Search results for ‘Subject term:"learning disabilities"’ Sort:
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Making us count: identifying and improving mental health support for young people with learning disabilities
- Author:
- FOUNDATION FOR PEOPLE WITH LEARNING DISABILITIES
- Publisher:
- Foundation for People with Learning Disabilities
- Publication year:
- 2005
- Pagination:
- 141p.
- Place of publication:
- London
This report has been written with care managers, senior service managers, commissioners of services and interested practitioners in mind. It aims to explore the issues of mental health needs as understood by young people themselves and their family carers. To present their views about the gaps in services, what they find helpful and what kinds of support they would like to be available highlight some new and exciting approaches to addressing the mental health needs of young people with learning disabilities and to recommend ways in which services and support can be improved for both young people with learning disabilities and their family carers.
Dementia: supporting people with dementia and their carers: understanding NICE-SCIE guidance
- Author:
- NATIONAL COLLABORATING CENTRE FOR MENTAL HEALTH
- Publishers:
- National Institute for Health and Clinical Excellence, Social Care Institute for Excellence
- Publication year:
- 2006
- Pagination:
- 19p.
- Place of publication:
- London
Produced by NICE and SCIE, this guideline makes recommendations for the identification, treatment and care of people with dementia and the support of carers within primary and secondary healthcare, and social care. The guide is for health and social care staff who work with people with dementia and their carers, and those who work with older people and people with learning disabilities. This includes GPs, nurses, geriatricians, psychiatrists, social workers, care home managers and care staff. It also includes recommendations relevant to commissioners, managers and coordinators of health and social care.
A voice of their own: a toolbox of ideas and information for non-instructed advocacy
- Author:
- LAWTON Annie
- Publisher:
- British Institute of Learning Disabilities
- Publication year:
- 2006
- Pagination:
- 85p.
- Place of publication:
- Kidderminster
This toolbox is a place to come for ideas, suggestions and contact details to help you ensure your advocacy partner has a voice, is listened to and is taken seriously by others who can bring about change. It is particularly useful for anyone advocating for a person with high support needs by which we mean anyone who does not communicate using words, has significant barriers to communication and/or complex physical, health or emotional needs and requires lots of extra support as a result. This could include people who have a learning disability with sight or hearing difficulties or those with a mental illness or autism. There is no one ‘right’ way to advocate. The important thing is to collect together a number of different tools and use these in whatever combination will produce the required results.
Pathways to success: good practice guide for children's services in the development of services for disabled children: evidence from the pathfinder children's trusts
- Author:
- WHEATLEY Helen
- Publisher:
- Council for Disabled Children
- Publication year:
- 2006
- Pagination:
- 64p.
- Place of publication:
- London
The development of the children’s trust model for delivery of local services is at the heart of legislation and policy regarding all children and young people. The development of the pathfinder children’s trust’s work has been at the forefront in taking forward the duties set out in the Children Act 2004. Thirty five pathfinder children’s trusts were announced in 2003. Their brief was to improve partnership working and try out ways of doing this which suited local needs. Each children’s trust had a specific area which they identified as a focus for the development of an effective model. A third of the children’s trusts had identified disabled children’s services as their priority areas of work.
Improving support for black disabled people: lessons from community organisations on making change happen
- Author:
- SINGH Becca
- Publisher:
- Joseph Rowntree Foundation
- Publication year:
- 2005
- Pagination:
- 70p.
- Place of publication:
- York
This study reviews the JRF's Making Change Happen programme, which provided a year’s funding to four grassroots development organisations with a track record in providing support to black disabled people. The report sets out the lessons that emerged from the four development projects. It includes: overviews of the four development projects; lessons and common themes, with boxed illustrations from the projects; detailed case studies from two of the projects; practical pointers and suggestions for voluntary and community organisations wishing to improve support to black and minority ethnic disabled people; and some questions for funders and service providers to consider.
Developing Connexions: young people with disabilities, mental health needs or autistic spectrum disorders
- Authors:
- ROWLAND-CROSBY Nic, GIRAUD-SAUNDERS Alison, SWIFT Paul
- Publisher:
- Foundation for People with Learning Disabilities
- Publication year:
- 2004
- Pagination:
- 141p.
- Place of publication:
- London
This report outlines a two and half year project evaluating the support offered by the new Connexions Service to young people with learning difficulties, physical impairments, to young deaf people, those with visual impairments, young people experiencing mental health problems or those with autistic spectrum disorders. The project covered five Connexions Services across the country. Lessons for good practice are outlined and recommendations for future service improvements made.
First impressions: emotional and practical support for families of young children with a learning disability: a guide for practitioners and service commissioners
- Author:
- DAVIES Jill
- Publisher:
- Foundation for People with Learning Disabilities
- Publication year:
- 2005
- Pagination:
- 30p.
- Place of publication:
- London
This project researched the emotional needs of families where there is a child with learning disabilities, from the time of the diagnosis to the age of five years. This was in recognition of the fact that the way parents are told the news of their child's disability and the support they receive is crucial to the future of the whole family . This was achieved through conducting a literature review and a small study. The research involved in-depth interviews with twenty-two parents to find out the following information: how the diagnosis was given to them; what information they received immediately after the diagnosis and in the following couple of years ;what support, both emotional and practical, they received from the time of birth to the age of five years; and what the impact of having a child with a disability was on the family.
Treat me well: simple adjustments make a big difference
- Author:
- MENCAP
- Publisher:
- Mencap
- Publication year:
- 2018
- Pagination:
- 52
- Place of publication:
- London
Sets out aims and rationale of the Treat Me Well campaign, which is intended to transform how the NHS treats people with a learning disability. The report starts with an assessment of the earlier campaign Death by Indifference (2007), which highlighted the serious consequences of healthcare inequalities and helped increase awareness and greater commitment from health care organisation. It then presents findings of new research to find out how people with a learning disability feel about their experiences of going to hospital and the views of healthcare professionals on the quality of care. Survey results show that: over 1 in 5 think that healthcare staff are bad at explaining things to them when they are at the hospital; 75 per cent said their experience of going to the hospital would be improved if staff explained things in a way that was easy to understand; almost a quarter of healthcare professionals have never attended training on meeting the needs of patients with a learning disability and over 1 in 3 think the quality of healthcare received by patients with a learning disability is worse than that received by patients without a learning disability; almost half of healthcare professionals think that a lack of training on learning disability might be contributing to avoidable deaths. The report outlines a framework to support system-wide change, with a focus on: compulsory learning disability training; sufficient resources for staff; strong leadership for government and the NHS; making communication accessible to all; allowing extra time in appointments; and providing written information in an accessible format. (Edited publisher abstract)
Development and dissemination of a core competency framework
- Authors:
- TROLLOR Julian N., et al
- Journal article citation:
- Journal of Mental Health Training Education and Practice, 12(4), 2017, pp.237-248.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to describe and critique the methodology used to develop a core competency framework for mental health professionals working with people with an intellectual disability and co-occurring mental ill health. Design/methodology/approach: A multi-phase, multi-method design was used to collect qualitative and quantitative data, including a scoping survey, modified online Delphi, and consultation with multiple stakeholders. The implementation phase involved a launch forum and workshop, toolkit development, and evaluation strategy. Findings: Results from the scoping survey and consultation process informed the development of a core competency framework with 11 domains. An accompanying toolkit was also developed with practical guidance to assist with the implementation of the core competencies. In total, 93 professionals attended the launch forum, and the framework has been downloaded 998 times during the first year it has been available. Research limitations/implications: Detailed information specific to each profession cannot be included when a whole of workforce approach is used. The ways in which to use the framework in conjunction with other core competency frameworks is discussed. Practical implications: This framework can be utilised by mental health workers including clinicians, managers, service developers, and educators, from multiple professional backgrounds. The approach taken can also be used by others to develop similar frameworks. Originality/value: This is the first core competency framework, to the authors’ knowledge, specifically designed for public mental health professionals from varied backgrounds working with people with an intellectual disability. Consulting with multiple stakeholders, not just experts, elicited new information that may otherwise have been overlooked. (Publisher abstract)
Quality of diagnosis and treatment plans after using the ‘diagnostic guideline for anxiety and challenging behaviours’ in people with intellectual disabilities: a comparative multiple case study design
- Authors:
- PRUIJSSERS Addy, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 29(4), 2016, pp.305-316.
- Publisher:
- Wiley
Background: People with intellectual disabilities often have a multitude of concurrent problems due to the combination of cognitive impairments, psychiatric disorders (particularly anxiety) and related challenging behaviours. Diagnoses in people with intellectual disabilities are complicated. This study evaluates the quality of the diagnoses and treatment plans after using a guideline that was developed to support professionals in their diagnostic tasks. Materials and Methods: A comparative multiple case study with an experimental and control condition, applying deductive analyses of diagnoses and treatment plans. Results: The analyses revealed that the number of diagnostic statements and planned treatment actions in the experimental group was significantly larger and more differentiated than in the control condition. In the control group, consequential harm and protective factors were hardly mentioned in diagnoses and treatment plans. Conclusions: Working with the ‘Diagnostic Guideline for Anxiety and CB’ leads to improved diagnoses and treatment plans compared with care as usual. (Publisher abstract)