Everyone has the right to make choices about how they live and how their support is provided. This film shows how people with care and support needs can be supported to have choice and control. Three examples shown are owning a budgerigar; deciding between mince with dumplings or a roast chicken dinner; and going shopping. The young men with learning disabilities who draw up their preferred shopping list travel to town unsupported, buy the food, come back and cook it and then eat it. It's important to take time to understand and know the person, their previous lives and past achievements, and to support people to develop things like ‘life story books'. If you treat people as equals, you can make sure they remain in control of what happens to them.
(Edited publisher abstract)
Everyone has the right to make choices about how they live and how their support is provided. This film shows how people with care and support needs can be supported to have choice and control. Three examples shown are owning a budgerigar; deciding between mince with dumplings or a roast chicken dinner; and going shopping. The young men with learning disabilities who draw up their preferred shopping list travel to town unsupported, buy the food, come back and cook it and then eat it. It's important to take time to understand and know the person, their previous lives and past achievements, and to support people to develop things like ‘life story books'. If you treat people as equals, you can make sure they remain in control of what happens to them.
(Edited publisher abstract)
Subject terms:
dignity, choice, service users, older people, learning disabilities;
British Journal of Learning Disabilities, 39(4), December 2011, pp.321-326.
Publisher:
Wiley
In recent years there has been a trend toward using nappies for disabled children to manage incontinence rather than teaching children to use the toilet. However, learning to use the toilet is an important developmental step for a child’s independence, health and dignity. It can be particularly difficult to teach continence skills to disabled children with aggressive or challenging behaviour.
In recent years there has been a trend toward using nappies for disabled children to manage incontinence rather than teaching children to use the toilet. However, learning to use the toilet is an important developmental step for a child’s independence, health and dignity. It can be particularly difficult to teach continence skills to disabled children with aggressive or challenging behaviour. This study showed how a basic toilet training procedure could be modified to teach a 13-year-old child with learning disabilities with aggressive behaviour to use the toilet in school. Continence was achieved within 2 weeks and maintained at 6-week follow-up. Long-term data showed continence was maintained at 6, 12 and 24 month follow-up. The programme was subsequently successfully transferred into the home. The authors concluded that the findings should be disseminated and ensured that they are systematically used in similar situations.
This guidance aims to improve dignity in health care for people with learning disabilities. It is designed primarily to support the nursing workforce but may also be useful for other health care and social care staff. The publication focuses on the experiences of people with learning disabilities, areas for improvement in relation to dignity, practical ideas on what nurses can do to improve dignity and sources of further information and support. It also includes information relating to the particular health needs that people with learning disabilities may have, and provides guidance on working in collaboration with other service providers. The development of the guide was contributed to by a small proactive group of individuals with learning disabilities who use health care services in South East London. This group shared their thoughts, feelings and experiences at 3 focus group meetings. During these events, group members were encouraged and supported to discuss their thoughts in relation to: what dignity means; their experiences of health services; and what nurses could do to make dignity better. The guidance concludes with information relating to the particular health needs
(Edited publisher abstract)
This guidance aims to improve dignity in health care for people with learning disabilities. It is designed primarily to support the nursing workforce but may also be useful for other health care and social care staff. The publication focuses on the experiences of people with learning disabilities, areas for improvement in relation to dignity, practical ideas on what nurses can do to improve dignity and sources of further information and support. It also includes information relating to the particular health needs that people with learning disabilities may have, and provides guidance on working in collaboration with other service providers. The development of the guide was contributed to by a small proactive group of individuals with learning disabilities who use health care services in South East London. This group shared their thoughts, feelings and experiences at 3 focus group meetings. During these events, group members were encouraged and supported to discuss their thoughts in relation to: what dignity means; their experiences of health services; and what nurses could do to make dignity better. The guidance concludes with information relating to the particular health needs that people with learning disabilities may have, and provides ideas on working in collaboration with other service providers.
(Edited publisher abstract)
Subject terms:
dignity, health care, learning disabilities, good practice, nurses;
Good communication can help people to maintain their dignity. It is vital that staff develop other ways of communicating with people who have a cognitive impairment or limited speech. This film provides an example of communicating with Matthew, a young man with Down's Syndrome Matthew is encouraged to use a diary so that he knows what he's going to be doing on any particular week. It's a good way
(Edited publisher abstract)
Good communication can help people to maintain their dignity. It is vital that staff develop other ways of communicating with people who have a cognitive impairment or limited speech. This film provides an example of communicating with Matthew, a young man with Down's Syndrome Matthew is encouraged to use a diary so that he knows what he's going to be doing on any particular week. It's a good way for staff to find out what's been happening in Matthew's life. The film also shows how, for older people, past memories of being at the beach can be used as a useful communication tool. Communication in practice can mean asking people how they prefer to be addressed and to respect their wishes; giving people information about the service in advance and in a suitable format; and not assuming that you know what people want because of their culture, ability or any other factor.
(Edited publisher abstract)
Journal of Intellectual Disabilities, 25(4), 2021, pp.490-506.
Publisher:
Sage
Place of publication:
London
... of dignity and choice in a day program to facilitate empowerment, higher levels of satisfaction and self-confidence.
(Edited publisher abstract)
Individuals assessed as having an intellectual disability often spend a significant amount of time in day treatment/day habilitation programs after they graduate from school. The quality of these programs varies widely and is not federally legislated. The purpose of the current study is both to explore factors that lead to higher satisfaction for participants in these programs and to better understand what participants want in a program. Using a grounded theory approach, researchers interviewed 25 participants, staff, and family members in focus group settings to collect qualitative data. Interviews focused on what worked and what could be improved at a program located in Western New York. Using the constant comparative method, themes emerged from the data that pointed to the importance of dignity and choice in a day program to facilitate empowerment, higher levels of satisfaction and self-confidence.
(Edited publisher abstract)
Subject terms:
learning disabilities, choice, intervention, day services, treatment, dignity;
This guidance aims to improve dignity in health care for people with learning disabilities. It is designed primarily to support the nursing workforce but may also be useful for other health care and social care staff. The publication focuses on the experiences of people with learning disabilities, areas for improvement in relation to dignity, practical ideas on what nurses can do to improve dignity and sources of further information and support. It covers the importance of understanding people's health needs, respecting individuals, getting to know the person, having choices making decisions, feeling safe and communication. It also includes information relating to the particular health needs that people with learning disabilities may have, and provides guidance on working in collaboration
(Edited publisher abstract)
This guidance aims to improve dignity in health care for people with learning disabilities. It is designed primarily to support the nursing workforce but may also be useful for other health care and social care staff. The publication focuses on the experiences of people with learning disabilities, areas for improvement in relation to dignity, practical ideas on what nurses can do to improve dignity and sources of further information and support. It covers the importance of understanding people's health needs, respecting individuals, getting to know the person, having choices making decisions, feeling safe and communication. It also includes information relating to the particular health needs that people with learning disabilities may have, and provides guidance on working in collaboration with other service providers. It also includes good practice examples. The guide has been developed with the involvement of people with learning disabilities who use health care services in South East London, who shared their experiences at 3 focus group meetings.
(Edited publisher abstract)
Subject terms:
dignity, health care, learning disabilities, nurses, nursing, person-centred care, good practice;
... Before detention - addressing rising numbers of detentions, decisions to detain and renewals, Mental Capacity Act, role of police; During detention – dignity, respect, autonomy and advance planning, treatment safeguards; Tribunals and hospital managers’ hearing and advocacy – family and carer involvement, restraint and seclusion; leaving hospital – community treatment orders, discharge and aftercare,
(Edited publisher abstract)
Summarises key points from the interim report of the independent review of the 1983 Mental Health Act published in May 2018 and identifies issues to be considered in the next phase of the review. The interim report highlighted a range of issues relating to before and during detention, as well as issues relating to specific groups of people including BAME communities. Key themes covered include: Before detention - addressing rising numbers of detentions, decisions to detain and renewals, Mental Capacity Act, role of police; During detention – dignity, respect, autonomy and advance planning, treatment safeguards; Tribunals and hospital managers’ hearing and advocacy – family and carer involvement, restraint and seclusion; leaving hospital – community treatment orders, discharge and aftercare, care planning; Issues for particular groups – Black, Asian and minority ethnicities, children and young people, learning disabilities and autism, criminal justice system and part 3, court powers and processes, compatibility with human rights obligation, the MHA in Wales.
(Edited publisher abstract)
Subject terms:
mental health law, mental health, compulsory detention, police, dignity, compulsory treatment, supervised community treatment, black and minority ethnic people, learning disabilities, human rights;
As more people with learning disabilities live into old age, the prevalence of dementia in this group is increasing. The authors and colleagues examine the challenges to dementia practice presented by intellectual disability.
(Edited publisher abstract)
As more people with learning disabilities live into old age, the prevalence of dementia in this group is increasing. The authors and colleagues examine the challenges to dementia practice presented by intellectual disability.
(Edited publisher abstract)
Subject terms:
learning disabilities, ageing, adults, dementia, dignity, Downs syndrome, end of life care, palliative care, needs;
This booklet provides information about how human rights can be used to help people with a mental health or mental capacity issue to have more control over their own life when using health and care services. It explains what human rights are, how individuals human rights are protected, and who has duties to uphold these rights. It focuses on five human rights most relevant to mental capacity and mental health care. These are: right to life; right to be free from inhuman and degrading treatment; right to liberty; right to respect for private and family life, home and correspondence; right to be free from discrimination when using your other rights in the Human Rights Act. It looks at how each human right applies in health and care services, how a right could be restricted and the duties public officials have to protect these rights. Real life examples are used to illustrate key points. The booklet has been co-produced with six other organisations as part of the project Care and Support: A Human Rights Approach to Advocacy.
(Edited publisher abstract)
This booklet provides information about how human rights can be used to help people with a mental health or mental capacity issue to have more control over their own life when using health and care services. It explains what human rights are, how individuals human rights are protected, and who has duties to uphold these rights. It focuses on five human rights most relevant to mental capacity and mental health care. These are: right to life; right to be free from inhuman and degrading treatment; right to liberty; right to respect for private and family life, home and correspondence; right to be free from discrimination when using your other rights in the Human Rights Act. It looks at how each human right applies in health and care services, how a right could be restricted and the duties public officials have to protect these rights. Real life examples are used to illustrate key points. The booklet has been co-produced with six other organisations as part of the project Care and Support: A Human Rights Approach to Advocacy.
(Edited publisher abstract)
Subject terms:
mental health problems, mental capacity, learning disabilities, human rights, service users, safeguarding adults, Deprivation of Liberty Safeguards, dignity;
This government response sets out its proposed actions to strengthening the rights and choices of people to live in the community, especially people with learning disabilities, autism or mental health conditions. The proposals balance the need for urgent progress with the need to effect longer term system-wide change by covering three phases: early actions to sustain current momentum; further changes, including proposed legislative changes; and a third phase exploring more radical solutions to longer-term issues. Legislative proposals are put forward where the required change is not possible within the current system, or where stakeholders do not have confidence that existing arrangements will achieve the required changes. The paper also proposes a clear commitment to monitoring and considering further intervention if the necessary improvements are not achieved.
(Edited publisher abstract)
This government response sets out its proposed actions to strengthening the rights and choices of people to live in the community, especially people with learning disabilities, autism or mental health conditions. The proposals balance the need for urgent progress with the need to effect longer term system-wide change by covering three phases: early actions to sustain current momentum; further changes, including proposed legislative changes; and a third phase exploring more radical solutions to longer-term issues. Legislative proposals are put forward where the required change is not possible within the current system, or where stakeholders do not have confidence that existing arrangements will achieve the required changes. The paper also proposes a clear commitment to monitoring and considering further intervention if the necessary improvements are not achieved.
(Edited publisher abstract)
Subject terms:
autism, mental health problems, learning disabilities, policy, choice, community care, independent living, dignity, service development;