook for panel members to record their findings during a Care and Treatment Review (CTR) for adults with autism or learning disabilities in the community. The workbook is based on the key lines of enquiry (KLOE) and shows what sort of questions to ask and where to find evidence. It also provides space to record findings and to record what you think if the person’s quality of care overall for each KLOE. The KLOEs, are: Does the person need to be in hospital?; Is the person receiving the right care and treatment?; Is the person involved in their care and treatment?; Are the person’s health needs known and met?; Is the use of any medicine appropriate and safe?; Is there a clear, safe and proportionate approach to the way risk is assessed or managed?; Is there active planning for the future and for discharge?; and Are family and carers being listened to and involved? It will also help with deciding what goes into the CTR report. It is one of a series of 6 workbooks, which each cover different types of CTR and Care, Education and Treatment Review panels. (Edited publisher abstract)
Adult - hospital CTR (secure). Workbook 3: Care and Treatment Review (CTR): key lines of enquiry
- Author:
- NHS ENGLAND
- Publisher:
- NHS England
- Publication year:
- 2017
- Pagination:
- 23
- Place of publication:
- London
A workbook for panel members to record their findings during a Care and Treatment Review (CTR) for adults in a secure hospital setting. The workbook is based on the key lines of enquiry (KLOE), shows what sort of questions to ask and where to find evidence. It also provides space to record findings and to record what you think if the person’s quality of care overall for each KLOE. The KLOEs, are: Does the person need to be in hospital?; Is the person receiving the right care and treatment?; Is the person involved in their care and treatment?; Are the person’s health needs known and met?; Is the use of any medicine appropriate and safe?; Is there a clear, safe and proportionate approach to the way risk is assessed or managed?; Is there active planning for the future and for discharge?; and Are family and carers being listened to and involved?. The workbook will also help with deciding what goes into the CTR report. It is one of a series of 6 workbooks, which each cover different types of CTR and Care, Education and Treatment Review panels. (Edited publisher abstract)
Care and treatment reviews (CTRs): policy and guidance. Including policy and guidance on Care, Education and Treatment Reviews (CETRs) for children and young people
- Author:
- NHS ENGLAND
- Publisher:
- NHS England
- Publication year:
- 2017
- Pagination:
- 114
- Place of publication:
- Leeds
Updated policy and guidance setting out the expectations for implementation of Care (Education) and Treatment Reviews (CTRs) across England. Care and Treatment Reviews (CTRs) were developed to improve the care of people with learning disabilities, autism or both in England with the aim of reducing admissions and unnecessarily lengthy stays in hospitals and reducing health inequalities. This revised policy and guidance builds on learning following the introduction of the first Care and Treatment Reviews (CTR) policy in October 2015 and in working partnership with people with learning disabilities and their families. The document includes information on the review process, the Key Lines of Enquiry responsibilities, and pathways to CTRs. It also includes additional guidance in relation to the successful implementation of CTRs for children and young people. Although CTRS are being driven by the NHS, the involvement of local authorities and education services in the CTR process and its outcomes are necessary for improving care and treatment for people with learning disabilities and their families. (Edited publisher abstract)
Child or young person: hospital CETR (non-secure). Workbook 5: Care, Education and Treatment Review (CETR): key lines of enquiry
- Author:
- NHS ENGLAND
- Publisher:
- NHS England
- Publication year:
- 2017
- Pagination:
- 25
- Place of publication:
- London
A workbook for panel members to record their findings during a Care, Education and Treatment Review (CETR) for children and young people with autism or learning disabilities in a non-secure hospital setting. The workbook is based on the key lines of enquiry (KLOE) and shows what sort of questions to ask and where to find evidence. It also provides space to record findings and to record what you think if the person’s quality of care overall for each KLOE. The key lines of enquiry are: Does the child or young person need to be in hospital; Is the child/young person getting the right care, education and treatment; Is the child/young person involved in their care, education and treatment; Are the child/young person’s health needs known and met? Is there a clear, safe and proportionate approach to the way risk is assessed or managed? Are any autism needs known and met?; Is there active planning for the future and for discharge with clear ownership?; Are family and carers being listened to and involved?; Are the child/young person’s rights and freedoms being protected and upheld?; and Is enough attention being given to the particular needs of the child or young person? It will also help with deciding what goes into the CTR report. It is one of a series of 6 workbooks, which each cover different types of Care and Treatment Review (CTR) and CETR panels. (Edited publisher abstract)
Child or young person: hospital CETR (secure). Workbook 6: Care, Education and Treatment Review (CETR): key lines of enquiry
- Author:
- NHS ENGLAND
- Publisher:
- NHS England
- Publication year:
- 2017
- Pagination:
- 25
- Place of publication:
- London
A workbook for panel members to record their findings during a Care, Education and Treatment Review (CETR) for a child or young person in a secure hospital setting. The workbook is based on the key lines of enquiry (KLOE) and shows what sort of questions to ask and where to find evidence. It also provides space to record findings and to record what you think if the person’s quality of care overall for each KLOE. The key lines of enquiry are: Does the child or young person need to be in hospital; Is the child/young person getting the right care, education and treatment; Is the child/young person involved in their care, education and treatment; Are the child/young person’s health needs known and met?; Is there a clear, safe and proportionate approach to the way risk is assessed or managed?; Are any autism needs known and met?; Is there active planning for the future and for discharge with clear ownership?; Are family and carers being listened to and involved?; Are the child/young person’s rights and freedoms being protected and upheld?; Is enough attention being given to the particular needs of the child or young person?. It will help to decide what goes into the CTR report. It is one of a series of 6 workbooks covering different types of Care and Treatment Review and CETR panels. (Edited publisher abstract)
Child or young person - community CETR. Workbook 4: Care, Education and Treatment Review (CETR): key lines of enquiry
- Author:
- NHS ENGLAND
- Publisher:
- NHS England
- Publication year:
- 2017
- Pagination:
- 25
- Place of publication:
- London
A workbook for panel members to record their findings during a Care, Education and Treatment Review (CETR) for children and young people living in the community. The workbook is based on the key lines of enquiry (KLOE) and shows what sort of questions to ask and where to find evidence. It also provides space to record findings and to record what you think if the person’s quality of care overall for each KLOE. The key lines of enquiry cover: Does the child or young person need to be in hospital; Is the child/young person getting the right care, education and treatment; Is the child/young person involved in their care, education and treatment; Are the child/young person’s health needs known and met?; Is there a clear, safe and proportionate approach to the way risk is assessed or managed?; Are any autism needs known and met?; Is there active planning for the future and for discharge with clear ownership?; Are family and carers being listened to and involved?; Are the child/young person’s rights and freedoms being protected and upheld?; Is enough attention being given to the particular needs of the child or young person?. It will also help with deciding what goes into the CTR report. It is one of a series of 6 workbooks, which each cover different types of Care and Treatment Review and CETR panels. (Edited publisher abstract)
Stopping over-medication of people with a learning disabilitiy, autism or both (STOMP)
- Author:
- NHS ENGLAND
- Publisher:
- NHS England
- Publication year:
- 2017
- Pagination:
- 12
- Place of publication:
- London
This document aims to provide support to healthcare professions, especially those in primary care, to review inappropriate medication for people who have a learning disability and/or autism. It looks at why it is important to reduce the use of psychotropic drugs in people with a learning disability and why now is the right time. Appendices include: suggested steps for GP practices, short practice examples of initiatives working to reduce the inappropriate prescription of psychotropic drugs, and case study examples illustrating the benefits psychotropic drug reduction for individuals. The document has been endorsed by the Royal College of General Practitioners, the Royal Pharmaceutical Society, the Royal College of Nursing, the Royal College of Psychiatrists and the Challenging Behaviour Foundation. (Edited publisher abstract)
Developing support and services for children and young people with a learning disability, autism or both
- Author:
- NHS ENGLAND
- Publisher:
- NHS England
- Publication year:
- 2017
- Pagination:
- 37
- Place of publication:
- London
The document provides guidance for Transforming Care Partnerships and their local partners in Clinical Commissioning Groups and Local Authorities in commissioning support and services for children and young people with learning disability, autism or both who display behaviour that challenges. It supplements Building the Right Support and the National Service Model, to ensure that plans are inclusive of children and young people. It is structured around nine core principles that describe what good services and support look like for children and young people. These include having a meaningful everyday life; person-centred and coordinated care and support; support for family and care staff to help the child or young person live in the community; choice about where to live; and access to specialist health and social care in the community. Each section lists relevant legislation and guidance. Appendices provide information on what works when working in partnership with families and describes how services should change as a result of the service transformation. (Edited publisher abstract)
Building the right home
- Authors:
- NHS ENGLAND, LOCAL GOVERNMENT ASSOCIATION, ASSOCIATION OF DIRECTORS OF ADULT SOCIAL SERVICES
- Publisher:
- NHS England
- Publication year:
- 2016
- Pagination:
- 34
Issued as part of the Transforming Care Programme, this guidance supports NHS and local authority commissioners to expand the housing options available for people with learning disabilities and/or autism who display behaviour that challenges. The guidance supplements ‘Building the right support' and the accompanying service model, to enable people with learning disabilities and/or autism to access the right home and support at the right time. The document covers the key housing principles in Transforming Care, to increase housing options and achieve reductions in inpatient capacity. It explains different models of settled accommodation through supported living and the provision short-term accommodation in the community. It then looks at developing the housing market for the Transforming Care, including negotiate with housing providers and agreeing key terms such as rent levels. It recommends Transforming Care Partnerships should consider producing a housing strategy, with a clear understanding of the types and volume of accommodation required Case studies are included to give examples of different housing approaches that could be applied to housing for people with a learning disability and/or autism with behaviour that challenges. Annexes also set out key housing principles designed by people with a learning disability and/or autism and their families and a list of useful resource. (Edited publisher abstract)
Supporting people with a learning disability and/or autism who display behaviour that challenges, including those with a mental health condition: service model for commissioners of health and social care services
- Authors:
- NHS ENGLAND, LOCAL GOVERNMENT ASSOCIATION, ASSOCIATION OF DIRECTORS OF ADULT SOCIAL SERVICES
- Publishers:
- NHS England, Local Government Association, Association of Directors of Adult Social Services
- Publication year:
- 2015
- Pagination:
- 41
- Place of publication:
- London
This service model brings together good practice taking place in local areas to describe what good services should look like for children, young people and adults with a learning disability and/or autism who display behaviour that challenges. It covers all aspects of commissioning: strategic, operational and individual/micro commissioning. The model is organised around nine principles from the perspective of the people using services. These are: a good and meaningful life; person-centred care and support; choice and control; support for family carers and care staff; choice of housing; good health care; access to specialist community health and social care; getting support in staying out of trouble when at risk of being in contact with the criminal justice system; and having access to high quality assessment and treatment in a hospital setting where necessary. The model gives people a clear picture of what they can expect from the services they use. It also allows those designing and commissioning services flexibility to ensure services work for local areas. The new model, which was co-produced by people using services, commissioners and health and social care system leaders, has been finalised using the feedback from early implementation by six ‘fast track’ areas. (Edited publisher abstract)