Search results for ‘Subject term:"learning disabilities"’ Sort:
Results 1 - 10 of 33
Self-reported life events, social support and psychological problems in adults with intellectual disabilities
- Authors:
- HULBERT-WILLIAMS Lee, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 24(5), September 2011, pp.427-436.
- Publisher:
- Wiley
Previous research has demonstrated a relationship between life events and psychological problems in people with intellectual disabilities. However, these studies have typically relied on proxy informants, usually professional carers or family members. The aim of this study was to examine the relationship between life events and psychological problems in people with intellectual disabilities using self-report data. In addition, the study aimed to examine the direct effect of social support on psychological problems, and its moderating influence on the relationship between life events and psychological problems. The participants, 38 adults with intellectual disabilities, completed 3 psychological measures in a semi-structured interview setting: the Bangor Life Events Schedule for Intellectual Disabilities Self-Report; the Brief Symptom Inventory; and the Social Network Map. The findings showed that exposure to life events, such as death of a close friend or relative or a permanent change in staffing, were positively associated with measures of psychological problems. Social support was generally not found to be associated with psychological problems, although more psychological problems were reported by participants who also reported more criticism of them by others.
Active support: a handbook for supporting people with learning disabilities to lead full lives
- Authors:
- JONES Edwin, et al
- Publisher:
- ARC
- Publication year:
- 2011
- Pagination:
- 60p.
- Place of publication:
- Chesterfield
The authors of the Active Support Handbook have updated the original 6 booklets to create a useful Handbook. The active support project was a highly successful project in Wales, which has now become the UK-wide Active Support Practice Development Service. The Active Support Service can provide training, consultancy and information to any organisation wishing to implement Active Support. Active Support is proven to improve the lives of service users, making it easier to live independently and have greater quality of life. The Active Support Handbook is organised into four sections. Part one: an overview – this looks at what active support is, how to implement it and why it is so important. Part two: interacting to promote participation – this looks at supporting engagement, dealing with problems and thinking in steps. Part three: activity support plans – this part details what an activity support plan is, how it can be used, keeping track of these plans and administration. Part four: maintaining quality – this looks at working as a team, being consistent, positive managerial support, using the information recorded and quality assurance. The Active Support Handbook is a useful resource for anyone supporting people in an adult social care setting.
Reflecting on research since 1987
- Author:
- FELCE David
- Journal article citation:
- Llais, 100, Autumn 2011, pp.14-18.
- Publisher:
- Learning Disability Wales
This article explores the gains made in learning disability research between 1987 and the present. It traces a connection between the major issues that dominated policy in 1987 and today, and explores the effect of the 1983 All Wales Strategy (AWS) which sought to develop comprehensive learning disability services enabling better access to resources for the community. The article looks at the improvement in outcomes that are generally experienced by service users, and how these improvements have been made via a greater push in the research arena. However, not all areas have seen such positive outcomes – challenging behaviour has been notoriously difficult to overcome, and are often determined by environmental factors outside the control of research. The article ends with a discussion of what needs to be further addressed in order to meet the goals of the AWS.
Changes in day opportunities and employment
- Author:
- BEYER Steve
- Journal article citation:
- Llais, 100, Autumn 2011, pp.34-37.
- Publisher:
- Learning Disability Wales
What a person does during the day clearly affects their well-being. Time spent at work or in other activities can contribute to a person’s social life, family life, personal development and keeps someone mentally active. For most, employment is the norm, but for people with learning disabilities these daily activities are often absent. Day centres help fill this gap and provide a valuable service for families so can organise their days. When the All Wales Strategy (AWS) emerged in 1983 segregated forms of adult training centres and education centres were the main form of day provision. However, problems with this model led the AWS to call for the provision of better experience for people with learning disabilities. This article traces the development and changes within day services across Wales since their early inception in 1983.
Paid advocacy pays!
- Author:
- LANE Jane
- Journal article citation:
- Llais, 100, Autumn 2011, pp.41-42.
- Publisher:
- Learning Disability Wales
The foundation of Advocacy Matters (Wales) (AMW) began in 1989 as a result of the closure of Ely hospital in Cardiff. AMW provided a Citizen Advocacy partnership to patients which involved preparing and training local volunteers to form a long-term partnership to help their ‘partner’ speak up about their rights and communicate what they wanted. This article discusses the Protection of Vulnerable Adults (POVA) scheme, a part of AMW which was introduced to give significantly greater protection and support to adults from abuse and inappropriate care. Three case studies are presented which detail the need for paid advocacy in people’s lives, each highlighting the positives that a paid advocate can bring to vulnerable adults living in care.
The Good Thinking! course — developing a group-based treatment for people with learning disabilities who are at risk of offending
- Authors:
- GOODMAN Wendy, et al
- Journal article citation:
- Journal of Learning Disabilities and Offending Behaviour, 2(3), 2011, pp.114-121.
- Publisher:
- Emerald
Offender treatment programmes are often inaccessible to those with learning disabilities, which may mean those convicted of offences may receive no offender treatment. This paper describes the development of the “Good Thinking!” course, a group-based offender treatment programme designed to help address this need. It aims to inform and encourage clinicians and commissioners working in this field to increase the availability of specialist community-based treatments for offenders who have learning disabilities. The course comprises 23 two-hour sessions run once a week in a community setting. Based on the premise that people who commit offences are often trying to meet ordinary life goals through anti-social means, it aims to help participants identify and understand their goals, develop the social skills necessary, and teaches a problem-solving strategy for more complex problems. A description of the course and a case study are provided. However, to date, insufficient data have been produced to enable a formal evaluation of the effectiveness of the course.
Longitudinal follow-up of weight change in the context of a community-based health promotion programme for adults with an intellectual disability
- Authors:
- THOMAS G. R., KERR M. P.
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 24(4), July 2011, pp.381-387.
- Publisher:
- Wiley
Obesity has been identified as a major health concern in adults with intellectual disabilities. ‘Fit4Wales’ is an ongoing health promotion service delivered by a NHS physiotherapy team which screens, documents and monitors the weight status of individuals with an intellectual disability. The aims of this study were to evaluate the accessibility of this programme and the outcome in terms of weight alteration. The study analysed routine data collected prospectively from the attendees of the Fit4Wales programme. A total of 191 adults with intellectual disabilities were screened and monitored over a 2-year period. The findings showed that 69% of the samples were overweight, obese, or morbidly obese at the beginning of the programme. Despite attendance at intermediate follow-up clinics, 21% of the sample failed to attend at year 1 and 34% failed to attend at year 2 clinics. In terms of BMI changes at year one, 52% of the at-risk BMI category remained static, 26.7% showed a worsening weight status and 20.7% showed an improving weight status. At year 2, 52.1% of the at risk BMI category remained static, while 22% got worse and 25% showed an improvement in weight status. This evaluation demonstrates that long-term health promotion services are challenging to deliver. To be successful, further research is needed into multi-disciplinary programmes which incorporate the primary carers and are responsive to NICE guidelines.
Prisoners with learning disabilities and learning difficulties
- Author:
- TALBOT Jenny
- Journal article citation:
- Prison Service Journal, 195, May 2011, pp.29-35.
- Publisher:
- Her Majesty's Prison Service of England and Wales
It is generally recognised that between 5-10% of the adult offending population have learning disabilities. This article examines the importance of recognising such disabilities within the prison service. A prisoner’s ability to get on in prison is predicated on a number of factors, including the ability to understand what is expected of them and to be understood, and the ability to read and write. Results from learning disability screening tools, completed by prisoners as part of the interview process, show that over two-thirds experienced difficulties in verbal comprehension skills, including difficulties understanding certain words and in expressing themselves. The article highlights many of the findings from the Prison Reform Trust’s No One Knows programme, which concluded that the criminal justice system does not recognise or meet the particular needs of people with learning disabilities and difficulties. Consequently, criminal justice agencies, including prisons, are failing in their legal duty to promote disability equality and to eliminate discrimination.
From institutionalisation to freedom...my story
- Authors:
- WARNER Karen, GAUTERIN Peter
- Journal article citation:
- Llais, 100, Autumn 2011, pp.8-10.
- Publisher:
- Learning Disability Wales
This article examines the story of Peter Gauterin, a 56 year old from Wrexham suffering from mental health problems, who was institutionalised at the age of four, often moved around, before he eventually moved into community living. The article discusses how he suffered bullying and physical abuse by staff, before eventually being left his mother’s house which enabled him to move back into the community. It outlines the help and provisions made to him be social services, the daily care activities he receives, and other forms of support that enable him to live independently.
The history of self-advocacy in Wales
- Authors:
- BOXALL Yvon, KUROWSKI Katrina
- Journal article citation:
- Llais, 100, Autumn 2011, pp.30-33.
- Publisher:
- Learning Disability Wales
People with learning disabilities often have little chance to express their basic rights. Self-advocacy has made people more aware of equality and the right to community life. Since the early days of the All Wales Strategy (AWS), most self-advocacy was being developed through day services, and was supported by day service staff. Self-advocacy groups focused on people speaking up for themselves to make choices or decisions. This article charts the development of self-advocacy since the launch of the AWS. It describes recent developments such as Individual Planning which was used as to promote the idea that people need to be at the centre of any decisions that affect their lives and lifestyle, and Participation which was also used as a building block in the early days. The article then discusses the development of People First in Wales and how it has contributed to ‘choice and control’, ‘community’ and ‘change’.