Search results for ‘Subject term:"learning disabilities"’ Sort:
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Life after release from prison: the experience of ex‐offenders with intellectual disabilities
- Authors:
- CHIU Pak, TRIANTAFYLLOPOULOU Paraskevi, MURPHY Glynis
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 33(4), 2020, pp.686-701.
- Publisher:
- Wiley
Background: In the UK, little is known about the experience of ex‐prisoners with intellectual disabilities. Method: A qualitative study was therefore conducted to investigate what life is like for ten men with intellectual disabilities who left prison at least 9 months previously. Semi‐structured interviews were employed to explore the men's views of post‐prison life, including opportunities/challenges and support received from services. Results: Through interpretative phenomenological analysis, four over‐arching themes were constructed: the nature of support and services, the difficulty of staying out of trouble, the importance of family and the need to act the “tough guy”. The participants reported being extremely under‐supported. They were often hostile about staff who they felt were too focused on their previous crime. Conclusions: In general, men were very under‐supported and the upheavals of post‐prison lives appeared to be “normalized” by them. Better understanding of their lives within their social context would benefit their community re‐entry. (Edited publisher abstract)
Accessible information for people with intellectual disabilities: do symbols really help?
- Authors:
- PONCELAS Angela, MURPHY Glynis
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 20(5), September 2007, pp.466-474.
- Publisher:
- Wiley
Recently, symbols have been used to increase understanding of written information for people with intellectual disabilities, yet the effectiveness of this remains largely untested. This study was undertaken around the time of an election and it aimed to test whether a symbol-based manifesto increased the understanding of this material for people with intellectual disabilities. Two versions of a simplified manifesto were produced: one text-based and the other symbol-based (with text). Thirty-four adults with intellectual disabilities attending three day centres in Kent, participated in the study. Participants were randomly assigned to two groups: one received the text-based information, and the other the symbol-based information (with text). Participants were asked a series of questions about the material, both immediately (time 1) and a short time afterwards (time 2), to assess understanding (the material was in front of them throughout). Both versions produced relatively low levels of understanding. The group with symbols (and text) showed no better understanding than the group with text only. However, those with better language comprehension scores and those with better reading skills tended to show a higher understanding of the manifesto, in both groups. In the symbols group, those who said they had seen symbols before also showed significantly better understanding of the material at time 2. This study suggests that the addition of symbols to simple texts does not necessarily improve people's understanding of it. It is proposed that a closer examination of people's understanding of symbols should be made and ways of improving this understanding investigated.
You're on trial
- Authors:
- HOLLINS Sheila, MURPHY Glynis, CLARE Isabel
- Publishers:
- Gaskell, St. George's Hospital Medical School
- Publication year:
- 1996
- Pagination:
- 40p.
- Place of publication:
- London
Booklet designed to provide guidance for people with learning difficulties or mental health needs caught up in the criminal justice system.
Self-injurious behaviour: a collection of published papers on prevalence, causes and treatment in people who are mentally handicapped or autistic
- Authors:
- MURPHY Glynis, WILSON Barbara
- Publisher:
- British Institute of Mental Handicap
- Publication year:
- 1985
- Pagination:
- 455p.,diags.,tables,illus.,bibli
- Place of publication:
- Wolverhampton
Frequency of use and characteristics of people with intellectual disabilities subject to physical interventions
- Authors:
- McGILL Peter, MURPHY Glynis, KELLY-PIKE Amanda
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 22(2), March 2009, pp.152-158.
- Publisher:
- Wiley
This study sought to clarify the frequency and circumstances of physical intervention (PI) use and gather data on the characteristics of individuals subject to PI. Data on individuals subject to PI were gathered by postal questionnaire completed by service providers from three samples: people who (i) had attended a PI conference and/or purchased a PI policy document; (ii) operated in a specific geographical area of England and (iii) operated specialist assessment and treatment settings for children/adults with intellectual disabilities throughout the UK. Frequent PI use was reported. Restraint was most commonly reported – monthly or more frequently with most individuals. Overall, those receiving PI were more likely to be young, male, not legally restricted and identified as having an autistic spectrum disorder than those who did not receive PI. The relatively frequent use of PI is consistent with routine rather than last resort use. Such use carries risk of physical and psychological damage. Service providers should systematically reduce the frequency of use of PI.
Learning disabilities: the fundamental facts
- Authors:
- EMERSON Eric, HATTON Chris, FELCE David, MURPHY Glynis
- Publisher:
- Mental Health Foundation
- Publication year:
- 2001
- Pagination:
- 56p.
- Place of publication:
- London
- Edition:
- Rev. ed.
Practical text defining providing basic facts and statistics on people with learning difficulties, concepts of learning disability, community, health needs, service provision and its costs.
MIETS: a service option for people with mild mental handicaps and challenging behaviour or psychiatric problems. 2: Assessment, treatment and outcomes for service users and service effectiveness
- Authors:
- MURPHY Glynis, CLARE Isabel
- Journal article citation:
- Mental Handicap Research, 4(2), 1991, pp.180-206.
- Publisher:
- BIMH Publications
Describes the assessment and treatment programmes of two service users to illustrate the Mental Impairment Evaluation and Treatment Service approach, and gives details of the skill profiles which were used to plan their future placements. Data on the behavioural characteristics of MIETS users at pre-admission and discharge are also presented, together with a discussion of the difficulty of using such measures to evaluate service effectiveness.
Keep Safe: the development of a manualised group CBT intervention for adolescents with ID who display harmful sexual behaviours
- Authors:
- MALOVIC Aida, ROSSITER Rowena, MURPHY Glynis
- Journal article citation:
- Journal of Intellectual Disabilities and Offending Behaviour, 9(1), 2018, pp.49-58.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to focus on the development of Keep Safe, a manualised group intervention for adolescents with intellectual disabilities (ID) who display harmful sexual behaviour (HSB) as the initial phase of a feasibility study. National reports have highlighted the need for the development of specialist programmes, as adolescents with ID make up a significant proportion of young people referred to specialist HSB services and there is a lack of evidence or practice-based interventions for them. Aims included taking account of adolescents’ and families’ needs, motivations and practical commitments, integrating best- practice and being accessible and appropriate across different types of services. Design/methodology/approach: Keep Safe development progressed from the practitioner/researcher collaborative young sex offender treatment services collaborative-ID through a project team, Keep Safe development group, comprising a range of practitioners with a variety of clinical expertise across services and an Advisory Group of people with ID. An expert-consensus methodology based on the Delphi method was used. The iterative process for the manual draws on the slim practice-based evidence from UK, New Zealand, North America and Australia. Findings: Keep Safe comprises six modules distributed through 36 term-time young people’s sessions, alongside 16 concurrent parental/ carer sessions (some joint). The main focus of Keep Safe is to enhance well-being and reduce harm. Four initial sites volunteered as feasibility leads, and two more were added as recruitment was more difficult than foreseen. Originality/value: National reports have highlighted the need for the development of specialist programmes, as adolescents with ID make up a significant proportion of young people referred to specialist HSB services and there is a lack of evidence or practice-based interventions for them. This study is innovative and valuable given the recognition that research and practice is significantly lacking in this area.
The NICE guidelines and quality standards on learning disabilities and behaviour that challenges
- Author:
- MURPHY Glynis
- Journal article citation:
- Tizard Learning Disability Review, 22(2), 2017, pp.71-81.
- Publisher:
- Emerald
This paper explains the process of developing the National Institute for Health and Care Excellence (NICE) guidelines on learning disabilities, covering the subject of 'behaviour that challenges'. The guidelines, which were published in May 2015, cover service user and carer experiences, assessment, risk factors and interventions for behaviour that challenges. The linked quality standards were published later in 2015. The final guidance is described in summary form, together with the quality standards. (Edited publisher abstract)
The chronicity of self-injurious behaviour: a long-term follow-up of a total population study
- Authors:
- TAYLOR Lorne, OLIVER Chris, MURPHY Glynis
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 24(2), March 2011, pp.105-117.
- Publisher:
- Wiley
Self-injury is common for people with intellectual disabilities, and is associated with various risk identifiers, such as degree of disability, sensory impairments, and autism. This study investigated the quality of life and changes in behaviour for a cohort of 49 people with intellectual disabilities and self-injurious behaviour (SIB) who were all part of a previous total population study conducted in the south of England. Findings revealed that 84% of the sample continued to self-injure nearly 20 years on, with no significant mean changes in severity. More people were receiving psychological treatment; more were also receiving anti-convulsant and anti-psychotic medications, though polypharmacy had reduced. The number of people accessing full-time day activities had decreased, with 44% of people only accessing structured daily activities for 2.5 days per week or less. The authors concluded that this study added to the growing evidence of extreme chronicity for SIB and the relative lack of impact of treatment for people in whom SIB was well-established. In ending, they highlight the importance of early intervention to help eliminate SIB.