Search results for ‘Subject term:"learning disabilities"’ Sort:
Results 1 - 10 of 42
Lead on!
- Authors:
- DAVIES Jill, BURKE Christine
- Journal article citation:
- Learning Disability Today, 10(8), October 2010, pp.26-27.
- Publisher:
- Pavilion
- Place of publication:
- Hove
People with learning disabilities have been encouraged to take up leadership roles through the development of local partnership boards and self-advocacy groups. This article describes a programme led by the Foundation for People with Learning Disabilities to help people with learning disabilities become leaders. The Learning for Leadership programme empowers participants to develop their leadership skills and learn how they can make real change happen. The programme has been run in Wales, Cornwall and Kent. In each area local leaders with a learning disability have coordinated the workshops alongside staff from the Foundation. The programme is highly interactive and personalised with group work, role-play, DVD clips and engaging in real life situations. The outcomes from the programme have ranged from better opportunities in gaining employment, being more confident is speaking up in public, and becoming more politically aware.
Staying on TRAC
- Authors:
- JONES Victoria, et al
- Journal article citation:
- Learning Disability Today, April 2010, pp.34-36.
- Publisher:
- Pavilion
- Place of publication:
- Hove
People with learning disabilities are acknowledged as a particularly vulnerable group, with estimates of the number who have been victims of abuse ranging from 30-50%. However, research has often failed to ask people with learning disabilities what they think and feel about abuse. Participatory research aims to give power back to disabled people and bring about change both in research and wider society. It involves people with learning disabilities working as co-researchers and being actively involved in all stages of the research process. This article describes a planned 3-year study by the Teaching and Research Advisory Committee (TRAC) at the University of Glamorgan with their partners Rhondda Cynon Taff People First and New Pathways. The planned study will explore what people with learning disabilities understand by abuse, what help and support they need to keep themselves safe from abuse and, if someone has been abused, what are the best ways to provide support. The project will actively involve people with learning disabilities at all stages of the research process, with 3 people with learning disabilities employed as co-researchers. The information gathered from the study will be used to directly inform the development of counselling provision for people with learning disabilities.
Supporting carers to care in a crisis: an analysis of additional service provision essential to carers of people with learning disabilities
- Author:
- DAVIES Rebecca
- Journal article citation:
- Llais, 98, Winter 2010, pp.14-17.
- Publisher:
- Learning Disability Wales
Research into how unpaid carers for people with learning disabilities cope with 'crisis' in their lives and the lives of those they care for was commissioned by Gwalia Housing in Wales. Twenty four carers who had experienced a crisis situation were interviewed. Although carers feedback found great variation in carers experience and definitions of crisis, the most frequent theme was that a crisis was something that stopped carers carrying out their duties. Carers were also asked about their experience of services and how they could help in crisis. The article concludes with a number of recommendations for practice.
A guide for advocates: supporting people with learning disabilities who are described as having challenging behaviour
- Author:
- CHALLENGING BEHAVIOUR FOUNDATION
- Publisher:
- Challenging Behaviour Foundation
- Publication year:
- 2010
- Pagination:
- 77p.
- Place of publication:
- Chatham
A practical guide providing key information about best practice in supporting people living with challenging behaviour in England and Wales. The resource is written for both professional advocates and family carers advocating on behalf of people with learning disabilities who are described as having challenging behaviour. The characteristics of good support are identified, with suggested questions for advocates to ask around personalisation, activities and opportunities, staff training and communication skills. The guide also looks at issues such as the use of medication, physical intervention, barriers and seclusion, sectioning under the mental health act and alleged offending. Key bullet points identify the issues that may be encountered, checklists and case studies and a charter for challenging behaviour are included.
Prisoners' voices: experiences of the criminal justice system by prisoners with learning disabilities
- Author:
- TALBOT Jenny
- Journal article citation:
- Tizard Learning Disability Review, 15(3), July 2010, pp.33-41.
- Publisher:
- Emerald
This article is based on a UK-wide programme of work run by the Prison Reform Trust entitled No One Knows and, in particular, on interviews with prisoners conducted as part of the No One Knows programme. No One Knows aims to effect change by exploring and publicising the experiences of people with learning disabilities and learning difficulties who come into contact with the police and who subsequently enter the criminal justice system and the effect that their impairments have on their ability to cope with the criminal justice process. The research was undertaken in 2007 and involved 173 interviews in 14 prisons; 10 of which were in England and Wales and 4 in Scotland. Of these interviews 154 were conducted with prisoners identified by staff as having learning disabilities or difficulties, and 19 were conducted with comparison prisoners without learning disabilities or difficulties. Prisoners were asked about their experiences of the criminal justice system, including at the police station, in court and in prison, and about their aspirations for the future. The findings demonstrate the difficulties that the prisoners have with: reading and writing; understanding and being understood; prison rules and discipline; being scared and bullied; support with daily living; and depression and anxiety. The article concludes that, once in the criminal justice system, people with learning disabilities and difficulties struggle to cope. At worst this can affect their right to a fair hearing in court and, if they are sentenced to custody, may mean longer in prison.
Trauma and post-traumatic stress disorder (PTSD) in a high secure forensic learning disability population: future directions for practice
- Authors:
- BRAKENRIDGE Irene, MORRISSEY Catrin
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 4(3), September 2010, pp.49-56.
- Publisher:
- Emerald
Based at the National Centre for High Secure Learning Disability Services, for England and Wales, this service evaluation used a range of methods, such as reviewing already filed information and self-reports of individual Rampton Hospital residents (n=40) for evidence of post-traumatic stress disorder (PTSD). Records were often found lacking in detail and missing some structured measures, such as the Posttraumatic Stress Diagnostic or Lancaster and Northgate Self Report and Informant Trauma scales (n=22). Findings indicated that most individuals had suffered lifetime trauma, typically of multiple types of abuse, but there was often were little information recorded about the traumatic events themselves, few trauma-specific assessments of exposure or symptoms and PTSD was rarely diagnosed and treated. Some could not talk about their past at all. The authors advise that the service under study at Rampton aims to provide trauma-specific training to staff and to conduct routine structured assessments, offering adapted evidence-based psychological interventions where appropriate for patients who may have experienced abuse and trauma.
To work, or not to work?
- Author:
- BILLINGS Daron
- Journal article citation:
- Learning Disability Today, 10(7), August 2010, pp.20-21.
- Publisher:
- Pavilion
- Place of publication:
- Hove
A question faced by the increased number of people with learning disabilities who own a home of their own, is whether or not to work. This article highlights the work of MySafeHome, who offer specialist mortgage services which enable people with learning disabilities to engage in employment while still being able to afford their own homes. Instead of purchasing a large share of their new home, and relying on the support for mortgage interest (SMI) scheme to help with the financial aspects, MySafeHome enables people with learning disabilities to buy a smaller percentage (25% minimum). This means the capital repayment mortgage would be comfortably within their budgets (for buyers without an income, mortgages are generally arranged on an interest only basis). If their earnings increase, they are free to increase their stake in their new home, giving both the flexibility and incentive to carry on developing their career. The message of the article is simple: rules and regulations surrounding benefits should not get in the way of someone having both the home and career they deserve.
A comparison of quality of life outcomes for people with intellectual disabilities in supported employment, day services and employment enterprises
- Authors:
- BEYER Stephen, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 23(3), May 2010, pp.290-295.
- Publisher:
- Wiley
Policy objectives for people with intellectual disabilities include day service modernisation and the promotion of paid employment and quality of life. Quality of life is under represented as an outcome measure in vocational research. This research compares subjective and objective quality of life, and quality of work environment for adults with intellectual disabilities in supported employment, employment enterprises and day services with non-disabled workers in community employment. A purposive sample of people with intellectual disabilities comprised: 17 supported employees; 10 employment enterprise workers; 10 day service attendees; and, in addition, 17 non-disabled work colleagues of supported employees. Data (Comprehensive Quality of Life Scale and Work Environment Scale) was collected by interview, and a between-subjects group comparison design was used. The results demonstrated that supported employees reported higher objective quality of life than employment enterprise workers and day service attendees. Non-disabled co-workers reported higher objective quality of life and autonomy at work than the 3 groups of people with intellectual disabilities. Supported employees reported higher subjective quality of life than non-disabled co-workers. The findings support the utility of supported employment as a means to provide constructive occupation and enhanced quality of life to people with intellectual disabilities. However, closing the gap with respect to non-disabled co-workers on objective quality of life measures represents a challenge and will require improving the quality of job finding and workplace support and the training provided.
Making it work: embedding a supported employment approach in vocational education and training for people with learning difficulties
- Author:
- JACOBSEN Yola
- Publisher:
- National Institute for Adult Continuing Education
- Publication year:
- 2010
- Pagination:
- 138p.
- Place of publication:
- Leicester
The purpose of this book is to provide information about the supported employment process and how this can be embedded in vocational training and courses for people with learning difficulties. It focuses on how people with learning difficulties who are learners in the post-16 education and training sector can be supported to develop the skills and gain the necessary experience to move into employment and have real jobs in ordinary settings. The book was developed in consultation with providers who are developing a supported employment approach in their courses, and case studies are provided throughout to illustrate how this work is being put into practice. The book focuses on: the voice of the learner; disability rights legislation and learning and skills policies; principles and processes of supported employment; person-centred approaches in vocational courses and training; supported employment in the learning and skills sector; collaborative working; curriculum development and supported employment; working with parents and carers; and working with employers. The book is aimed at practitioners and managers working with people with learning difficulties in further education colleges, adult and community learning services, work-based learning and voluntary sector organisations.
Psychiatric services for children and adolescents with intellectual disabilities
- Author:
- ROYAL COLLEGE OF PSYCHIATRISTS
- Publisher:
- Royal College of Psychiatrists
- Publication year:
- 2010
- Pagination:
- 24p., bibliog.
- Place of publication:
- London
This report deals with services for a population that is still relatively neglected: those falling between child and adolescent psychiatry and learning disability psychiatry. It reviews the resources required for a psychiatric service to young people under 18, and their families. Starting with an overview of the changing approaches to the psychiatric needs of this population, the nature of its disorders and the variety of interventions, it sets out the characteristics of a model service dealing with its structure, location, personnel and resources. The report provides a draft standard specification that can inform negotiations between service commissioners, clinicians and general managers of mental health services. While it focuses on the psychiatric element, it recognises that such a service must be multidisciplinary and multiagency and therefore must be seen within the wider range of services supporting mental health. These include education, social services, community child health and other agencies. The report is aimed at anyone involved in planning or helping to develop a psychiatric service for children and adolescents with intellectual disabilities.