SOCIAL CARE INSTITUTE FOR EXCELLENCE, NATIONAL INSTITUTE FOR HEALTH AND CARE EXCELLENCE
Publishers:
Social Care Institute for Excellence, National Institute for Health and Care Excellence
Publication year:
2019
Pagination:
4
Place of publication:
London
A quick guide to help practitioners to support people growing older with learning disabilities when they are planning for the future. The guide covers person-centred planning for now, core principles for planning for the future; creating a future plan; and planning for future housing. The content is based on the NICE guideline on 'Care and support of people growing older with learning disabilities.' The quick guide is available as a pdf and as an interactive web resource.
(Edited publisher abstract)
A quick guide to help practitioners to support people growing older with learning disabilities when they are planning for the future. The guide covers person-centred planning for now, core principles for planning for the future; creating a future plan; and planning for future housing. The content is based on the NICE guideline on 'Care and support of people growing older with learning disabilities.' The quick guide is available as a pdf and as an interactive web resource.
(Edited publisher abstract)
Subject terms:
learning disabilities, care planning, person-centred planning, older people;
People with learning disabilities or autism have consistently poorer outcomes in areas such as health, life expectancy and quality of life. This includes their access to paid employment, housing, friendship and social networks. Social care support can help to enable people to address the inequalities they face as a result of learning disabilities. This Strategic Briefing talks through policy, evidence and practice to help leaders' plan social care systems to even out these inequalities so that people with learning disabilities can live good lives. It is aimed at senior decision-makers working across Adults’ Services.
(Edited publisher abstract)
People with learning disabilities or autism have consistently poorer outcomes in areas such as health, life expectancy and quality of life. This includes their access to paid employment, housing, friendship and social networks. Social care support can help to enable people to address the inequalities they face as a result of learning disabilities. This Strategic Briefing talks through policy, evidence and practice to help leaders' plan social care systems to even out these inequalities so that people with learning disabilities can live good lives. It is aimed at senior decision-makers working across Adults’ Services.
(Edited publisher abstract)
Subject terms:
learning disabilities, social care provision, quality of life;
This easy access pack is for experienced trainers and people with learning disabilities who want to work together to do training as equal partners. The pack is made up of a workbook and a DVD-ROM. The workbook includes sections on developing an equal partnership, planning and practising training sessions, and reviewing how actual training went. The DVD-ROM contains video clips illustrating good and bad practice and has been designed to make it easy to use.
This easy access pack is for experienced trainers and people with learning disabilities who want to work together to do training as equal partners. The pack is made up of a workbook and a DVD-ROM. The workbook includes sections on developing an equal partnership, planning and practising training sessions, and reviewing how actual training went. The DVD-ROM contains video clips illustrating good and bad practice and has been designed to make it easy to use.
Subject terms:
learning disabilities, social care staff, training, disabilities;
The Foundation for People with Learning Disabilities has developed a training resource with a difference - family carers, who are also encouraged to deliver the training alongside professionals, developed the contents to train staff working in learning disability services.
The Foundation for People with Learning Disabilities has developed a training resource with a difference - family carers, who are also encouraged to deliver the training alongside professionals, developed the contents to train staff working in learning disability services.
Extended abstract:
Author
FOUNDATION FOR PEOPLE WITH LEARNING DISABILITIES.
Title
Learning with families: a training resource.
Publisher
Mental Health Foundation, 2003
Summary
This pack is described as a training resource with a difference - family carers, who are also encouraged to deliver the training alongside professionals, developed the contents to train staff working in learning disability services.
Context
The White Paper Valuing people (2001) called for a new relationship between families and staff in learning disability services, proposing the involvement of family carers in staff training and development which, it is said, can help staff understand the experiences of families.
Contents
An introduction gives the aim as to enable staff to have a greater understanding of what it means for families to have a relative with a learning disability and how this can affect their relationships with professionals. It discusses the background, and explains that the resource consists of eight sections with handouts and overheads, a video presenting the experiences and views of four families to be used in conjunction with the written materials, and an evaluation form. How it was developed, how to use it, the number of participants (ideally 10-16), preparation for training, and delivering the training are outlined. A table maps the content of this publication to the learning outcomes of LDAF Unit 016: Contribute to supporting relationships - families, carers and friends. The resource has two core components.
Section A: 'Introduction to learning with families', introduces participants to the programme and enables them to discuss positive and negative aspects of family networks and consider the particular characteristics of families with a relative with a learning disability.
Section B, 'Life in the family home', should enable participants to gain an understanding of life in the family home by looking at the impact of having a family member with a learning disability, the difficulties which family carers can have in acknowledging their need for services and the needs of older family carers.
Further sections are: Section C aims to help participants understand some of the feelings family carers experience when it is time to plan ahead and how to promote better planning, support and decision-making; D should help participants understand how family carers and professionals can develop effective partnerships; E intends that participants should gain greater understanding of the feelings and emotions family carers experience when their relative with a learning disability leaves home, the preparations needed and adjustments which must be made following a move; F's aim is to bring understanding of the changes that affect family members when their relative with a learning disability moves from full-time education to different daytime activities and the importance of a satisfying way of life; G should help participants understand the difficulties family carers may have in acknowledging their need for breaks from caring, the benefits of short-term breaks for the person with a learning disability and their family carers, and that short-term breaks may serve as a preparation for the future; and H aims to help participants understand how family carers and professionals can communicate more effectively with one another to maximise available resources and experience.
Appendix 1 gives guidelines for those new to training, and Appendix 2 is the evaluation form.
This research-based resource has been designed to provide training on sexuality and sexual rights for everyone involved in the lives of people with learning disabilities, including the individuals themselves. The easily accessible training aims to support people with learning disabilities, their families and friends, service providers and staff to learn about values, attitudes, safety and rights in relation to sexuality and relationships.
This research-based resource has been designed to provide training on sexuality and sexual rights for everyone involved in the lives of people with learning disabilities, including the individuals themselves. The easily accessible training aims to support people with learning disabilities, their families and friends, service providers and staff to learn about values, attitudes, safety and rights in relation to sexuality and relationships.
Based on a survey of Association for Real Change's member organisations, which all support people with learning difficulties, the issues faced are broken into sections, including practical problems, the legal situation and auditors' requirements. The pack is founded on clear values and promotes people's rights to have control over their money. Equally, risk is thoroughly addressed and there are useful tools for assessing levels of required support alongside risk and capacity. An important section has lots of resources to help people (and their staff) develop better skills with money. One of the guide's strengths is the ARC's members' contributions; their own pilot projects offer ideas on best practice and some solutions. The Financial Passport is a simple idea that will help people explain how they should be supported. The accompanying CD-Rom contains procedures that can be adapted; plus a simple budget planning programme which some may find useful. Although the guide is aimed at support staff and auditors, much of the information could be shared with family carers.
Based on a survey of Association for Real Change's member organisations, which all support people with learning difficulties, the issues faced are broken into sections, including practical problems, the legal situation and auditors' requirements. The pack is founded on clear values and promotes people's rights to have control over their money. Equally, risk is thoroughly addressed and there are useful tools for assessing levels of required support alongside risk and capacity. An important section has lots of resources to help people (and their staff) develop better skills with money. One of the guide's strengths is the ARC's members' contributions; their own pilot projects offer ideas on best practice and some solutions. The Financial Passport is a simple idea that will help people explain how they should be supported. The accompanying CD-Rom contains procedures that can be adapted; plus a simple budget planning programme which some may find useful. Although the guide is aimed at support staff and auditors, much of the information could be shared with family carers.
Subject terms:
learning disabilities, personal finance, debt, financial abuse;
This quality standard covers the care of children, young people and adults with a learning disability and behaviour that challenges. It is focused on ensuring that assessment leads to personalised care planning and access to meaningful activities. It consists of eight quality statements, aiming to ensure that the approaches used by staff to support people with a learning disability follow the least restrictive practice and promote privacy and dignity. The statements cover: comprehensive health assessment; initial assessment of behaviour that challenges; designated coordinator; personalised daily activities; review of restrictive interventions; use of medication; review of medication; and family and carer support.
(Edited publisher abstract)
This quality standard covers the care of children, young people and adults with a learning disability and behaviour that challenges. It is focused on ensuring that assessment leads to personalised care planning and access to meaningful activities. It consists of eight quality statements, aiming to ensure that the approaches used by staff to support people with a learning disability follow the least restrictive practice and promote privacy and dignity. The statements cover: comprehensive health assessment; initial assessment of behaviour that challenges; designated coordinator; personalised daily activities; review of restrictive interventions; use of medication; review of medication; and family and carer support.
(Edited publisher abstract)
This resource is written to help with the selection and evaluation of outcomes of intervention for people with learning disabilities whose behaviour presents challenges for services. The authors cover a range of potential outcomes, enabling selection of those which are most relevant in order to evaluate progress towards achieving those outcomes. They look at both the personal and social consequences of the person's challenging behaviour and the effect of interventions on these quality of life factors, rather than simply focusing on attempting to reduce the challenging behaviour itself. The book is designed to act as an addition to existing assessment and intervention processes and documentation, and can be adapted to suit individual circumstances. Sections include: positive goals and positive behavioural support (PBS); development of positive goals; and how to use positive goals. It is aimed at carers, clinical psychologists, psychiatrists, behaviour therapists, community learning disability nurses, social workers, care managers, members of community learning disability teams and members of challenging behaviour teams. The resource is presented in ring-bound format with a CD-rom containing video clips and photo stories.
This resource is written to help with the selection and evaluation of outcomes of intervention for people with learning disabilities whose behaviour presents challenges for services. The authors cover a range of potential outcomes, enabling selection of those which are most relevant in order to evaluate progress towards achieving those outcomes. They look at both the personal and social consequences of the person's challenging behaviour and the effect of interventions on these quality of life factors, rather than simply focusing on attempting to reduce the challenging behaviour itself. The book is designed to act as an addition to existing assessment and intervention processes and documentation, and can be adapted to suit individual circumstances. Sections include: positive goals and positive behavioural support (PBS); development of positive goals; and how to use positive goals. It is aimed at carers, clinical psychologists, psychiatrists, behaviour therapists, community learning disability nurses, social workers, care managers, members of community learning disability teams and members of challenging behaviour teams. The resource is presented in ring-bound format with a CD-rom containing video clips and photo stories.
Subject terms:
intervention, learning disabilities, outcomes, quality of life, challenging behaviour;
The compulsory four modules of the Learning Disability Qualification Induction Award (which replaces the LDAF qualification) need to be completed by all staff new to working with people with learning disabilities. The Award is directly linked to the Common Induction Standards set out by Skills for Care but puts these in the context of supporting people with learning disabilities.- Are you new to supporting people with a learning disability? - Do you need to get to grips with what's required for the new Learning Disability Qualification Induction Award? These new learning materials provide a fresh approach to help make the most of your study time. The interactive workbook format will help you to record and consolidate your working and learning as evidence, which can be used towards meeting the Level 2 Learning Disability Qualification (LDQ) Induction Award in Supporting People with a Learning Disability
The compulsory four modules of the Learning Disability Qualification Induction Award (which replaces the LDAF qualification) need to be completed by all staff new to working with people with learning disabilities. The Award is directly linked to the Common Induction Standards set out by Skills for Care but puts these in the context of supporting people with learning disabilities.- Are you new to supporting people with a learning disability? - Do you need to get to grips with what's required for the new Learning Disability Qualification Induction Award? These new learning materials provide a fresh approach to help make the most of your study time. The interactive workbook format will help you to record and consolidate your working and learning as evidence, which can be used towards meeting the Level 2 Learning Disability Qualification (LDQ) Induction Award in Supporting People with a Learning Disability
Subject terms:
learning disabilities, qualifications, social care staff, training, disabilities;