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Making a difference. Visual health needs of people with a learning disability
- Authors:
- MCGLADE Anne, et al
- Journal article citation:
- British Journal of Learning Disabilities, 38(3), September 2010, pp.187-193.
- Publisher:
- Wiley
This article discusses the findings from a study to assess the impact of corrective eye treatment in adults with a learning disability. The service was delivered by the Special Visual Assessment Clinic (SVAC) an optometry led, multi professional out-reach service delivered in a Resource Centre in Belfast, Northern Ireland. It was designed to provide high quality optometric services to people with learning disability and to improve the uptake of visual assessments amongst this group of the population. The study, which included user and carer input in its design, involved 15 people with a learning disability, 21 of their family carers, and 12 members of staff in interviews, group discussions, completion of checklists and clinical audit. The findings revealed that prior to the SVAC taking place there was limited awareness of vision related problems amongst all these groups. Following assessment and corrective treatment which, in the main included the provision of glasses, there was a heightened awareness of visual needs and of the benefits of eye examinations which included some tentative links to quality of life.
Individual, life events, family and socio-economic factors associated with young people with intellectual disability and with and without behavioural/emotional problems
- Authors:
- TAGGART L., TAYLOR D., MCCRUM-GARDNER E.
- Journal article citation:
- Journal of Intellectual Disabilities, 14(4), December 2010, pp.267-288.
- Publisher:
- Sage
- Place of publication:
- London
Previous studies have shown that children with learning disabilities are more likely to experience behavioural and emotional problems when compared to those without such disabilities. This study compared and contrasted a range of individual, life events, family and socio-economic risk factors associated with young people with intellectual disabilities and with and without behavioural or emotional problems. One hundred and forty one teachers in 16 schools from both rural and urban schools in Northern Ireland completed a postal questionnaire on 249 young people with learning disabilities aged between 11 and 19 years. There were two groups: 155 young people with behavioural or emotional issues, and 94 without. A number of individual, life events, family and socio-economic risk factors were found to be significantly associated with emotional or behavioural problems. In ending, the authors discuss the findings in relation to results from other studies.
Screening for mental health problems in adults with learning disabilities using the Mini PAS-ADD Interview
- Authors:
- DEVINE Maurice, TAGGART Laurence, MCLORNIAN Paula
- Journal article citation:
- British Journal of Learning Disabilities, 38(4), December 2010, pp.252-258.
- Publisher:
- Wiley
Prevalence rates vary considerably regarding the mental health of people with learning disabilities. This variation is a consequence of the assessment methods used to identify such clinical conditions and also the different populations studied. The aim of this study was to establish the prevalence of mental health problems in 96 adults with mild-to-moderate learning disabilities receiving community-based services in Northern Ireland. Using the Mini PAS-ADD Interview schedule, a number of specifically trained interviewers interviewed staff who supported these adults with learning disabilities in their particular work or day care setting to determine whether or not participants had a potential mental health problem. This study found a 33.3% prevalence rate of mental health problems in this community sample. The results of this study fall between previous community prevalence studies that range from 14% to 50%. This sample was found to score higher on the sub-scales of depression and psychosis compared with other prevalence studies. In order to examine the agreement of these findings, a random sample of 27 of the participants were also interviewed by a psychiatrist specialising in learning disability regarding their mental health status. The results found that the Mini PAS-ADD Interview has an overall sensitivity of 1 (100%) and a specificity of 77%. The practical issues of the screening process are discussed. Methodological limitations are also highlighted in accurately predicting prevalence rates of mental health problems in the learning disability population by clinical staff.
Using personal goal setting to promote the social inclusion of people with intellectual disability living in supported accommodation
- Authors:
- McCONKEY R., COLLINS S.
- Journal article citation:
- Journal of Intellectual Disability Research, 54(2), February 2010, pp.135-143.
- Publisher:
- Wiley
Research suggests that the social exclusion of people with intellectual disabilities is more marked in congregated than individualised supported accommodation. Goal setting, which has been effective in some aspects of care, was used here as a means of increasing individuals' choices and engaging support staff in personalised planning. In order to investigate the impact of service setting, people living in four different housing and support options in Northern Ireland were invited to set up to three 'social inclusion' goals (n=130, average age of 45 years (range 21-82)). Attainment of their goals and things that had helped or hindered were reviewed nine months later. The goal selection was repeated and reviewed again after a further 9 months. The most common goals related to social activities with other people and more than half the participants attained at least one of their goals within 9 months; particularly those in supported living arrangements that had more hours of individual staff support. The main reason given for goal attainment was the information and support provided by staff. The authors suggest that goal setting seems a suitable way of promoting social inclusion as it can be tailored to individual needs and aspirations, although extra efforts may be needed to implement and sustain it with staff across all accommodation options.
Adult community statistics: 1st April 2009-31st March 2010
- Author:
- NORTHERN IRELAND. Department of Health, Social Services and Public Safety
- Publisher:
- Northern Ireland. Department of Health, Social Services and Public Safety
- Publication year:
- 2010
- Pagination:
- 77p., tables
- Place of publication:
- Belfast
This statistical report presents information on activity for all Programmes of Care for adults, gathered from HSC Trusts via the annual and quarterly statistical returns. Statistical tables are presented in 6 sections. All Programmes of Care, Elderly Care, Mental Health, Learning Disability, Physical and Sensory Disability, and Primary Health and Adult Community.
Referrals to a learning disability social work team 1996 to 2005
- Authors:
- MORRISON Aine, BICKERSTAFF David, TAYLOR Brian J.
- Journal article citation:
- British Journal of Learning Disabilities, 38(3), September 2010, pp.168-174.
- Publisher:
- Wiley
In order to understand better the needs of clients and to inform the delivery of services, referrals to the North Belfast Learning Disability Social Work Team between 1 January 1996 and 31 December 2005 were studied. The documentary analysis of all 252 referrals during the 10-year period included referral books, social work files and the electronic client-based system Soscare. There were increases in referrals with recorded autism and in those aged 18-25, and high levels of recorded behavioural difficulties. There were low levels of recorded visual impairment, hearing impairment and mental health problems. Twenty-one per cent of referrals were likely to have been diagnosed with a learning disability at age 16 or over. Child referrals showed a broad spectrum of identified need whereas adult referrals were predominantly identified as needing daytime occupation. There was an increase in the team caseload from 364 to 489 over the period caused by the number of referrals exceeding the number of closures every year except 1997. The article recommends a greater focus on health status in social work assessments, a review of case management practice and greater inclusion of `newly diagnosed' adolescents and adults in service planning.
Guidance on responding to people with mental ill health or learning disabilities
- Author:
- NATIONAL POLICING IMPROVEMENT AGENCY
- Publisher:
- National Policing Improvement Agency
- Publication year:
- 2010
- Pagination:
- 208p., bibliog.
- Place of publication:
- London
This guidance provides advice to help police respond more effectively to people who are experiencing mental ill health or who have a learning disability. The guidance is a comprehensive document, providing advice on needs that arise in either a criminal justice capacity (where the person is a victim, witness, suspect or offender) or in a health care capacity (where the police may be acting in support of others who are dealing with someone experiencing a mental health crisis). The separate sections of the guidance cover: general operational guidance; mental health principles; operational police responses to victims and witnesses; use of police powers under the Mental Health Act 1983 and Mental Capacity Act 2005; operational police responses to suspects and offenders; and managing police responses. An aim of the guidance is to support more people with mental ill health being accommodated in health facilities rather than in police custody through better implementation of the Mental Health Act 1983. It also aims to provide an improved response to victims, witnesses, suspects and offenders leading to a reduction in repeat victimisation and offending, and increased reporting to the police of crimes against people with mental ill health or learning disabilities (including discrimination, victimisation and harassment).