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Challenging behaviour and associated risk factors: an overview (part I)
- Authors:
- KORITSAS Stella, IACONO Teresa
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 6(4), 2012, pp.199-214.
- Publisher:
- Emerald
This review, the first in a two-part series, explores challenging behaviour in adults, its prevalence, risk factors and causes. It aims to provide an overview of prevalence studies and explore the various risk factors that have been associated with challenging behaviour. The authors also seek to explore methodological differences across studies that may contribute to the prevalence variations reported in the literature. The article summarises the findings from frequently cited prevalence studies as well as more recent studies. The prevalence of challenging behaviour reported in the literature has varied due to methodological differences across studies. Despite this, the best estimate is believed to be from 15 to 17.5 per cent. A range of factors have been associated with challenging behaviour and include gender, age, severity of disability and residential setting.
Patients with personality disorders and intellectual disability - closer to personality disorders or intellectual disability? A three-way comparison
- Authors:
- ALEXANDER Regi T., et al
- Journal article citation:
- Journal of Forensic Psychiatry and Psychology (The), 23(4), August 2012, pp.435-451.
- Publisher:
- Taylor and Francis
Within secure intellectual disability services, the prevalence of personality disorders is around 50%. This study aimed to examine how patients with both intellectual disability and a personality disorder differ from those with an intellectual disability alone or those with a personality disorder alone. It involved retrospective case-note analysis relating to a sample of 362 patients discharged from secure hospital services in the UK between 1992 and 2001. The article describes the methodology and data analysis, and presents the results. It reports that the findings suggest that within the secure hospital system, those with intellectual disability alone and personality disorder alone were strikingly distinct, while those with both intellectual disability and personality disorders appeared to follow a path closer to those with intellectual disability in terms of outcomes. The authors discuss the differences and similarities between patients and the implications of the findings.
A systematic review of quality of life measures for people with intellectual disabilities and challenging behaviours
- Authors:
- TOWNSEND-WHITE C., PHAM A.N.T., VASSOS M.V.
- Journal article citation:
- Journal of Intellectual Disability Research, 56(3), March 2012, pp.270-284.
- Publisher:
- Wiley
Six of the twenty-four quality of life instruments identified, were considered to be psychometrically sound and were assessed against 24 criteria developed from the consumer outcome measurement literature. None of the instruments were specifically developed for use with people with intellectual disability. One scale, the Multifaceted Lifestyle Satisfaction Scale, performed well in most respects but suffered from a lack of replication; a criticism applied to all of the instruments studied in detail. The need for further development and validation of quality of life measures for use with people who display challenging behaviour, or have intellectual disabilities, is emphasised.
Saying no to sexual violence
- Authors:
- OLSEN Angela, HARRIS Karen
- Journal article citation:
- Learning Disability Today, August 2012, pp.12-15.
- Publisher:
- Pavilion
- Place of publication:
- Hove
For many women with learning disabilities, sexual violence appears to be a fact of life. Data has revealed that as a result of sex education, women with learning disabilities have very low self-esteem and are often socially isolated and end up in abusive relationships. This article details an approach to ending the suffering caused by these relationships, but suggests extra support is needed to be able to deal with this problem in a confident and positive way.
Understanding emotional and psychological harm of people with intellectual disability: an evolving framework
- Authors:
- ROBINSON Sally, CHENOWETH Lesley
- Journal article citation:
- Journal of Adult Protection, 14(3), 2012, pp.110-121.
- Publisher:
- Emerald
A framework for better understanding the emotional and psychological abuse and neglect of people with intellectual disability was developed to support a narrative study with people with intellectual disability, families and other supporters about the lived experience of this maltreatment in disability accommodation services in Australia. This paper describes the underpinning review of emotional and psychological abuse and neglect and the evolving new framework. A review of existing understandings of this form of abuse in research and policy was conducted, and a framework developed and tested for “trustworthiness”. Based on the review, a framework of emotional and psychological abuse and neglect is presented. It centres on the misuse of power and control, details behaviours and interactions which can occur when it is inflicted, and is tested against the experiences of people who have experienced this sort of abuse and neglect. The authors concluded that further research is needed to test the robustness of the framework.
Support on the job
- Author:
- LITTLE Mathew
- Journal article citation:
- Children and Young People Now, 24.7.12, 2012, pp.22-23.
- Publisher:
- Haymarket Business Publications Ltd
Young people with special educational needs seeking jobs often come up against reluctant or inflexible employers. The Realistic Opportunities for Supported Employment Project (Rose) at Havering College of Further and Higher Education works with students with learning difficulties when they have finished Havering College courses, and actively seeks to find them paid employment. It uses job coaches to work alongside them in the first weeks of work. One young person explains how the Rose project has helped him. The article also draws parallels with the Rose project and the recently announced government supported internship pilot scheme.
Implementing a patient centred recovery approach in a secure learning disabilities service
- Authors:
- ESAN Fola, et al
- Journal article citation:
- Journal of Learning Disabilities and Offending Behaviour, 3(1), 2012, pp.24-35.
- Publisher:
- Emerald
This article examines how a patient centred recovery approach was implemented in a secure learning disabilities service. The Recovery Star; a measure of individual recovery, was adopted for use among the patients. Staff underwent training on the use of the Recovery Star tool after which a multidisciplinary steering group made some modifications to the tool. It was found that implementing a recovery approach with the Recovery Star tool was a beneficial process for the service. Key workers working with patients thought that the structure of the Recovery Star tool opened up avenues for discussing topics that may otherwise have not been discussed as fully. The authors concluded that the Recovery Star tool, embedded in a care programme approach process, equips patients and staff for measuring the recovery journey.
Personalisation and supported employment
- Authors:
- DAVIES Huw, MEILLING Kathy, WILSON Paul
- Publisher:
- British Association for Supported Employment
- Publication year:
- 2012
- Pagination:
- 50p.
- Place of publication:
- Tottington
For most people, employment is essential to gain a sense of engagement and fulfilment. However, for many people with learning disabilities who are actively seeking work, only a few actually have a job. Published jointly with the British Institute of Learning Disabilities (BILD), this guide sets out what the key issues around personalisation and supported employment are, particularly for people with a learning disability and people with autism. It describes the supported employment model and current funding streams that can be used. The guide explores some of the challenges for jobseekers and for supported employment providers and how these might be overcome.
Ann has dementia
- Authors:
- HOLLINS Sheila, BLACKMAN Noelle, ELEY Ruth
- Publisher:
- Beyond Words
- Publication year:
- 2012
- Pagination:
- 104p.
- Place of publication:
- London
This easy read book notes that people with intellectual disabilities, and especially those with Down’s Syndrome, tend to develop dementia ten years or so earlier than those without, plus it can be harder to diagnose. In this book “Ann” becomes forgetful and does things that start to worry her friends, like putting the milk in the washing machine and going to the shops wearing her nightdress. She visits the doctor and is diagnosed with dementia. Ann’s GP and supporter try to provide the right care for her at home in the early days of her dementia. However, Ann becomes so confused that she eventually moves into residential care. This book is suitable for either a person with an intellectual disability who has dementia themselves, or when a friend or family member does. It outlines basic details of the condition, and presents ways of dealing with these issues.
Non-verbal communication between Registered Nurses Intellectual Disability and people with an intellectual disability: an exploratory study of the nurse’s experiences. Part 2
- Authors:
- MARTIN Anne-Marie, O'CONNOR-FENELON Maureen, LYONS Rosemary
- Journal article citation:
- Journal of Intellectual Disabilities, 16(2), June 2012, pp.97-108.
- Publisher:
- Sage
- Place of publication:
- London
This second of two articles presents findings from a qualitative study which investigated the experiences of Registered Nurses Intellectual Disability (RNIDs) of communicating with people with an intellectual disability who communicate non-verbally in Ireland. Part 1 discussed the background, context and methodology along with category of ‘familiarity/knowing the person’. This article explores the themes and subthemes encapsulated within this category. Each theme is considered in the light of current policies and strategies influencing the provision of services to people with an intellectual disability. Overall, the results suggest that the RNID is ideally located and key to supporting the implementation of these policies and strategies due to their highly developed and proficient skill set as well as experience of communicating with people with an intellectual disability who communicate non-verbally. Implications for practice are presented.