Search results for ‘Subject term:"learning disabilities"’ Sort:
Results 1 - 10 of 125
Architects of reform
- Author:
- KAEHNE Axel
- Journal article citation:
- Learning Disability Today, 9(5), July 2009, pp.34-36.
- Publisher:
- Pavilion
- Place of publication:
- Hove
Highlights the key themes from a series of research papers delivered at a round table summit involving academics and practitioners from the US, UK, Netherlands, Germany and Australia looking at what really improves lives for people with learning disabilities.
Hidden pain?: self-injury and people with learning disabilities: summary of findings
- Authors:
- HESLOP Pauline, MACAULEY Fiona
- Publisher:
- Bristol Crisis Service for Women
- Publication year:
- 2009
- Pagination:
- 4p.
- Place of publication:
- Bristol
This summary reports the key findings from a 3-year research project which aimed to obtain the views of people with learning disabilities about their self-injury. It is based on the views of 25 people with learning disabilities and personal experience of self-injury who took part in up to 4 research interviews each. The people with learning disabilities were aged between 14 and 65 and lived in the United Kingdom in a variety of different living arrangements. In addition, interviews were also conducted with 15 family members and 33 professionals. The most common types of self-injury were found to be scratching, cutting their skin and hitting themselves. Half of the participants reported engaging in these behaviours. The next most frequently reported types of self-injury were self-biting, taking an overdose and hitting out at something else such as a wall or hard object. All but 5 of the participants engaged in more than one type of self-injury. This summary provides an overview of the key findings of the project, including the circumstances and feelings leading up to self-injury and what are considered to be helpful forms of support. Recommendations for the care of people with learning disabilities to address their self-injury are provided.
Hidden pain?: self-injury and people with learning disabilities
- Authors:
- HESLOP Pauline, MACAULAY Fiona
- Publisher:
- Bristol Crisis Service for Women
- Publication year:
- 2009
- Pagination:
- 116p., bibliog.
- Place of publication:
- Bristol
This report presents the findings from a 3-year research project which aimed to obtain the views of people with learning disabilities about their self-injury. It is based on the views of 25 people with learning disabilities and personal experience of self-injury who took part in up to 4 research interviews each. The people with learning disabilities were aged between 14 and 65 and lived in the United Kingdom in a variety of different living arrangements. In addition, interviews were also conducted with 15 family members and 33 professionals. The most common types of self-injury were found to be scratching, cutting their skin and hitting themselves. Half of the participants reported engaging in these behaviours. The next most frequently reported types of self-injury were self-biting, taking an overdose and hitting out at something else such as a wall or hard object. All but 5 of the participants engaged in more than one type of self-injury. This report covers: people with learning disabilities’ experiences of self-injury; circumstances leading up to their self-injury; their feelings before self-injuring; how they try to stop themselves self-injuring; the circumstances for people with learning disabilities after self-injuring; what they consider to be helpful and less helpful forms of support; family members and professionals’ views about self-injury; and the impact on family members and professionals of supporting a person with learning disabilities who self-injures.
Hidden pain?: people with learning disabilities who hurt themselves
- Authors:
- HESLOP Pauline, MACAULAY Fiona
- Publisher:
- Bristol Crisis Service for Women
- Publication year:
- 2009
- Pagination:
- 4p.
- Place of publication:
- Bristol
This document is an easy read summary which provides the key findings from a research project which aimed to obtain the views of people with learning disabilities about their self-injury. It is based on interviews of 25 people with learning disabilities and personal experience of self-injury. The key findings of the project are described, including why people hurt themselves and the circumstances leading up to their self-injury, and how people try to stop hurting themselves and the support they need to do this. Other resources for people with learning disabilities who hurt themselves are listed.
Commentary on Social inclusion: life after 'day services'
- Author:
- KIDD Jo
- Journal article citation:
- Tizard Learning Disability Review, 14(2), April 2009, pp.21-24.
- Publisher:
- Emerald
Comments on an article by Alan Leyin and Natalie Kauder which looked at the level of inclusion of people with a learning difficulty, by monitoring community-based activities prior to, and following, the closure of two small day service facilities. The author agrees that people simply 'being in the community' is not enough to ensure they become 'part of the community'. Different types and levels of support appropriate to the individuals need should be provided to ensure inclusion.
Live with a healthy heart
- Author:
- BRITISH HEART FOUNDATION
- Publisher:
- British Heart Foundation
- Publication year:
- 2009
- Pagination:
- 35p., DVD
- Place of publication:
- London
This book and DVD are aimed at people with learning disabilities and explain how to keep a healthy heart. Together, they explain what coronary heart disease is and what the risk factors are. The DVD has real people talking about how they changed the way they lived to look after their hearts. There are no more than 2 risk factors highlighted in each of these stories. The separate chapters of the book support each of the stories in the DVD. The chapters look at: healthy eating and controlling your weight; family history and controlling your blood pressure; stopping smoking; controlling your blood sugar and diabetes; and exercising and having fun.
Activities for adults with learning disabilities having fun, meeting needs
- Authors:
- SONNET Helen, TAYLOR Ann
- Publisher:
- Jessica Kingsley
- Publication year:
- 2009
- Pagination:
- 159p.
- Place of publication:
- London
This is a reference book for professionals and volunteers working with adults with learning difficulties, which provides a workable programme of creative ideas for over 60 sessions of fun and engaging activities. While some of the ideas will be similar to those more pictorially demonstrated in children’s activity books the needs of adults with learning disabilities, whose adult feelings are to be respected, are served. This book is divided into 7 sections describing similar events, each with some general information, tips and hints relating to the activities that follow. Sections covering cooking, arts and crafts, party games, general games, special occasions, drama and dance and outside events are included. Each individual activity starts with specific coded information which, on consulting a key, reveals whether this activity is suitable for wheelchair users, the level of assistance required, levels of noise and mess which will be created, how much reading skill will be required by the users and highlights health and safety issues. This book is written for use in clubs, day-centres, and supported living homes and has been tested by the authors on 16-80 year old adults, with mixed mental and physical abilities in Gateway clubs in the United Kingdom.
Your guide to transition
- Author:
- MENCAP
- Publisher:
- Mencap
- Publication year:
- 2009
- Pagination:
- 37p.
- Place of publication:
- London
The term ‘transition’ is used to describe the process of moving from childhood into adult life. It describes the changes in services when a child becomes an adult. This guide gives information and advice to parents and carers of children with learning disabilities on the transition process, including transition plans and reviews, moving to adult services, education and employment, money and benefits, housing, leisure and friends and relationships.
Barriers to using personalised technology with people with learning difficulties
- Authors:
- BARNARD Steve, BEYER Stephen
- Journal article citation:
- Journal of Assistive Technologies, 3(3), September 2009, pp.50-57.
- Publisher:
- Emerald
The TATE (Through Assistive Technology to Employment), project demonstrated the potential of assistive technology for people with learning difficulties; in particular a number of areas where personalised technology is appropriate. These included more accessible forms of information, more creativity in helping people to try out and use technology, increased co-ordination between personalised technology providers and social care provider staff, a greater need for an ethical framework to guide installation and delivery, greater emphasis on the impact of staff changes on client social isolation and management of workforce expectation of change due to technology. A number of case studies supported these findings. The barriers to effective use of personalised technology were found to include lack of understanding of technology among statutory and voluntary social care providers, amounting in some cases to positive resistance, funding problems in the sense of confusion as to who should fund which aspects, the ethical questions caused partly by the involvement of manufacturers of the equipment , the need for provider leadership and good practice in understanding funding streams, capital and revenue cost implications, staff roles and responsibilities, and working with and understanding other stakeholder agencies, a need for workforce training at various levels, lack of comprehensive policy (for example the UK having only recently ratified the UN Convention on Disability Rights), and lack of experience of personal budget use to provide personalised technology.
Factors that influence outcomes for clients with an intellectual disability
- Author:
- RAFFENSBERGER Marilyn K.
- Journal article citation:
- British Journal of Guidance and Counselling, 37(4), November 2009, pp.495-509.
- Publisher:
- Taylor and Francis
Is counselling effective for clients with an intellectual disability? Practitioners question not only the ability of these clients to derive benefit from counselling but also their own ability to provide an effective service. However, this simplistic binary question does not do justice to the complexities of either the counselling process or the lives of those with an intellectual disability. A more useful question would be, 'What factors influence the counselling outcomes of these clients?' This review invites practitioners to refrain from questioning abilities, but rather to reflect on their practice in light of this latter question. Researchers are invited to broaden the scope of their enquiry to further assist practitioners' reflections.