This toolkit is designed to help making sure that people with learning disabilities are healthy and well, improving the knowledge, skills and confidence of staff in advocating and monitoring the healthcare needs of people with learning difficulties. The toolkit provides essential information around consent and capacity, primary and secondary care and mental health. It describes a number of common medical conditions, including conditions relating to men’s health and women’s health, and explains in detail what to look for, what actions to take and how to monitor effectively.
(Edited publisher abstract)
This toolkit is designed to help making sure that people with learning disabilities are healthy and well, improving the knowledge, skills and confidence of staff in advocating and monitoring the healthcare needs of people with learning difficulties. The toolkit provides essential information around consent and capacity, primary and secondary care and mental health. It describes a number of common medical conditions, including conditions relating to men’s health and women’s health, and explains in detail what to look for, what actions to take and how to monitor effectively.
(Edited publisher abstract)
Subject terms:
learning disabilities, physical illness, health care, care pathways;
Practical steps and an overview of available tools designed to encourage employment for people with learning disabilities in NHS organisations. The aim of these tools and guidance is to raise awareness, highlight good practice and break down some of the barriers that both employers and potential employees may face, helping create a culture which welcomes people with learning disabilities. This guidance is structured around five building blocks, taking potential employers and managers through the process of recruiting and employing someone with a learning disability. The building blocks are: getting started; being an accessible employer; identifying real jobs; advertising and recruitment; and employment.
(Edited publisher abstract)
Practical steps and an overview of available tools designed to encourage employment for people with learning disabilities in NHS organisations. The aim of these tools and guidance is to raise awareness, highlight good practice and break down some of the barriers that both employers and potential employees may face, helping create a culture which welcomes people with learning disabilities. This guidance is structured around five building blocks, taking potential employers and managers through the process of recruiting and employing someone with a learning disability. The building blocks are: getting started; being an accessible employer; identifying real jobs; advertising and recruitment; and employment.
(Edited publisher abstract)
This quick reference guide has been produced to provide advice to people who are considering prescribing medication to manage behaviour problems among adults (aged 18 years and over) with a learning disability. It does not consider in any detail the indications for choosing specific medication to manage behaviour problems among adults with a learning disability. Rather, it provides recommendations for clinical practice surrounding the use of medication to manage behaviour problems among adults with a learning disability. All relevant medication and related issues are considered. The guide is divided into the following sections: initiation of treatment (assessment, formulation, and treatment plan); monitoring of treatment; discontinuation of treatment; high-dose medication; poly-prescribing; intramuscular (IM) medication; rapid tranquilisation; as required (PRN) prescribing; communication and information sharing; interdisciplinary working; consent and capacity; and the referral pathway.
This quick reference guide has been produced to provide advice to people who are considering prescribing medication to manage behaviour problems among adults (aged 18 years and over) with a learning disability. It does not consider in any detail the indications for choosing specific medication to manage behaviour problems among adults with a learning disability. Rather, it provides recommendations for clinical practice surrounding the use of medication to manage behaviour problems among adults with a learning disability. All relevant medication and related issues are considered. The guide is divided into the following sections: initiation of treatment (assessment, formulation, and treatment plan); monitoring of treatment; discontinuation of treatment; high-dose medication; poly-prescribing; intramuscular (IM) medication; rapid tranquilisation; as required (PRN) prescribing; communication and information sharing; interdisciplinary working; consent and capacity; and the referral pathway.
Good practice guidance on commissioning and preparing easy read information for people with learning disabilities. Main areas covered include: defining easy read, commissioning material, and involving people with learning disabilities. Short case study examples are included. An additional section briefly covers other formats, such as audio, video/DVD, or interactive CD-ROMs or webpages. Annexes cover: Guidelines for producing Easy Read; Supplementary guidelines for professional typesetting and printing. The document is primarily at local and national public sector organisations who produce public information specifically for people with learning disabilities.
Good practice guidance on commissioning and preparing easy read information for people with learning disabilities. Main areas covered include: defining easy read, commissioning material, and involving people with learning disabilities. Short case study examples are included. An additional section briefly covers other formats, such as audio, video/DVD, or interactive CD-ROMs or webpages. Annexes cover: Guidelines for producing Easy Read; Supplementary guidelines for professional typesetting and printing. The document is primarily at local and national public sector organisations who produce public information specifically for people with learning disabilities.
Subject terms:
information needs, learning disabilities, access to information, good practice;
Content types:
practice example, practice guidance, government publication
This guidance produced by the National Equality Partnership and CHANGE, a national organisation led by disabled people, aims to make written information accessible to those who may find reading and writing difficult. Central to this is the belief that people who have learning difficulties have the expertise and knowledge to prepare such a document, and have done so with this guide. Here, accessible information means easy words and pictures, a style of language developed by people with learning disabilities over the past 15 years. Characterised by writing in short, simple sentences without jargon or hard words, clear and easy to understand pictures are used to support words, with an added value of helping those who do not have English as a first language. It takes time and money to create information to the easy words and pictures standard, so it is important to choose carefully which documents to use. It is suggested that some information could be made more accessible by the use of other, cheaper methods such as multimedia. The authors define jargon and hard words, detail laws such as the 1995 Disability Discrimination Act (DDA) and the 2006 Disability Equality Duty (DED) and advise on involving people with learning disabilities on how to improve accessibility and presentation of documents. Presented throughout, in the style of easy words and pictures, practical advice is given on how to prepare a document with a checklist and examples of good practice concluding the text.
This guidance produced by the National Equality Partnership and CHANGE, a national organisation led by disabled people, aims to make written information accessible to those who may find reading and writing difficult. Central to this is the belief that people who have learning difficulties have the expertise and knowledge to prepare such a document, and have done so with this guide. Here, accessible information means easy words and pictures, a style of language developed by people with learning disabilities over the past 15 years. Characterised by writing in short, simple sentences without jargon or hard words, clear and easy to understand pictures are used to support words, with an added value of helping those who do not have English as a first language. It takes time and money to create information to the easy words and pictures standard, so it is important to choose carefully which documents to use. It is suggested that some information could be made more accessible by the use of other, cheaper methods such as multimedia. The authors define jargon and hard words, detail laws such as the 1995 Disability Discrimination Act (DDA) and the 2006 Disability Equality Duty (DED) and advise on involving people with learning disabilities on how to improve accessibility and presentation of documents. Presented throughout, in the style of easy words and pictures, practical advice is given on how to prepare a document with a checklist and examples of good practice concluding the text.
Subject terms:
information needs, learning disabilities, user participation, access to information;
In the course of the work of the Mental Welfare Commission, service users and independent advocates have voiced their concerns about involvement of advocacy. They have heard of situations where advocates were excluded from important meetings, or were not given the information they needed to fully advocate on behalf of an individual. The Mental Welfare Commission has also heard from practitioners that they are often uncertain about what involvement the advocate should have, especially if a person has a severe mental illness or learning disability that makes it difficult for him or her to involve an advocate. The authors collected some examples difficult situations and case studies to consult with a variety of practitioner, advocacy and service user groups. They also considered the legal framework, notably mental health and incapacity law in Scotland and data protection legislation. It is hoped that the guidance and case examples will help practitioners to understand the role of independent advocacy and provide assistance when dealing with difficult situations.
In the course of the work of the Mental Welfare Commission, service users and independent advocates have voiced their concerns about involvement of advocacy. They have heard of situations where advocates were excluded from important meetings, or were not given the information they needed to fully advocate on behalf of an individual. The Mental Welfare Commission has also heard from practitioners that they are often uncertain about what involvement the advocate should have, especially if a person has a severe mental illness or learning disability that makes it difficult for him or her to involve an advocate. The authors collected some examples difficult situations and case studies to consult with a variety of practitioner, advocacy and service user groups. They also considered the legal framework, notably mental health and incapacity law in Scotland and data protection legislation. It is hoped that the guidance and case examples will help practitioners to understand the role of independent advocacy and provide assistance when dealing with difficult situations.
Subject terms:
learning disabilities, severe mental health problems, advocacy;
Person Centred Planning in a Learning Disability Service is intended for managers and senior practitioners who want to continue their professional development. This purpose of this book is to: explore the principles, implementation and impact of person centred planning; investigate ways of maximising the effectiveness of person centred planning for individuals; review her/his own practice within the person centred planning process; and analyse the wider context in which person centred planning operates, including resources, constraints and opportunities This book should also be of interest to senior staff and managers who are preparing for the Learning Disability Awards Framework (LDAF) Higher Professional Diploma (Level 4) Unit 2: Person Centred Planning in a Learning Disability Service and studying S/NVQ at Level 4
Person Centred Planning in a Learning Disability Service is intended for managers and senior practitioners who want to continue their professional development. This purpose of this book is to: explore the principles, implementation and impact of person centred planning; investigate ways of maximising the effectiveness of person centred planning for individuals; review her/his own practice within the person centred planning process; and analyse the wider context in which person centred planning operates, including resources, constraints and opportunities This book should also be of interest to senior staff and managers who are preparing for the Learning Disability Awards Framework (LDAF) Higher Professional Diploma (Level 4) Unit 2: Person Centred Planning in a Learning Disability Service and studying S/NVQ at Level 4
Extended abstract:
Author
PEARCE Jenny.
Title
Person centred planning in a learning disability service.
Publisher
British Institute of Learning Disabilities, 2006
Summary
This book's purpose is to explore all aspects of person centred planning.
Context
Person centred planning has become a key concept in services for people with learning disabilities. Workers in the field may, in the course of their work, have come across different planning styles over the years. As a result, some people may be tempted to ask whether person centred planning isn't just the latest way of doing individual programme plans or assessments.
Contents
An introduction explains that the book is intended for managers and senior practitioners who want to continue their professional development, and should also be of interest to senior staff and managers preparing for the Learning Disability Awards Framework (LDAF) Higher Professional Diploma (Level 4) Unit 2: Person Centred Planning in a Learning Disability Service and studying S/NVQ at Level 4. It then outlines its purpose: to explore the principles, implementation and impact of person-centred planning; investigate ways of maximising its effectiveness for individuals; review the user's practice within the process; and analyse the wider context in which it operates, including resources, constraints and opportunities. The nature, aims and outcomes of the LDAF Higher Professional Diploma (Level 4) are given, with notes for non-diploma readers and on activities and reflections.
The core of the book consists of seven chapters. 'The principles of person-centred planning' considers the principles, key futures and origins of person centred planning and how it contracts with other approaches to care planning. It also reviews the legislative and policy context in the United Kingdom . 'Person centred planning styles' looks at the different styles and techniques that have been developed and what makes each one special. 'Skills and approaches' focuses on the range of roles that can be involved in person centred planning, the skills needed and the importance of record keeping. 'Barriers and challenges' is about approaches that enable people to be in control of their own lives. 'Resources' considers the ways that funding is allocated on both a local and a national level, how allocation impacts upon availability of the whole range of resources and how shortfalls can be highlighted to stimulate change. 'The impact of person centred planning' is primarily reflective, to enable managers to learn from implementing person centred planning and to respond proactively to the impact that person centred planning has on individual lives. 'The wider context of person centred planning' draws together the strands of the whole book, putting person centred planning into the wider context of services, both locally and nationally. Finally come references and lists of resources.
36 references
Subject terms:
learning disabilities, managers, person-centred planning, social workers;
Personal Development and Reflective Practice in a Learning Disability Service is intended for managers and senior practitioners who want to continue their professional development. The purpose of the book is to highlight the importance of reflection in learning and the crucial role of personal and professional development for managers of support services for people with learning disabilities. The issues explored include: the principles of reflective practice and personal development; the learning process and its relevance for personal and professional development; the values underpinning professional practice in services for people with learning disabilities; the importance of an integrated approach to practice, which encompasses knowledge of current developments. The book should also be of interest to senior staff and managers who are preparing for the Learning Disability Awards Framework (LDAF) Higher Professional Diploma (Level 4) Unit 2: Personal Development and Reflective Practice in a Learning Disability Service and studying S/NVQ at Level 4.
Personal Development and Reflective Practice in a Learning Disability Service is intended for managers and senior practitioners who want to continue their professional development. The purpose of the book is to highlight the importance of reflection in learning and the crucial role of personal and professional development for managers of support services for people with learning disabilities. The issues explored include: the principles of reflective practice and personal development; the learning process and its relevance for personal and professional development; the values underpinning professional practice in services for people with learning disabilities; the importance of an integrated approach to practice, which encompasses knowledge of current developments. The book should also be of interest to senior staff and managers who are preparing for the Learning Disability Awards Framework (LDAF) Higher Professional Diploma (Level 4) Unit 2: Personal Development and Reflective Practice in a Learning Disability Service and studying S/NVQ at Level 4.
Extended abstract:
Author
BRADLEY Alice
Title
Personal development and reflective practice in a learning disability service.
Publisher
British Institute of Learning Disabilities, 2006.
Summary
This book is intended for managers and senior practitioners who want to continue their professional development, its purpose being to highlight the importance of reflection in learning and the crucial role of personal and professional development for managers of support services for people with learning disabilities. It should also be of interest to senior staff and managers who are preparing for the Learning Disability Awards Framework (LDAF) Higher Professional Diploma (Level 4) Unit 2: Personal Development and Reflective Practice in a Learning Disability Service and studying S/NVQ at Level 4.
Contents
This book's purpose is to highlight the importance of reflection in learning and the crucial role of personal and professional development for managers of support services for people with learning disabilities. The issues explored include: the principles of reflective practice and personal development; the learning process and its relevance for personal and professional development; the values underpinning professional practice in services for people with learning disabilities; and the importance of an integrated approach to practice, which encompasses knowledge of current developments. It provides readers with the opportunity to evaluate their own progress in learning and development. For LDAF candidates this will involve an appraisal of their study for the Higher Professional Diploma. For others it can be applied to similar courses of study. For all readers, it should support continuing professional development.
An introduction describes the intended audience and purpose, how it is organised, and the LDAF Higher Professional Diploma (Level 4), discusses activities and reflections, and introduces the advisory and support group. The main part of the book has four chapters. The first, on understanding reflective practice, examines the meaning of the term and provides opportunities for reflection on the values underpinning one's practice, identification of the influence of reflection, and appraisal of the support available for reflective practice in one's own situation. The second is about the process of personal development planning, which includes the identification of learning and development needs, strengths and talents, describing development goals and drawing up a personal development plan. This chapter has more activities than others because it takes one through a simulated process of development planning. Learning and professional development is the theme of the third chapter, dealing with the implementation of the development plan and exploring the learning process, learning styles, monitoring and review. It also provides guidance on how to reflect on one's own learning by keeping a learning journal. The fourth chapter discusses integrating new developments into practice and explores an integrated approach to practice, focusing on keeping up to date with developments, utilising external networks, adopting a critical approach to research findings, evaluating one's own action research and implementing research and legislation in the workplace. The book ends with references and resources.
121 references
Subject terms:
learning disabilities, managers, reflective practice, social workers;
Identity is what makes us unique. People with learning disabilities are often denied the opportunity to consider who they are and how life events affect their identity. This is even more pertinent in the light of current community care where people are faced with many transitions in their lives which can lead to a lack of continuity, and even a loss of identity, if a person’s past experiences are not acknowledged. A life story book is an account of a person’s life, including stories and memories of past events and relationships – all the kinds of experiences that make us who we are. In addition to helping the person with learning disabilities, these books also enable others to see beyond the ‘client’ identity and appreciate that each person has a unique life history that sets them apart from other people. This guide provides easy-to-follow advice for creating life story books. It is aimed at all client groups and levels of ability. It can be used by people with learning disabilities themselves, or by people working with them. The benefits of using life story books makes this guide a valuable resource for all people who are involved in the lives of people with learning disabilities.
Identity is what makes us unique. People with learning disabilities are often denied the opportunity to consider who they are and how life events affect their identity. This is even more pertinent in the light of current community care where people are faced with many transitions in their lives which can lead to a lack of continuity, and even a loss of identity, if a person’s past experiences are not acknowledged. A life story book is an account of a person’s life, including stories and memories of past events and relationships – all the kinds of experiences that make us who we are. In addition to helping the person with learning disabilities, these books also enable others to see beyond the ‘client’ identity and appreciate that each person has a unique life history that sets them apart from other people. This guide provides easy-to-follow advice for creating life story books. It is aimed at all client groups and levels of ability. It can be used by people with learning disabilities themselves, or by people working with them. The benefits of using life story books makes this guide a valuable resource for all people who are involved in the lives of people with learning disabilities.
Extended abstract:
Author
HEWITT Helen.
Title
Life story books for people with learning disabilities: a practical guide.
Publisher
British Institute of Learning Disabilities, 2006
Summary
This guide provides easy-to-follow advice for creating life story books. It is aimed at all client groups and levels of ability. It can be used by people with learning disabilities themselves, or by people working with them. The benefits of using life story books make this guide a valuable resource for all people who are involved in the lives of people with learning disabilities.
Context
Identity is what makes us unique. People with learning disabilities are often denied the opportunity to consider who they are and how life events affect their identity. This is even more pertinent in the light of current community care where people are faced with many transitions in their lives which can lead to a lack of continuity, and even a loss of identity, if a person's past experiences are not acknowledged. A life story book is an account of a person's life, including stories and memories of past events and relationships - all the kinds of experiences that make us who we are. In addition to helping the person with learning disabilities, these books also enable others to see beyond the 'client' identity and appreciate that each person has a unique life history that sets them apart from other people.
Contents
An introduction explains that the book is a practical guide to life story books for people with learning disabilities and that the chapters are in a particular order so that the user considers certain issues before embarking on a life story project. It is therefore recommended that it initially be read in a serial fashion, but once one is familiar with the issues every time a new project is approached the chapters can be used as appropriate. They do work in isolation and may help remind one of certain elements such as interview techniques or variations for presenting life story information.
The eight chapters are then summarised. 'Why life story books?' introduces the concept, what they are and the benefits of using them. It explains how life story books are linked to identity and why an understanding of identity is essential to our ability both to understand who the person is and to capture it in their life story book. The next chapter provides an overview of how life story books can be used with different client groups, including: more able people who require little help to compile their book and can express how they wish to use them; older people who can use them as an aid to reminiscence; people with challenging behaviour who can use the books to come to terms with traumatic events they have experienced; and people with profound learning disabilities who can use the books to highlight and maintain their identity, especially across transitions in care. The third chapter is said to be particularly important as it highlights the ethical considerations needed to be taken into account before embarking on a life story project, including issues of consent, ownership and dealing with traumatic events. Advice is given to ensure the life story books and all the people involved in them are treated with respect and handled sensitively. 'Encouraging participation' focuses on the issue of inclusion, examining ways in which participation can be encouraged from the people whose books the reader is helping to produce. Even people with very profound learning disabilities can be involved at some level in the compilation of their life story books. 'Getting started' aims to motivate the reader to begin preparing a life story book, emphasising how easily this can be done and giving advice for making a start on the project, including easy-to-use checklists. 'Collecting information' sets out in detail the steps needed to gather information for a life story project, including making contacts, having an interview schedule and sourcing information. 'Presenting a life history' helps the reader make sense of all the information gathered. Advice is given on how to write the stories, gain feedback and present the overall book. The chapter also explores the many ways of presenting life story information. A simple collage-style poster on a person's wall can constitute a life story book, or a multimedia computerised version can be created. The style will depend on the individual's needs and preferences. Examples and advice are included for recreating the different styles. The final chapter emphasises that a life story book is never complete. It is just a beginning and can be added to at any point. This chapter also summarises the other chapters and highlights the joy and pleasure a life story book can bring. Example quotations are used to emphasise the value of creating life story books for people with learning disabilities. Setting out a person's history encourages others to view them as unique individuals. All chapters but the first end with a summary.
24 references
Subject terms:
learning disabilities, life story books, self-concept, communication disorders;
This resource has been developed to help anyone supporting a person with learning difficulties who develops dementia. The ringbound pack contains a series of easily accessible, straightforward, practical and realistic guidance to provide good quality care. It is arranged in three sections: background, fact sheets and tools. Each of these sections is designed to be used alone or together with other parts of the pack.
This resource has been developed to help anyone supporting a person with learning difficulties who develops dementia. The ringbound pack contains a series of easily accessible, straightforward, practical and realistic guidance to provide good quality care. It is arranged in three sections: background, fact sheets and tools. Each of these sections is designed to be used alone or together with other parts of the pack.
Extended abstract:
Author
KERR Diana, WILKINSON Heather
Title
In the know: implementing good practice: information and tools for anyone supporting people with a learning disability and dementia.
Publisher
Pavillion, 2005
Summary
This resource has been developed to help anyone supporting a person with learning difficulties who develops dementia. The ringbound pack contains a series of easily accessible, straightforward, practical and realistic guidance to provide good quality care. It is arranged in three sections: background, fact sheets and tools. Each of these sections is designed to be used alone or together with other parts of the pack.
Context
Along with the rest of the population, people with learning difficulties are living longer, bringing all the illnesses and conditions of older age. One condition, which people with Down's syndrome are more likely to experience, is dementia. Providing effective, high-quality care for someone with learning difficulties who develops dementia is a highly-skilled role. Without support and information staff and carers can find the experience overwhelming, trying to react to changing needs. Their ability to cope is clearly influenced by their level of knowledge and their understanding of the impact of dementia.
Contents
Section 1 describes the background, method and how to use the pack, and also includes references and sources of further information. Section 2 contains fact sheets as follows: Dementia and people with learning difficulties – some basic information; Is this dementia?; Getting a diagnosis; Developing good communication with people with dementia; Developing life story work; Challenging behaviour: developing appropriate responses; Developing suitable environments; Supporting people to eat well; The later stages; and Supporting the friends and peers of the person with dementia. Section 3 consists of copiable ‘tools': Brain diagram; Alert signs; Record of prompting; Differential diagnosis chart; An example of a dementia diagnostic care pathway; Dos and don'ts; Suggestions for things to be included in life story work; Charter for good practice in life story work; Strategies to help deal effectively with challenging behaviour; Developing a suitable environment; Guidelines for helping people to eat well; and Taking care of skin when someone becomes bedridden or less active.