Search results for ‘Subject term:"learning disabilities"’ Sort:
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Does engagement in meaningful occupation reduce challenging behaviour in people with intellectual disabilities? A systematic review of the literature
- Authors:
- BALL Jo, FAZIL Qulsom
- Journal article citation:
- Journal of Intellectual Disabilities, 17(1), 2013, pp.64-77.
- Publisher:
- Sage
- Place of publication:
- London
Recently, there has been much debate about the best way to manage challenging behaviour. Although national guidance highlights the importance of meaningful occupation, it is unclear to what extent this helps. This systematic review of the literature evaluated the evidence base for using occupation as a means to reduce challenging behaviour in individuals with intellectual disability. By searching a range of databases, electronic resources and web pages, 13 relevant articles were identified. Additionally, experts in the field were contacted, hand searches were performed and citation searches were carried out. These 13 articles were critically appraised and analysed. Although the amount of research identified was limited and the methodological quality was variable, some broad themes arose. A skilled and structured approach for carrying out occupation may be effective in reducing challenging behaviour. The authors concluded that more robust research is needed before definitive conclusions can be drawn.
Music and the social model: an occupational therapist's approach to music with people labelled as having learning disabilities
- Author:
- WILLIAMS Jane Q.
- Publisher:
- Jessica Kingsley
- Publication year:
- 2013
- Pagination:
- 208p.
- Place of publication:
- London
The author sets out to show how someone with learning difficulties can engage with music in as many diverse and fulfilling ways as the rest of their community. While not avoiding theoretical concepts, the guide is essentially practical and intended to help therapists empower people with learning difficulties to experience and enjoy music in a meaningful way. It sets out activity ideas in the context of existing occupational therapy models and offers tips, resources and ready-to-use themed lesson plans to inspire and enrich practice. The book includes examples and real-life success stories demonstrating how put the theory into practice, including downloadable tracks composed and performed by the LA Buskers, a band the author works with. Although aimed at occupational therapists the book is also expected to be of interest to social care workers planning and delivering activity programmes as well as community musicians. Topics covered include; an overview of the elements of music, the relationship between music and human occupation, music and the social model of disability, music and occupational therapy, a social model of the OT process, creating an enabling environment, activity analysis and planning using an OT tool kit, and an introduction to music group sessions of various sizes including one to one activities.
Commentary on “Enabling access to information by people with learning disabilities”
- Author:
- WALMSLEY Jan
- Journal article citation:
- Tizard Learning Disability Review, 18(1), 2013, pp.16-19.
- Publisher:
- Emerald
The author offers a commentary on Oldreive and Waight's article (Ibid p.5) on enabling access to information by people with learning disabilities. The article reflects on the issues raised by this paper, drawing on 25 years' experience and research and concludes that accessible information needs to be tailored to the individual and part of a wider approach to improving access. As the original paper states, formats for information provision need to be tailored to individual abilities and practitioners should not rely on “easy read”. The author notes that it is unlikely that any technology will replace support from skilled people and provides a reminder that translating information does not equate to inclusion.
Attachment, intellectual disabilities and mental health: research, assessment and intervention
- Authors:
- SCHUENGEL Carlo, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 26(1), 2013, pp.34-46.
- Publisher:
- Wiley
Research and practice have recently started to explore the value of attachment theory for understanding and alleviating the challenges that persons with intellectual disabilities face in mental health and social participation. The purpose of this paper is to review the current state of the art on attachment and intellectual disabilities, looking at possible clinical implications for assessment, prevention, intervention and education. The findings are discussed under the following concepts: attachment behaviours; attachment relationships; attachment bonds; attachment representations; attachment styles; and attachment disorders. Of these various attachment-related concepts, insights into attachment behaviours and relationships show the most promise for practical applications in the field of intellectual disabilities. Findings on representations, styles and disorders are inconclusive or preliminary. The paper concludes that attachment-informed research and practice can be part of emerging developmental understanding of functioning with intellectual disabilities.
Cognitive behavioural treatment for anger in adults with intellectual disabilities: a systematic review and meta-analysis
- Authors:
- NICOLL Matthew, BEAIL Nigel, SAXON David
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 26(1), 2013, pp.47-62.
- Publisher:
- Wiley
An evidence base for the use of cognitive behavioural treatment (CBT) for adults with intellectual disabilities is emerging. The aim of this paper is to systematically review the current literature on the effectiveness of CBT for anger in adults with intellectual disabilities and provide a meta-analysis of the findings. A literature search found 12 studies published since 1999 eligible for the quality appraisal (10 conducted in the UK and 2 conducted in Australia). Nine of these provided sufficient data to be included in the meta-analysis. The results from the review reveal an emerging evidence base for cognitive behavioural anger interventions in adults with intellectual disabilities. The quality appraisal revealed that studies are now utilising reliable and valid measurements of the anger construct. Furthermore, the quality appraisal revealed a good level of methodological rigour, especially in the studies that were entered into the meta-analysis. The meta-analysis revealed large uncontrolled effect sizes for the treatment of anger in adults with intellectual disabilities, but is viewed with caution due to low sample sizes. Overall, the literature is limited by concatenated data, a lack of comparative control groups and small study samples.
Meet Josephine – she’s as good as a real live woman!
- Authors:
- DOUKAS Thomas, MORGAN Claire
- Journal article citation:
- Community Living, 26(1), 2013, pp.24-25.
- Publisher:
- Hexagon Publishing
The Josephine project, run by “Them Wifies” in Newcastle upon Tyne, provides a fun way to teach women with learning disabilities about their bodies. Josephine is a life-size anatomically correct cloth woman designed to bring a creative, fun and accessible approach to the health, sexual and relationship education using a range of approaches to ensure that the women are central to the thinking behind the project. The impact of Josephine’s awareness workshops has already started to show – the women now have access to useful medical information in a friendly environment where they can talk about their feelings, and share their fears and experiences.
Who is willing to foster children with disabilities?
- Authors:
- ORME John G., CHERRY Donna J., KRCEK Taylor E.
- Journal article citation:
- Journal of Public Child Welfare, 7(5), 2013, pp.566-585.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Children with disabilities represent a significant and increasing proportion of children in foster care. Using a US national sample of 304 foster mothers two groups of mothers were identified. One group willing to foster children with any type of disability except HIV/AIDS (51%) (Unconditional mothers), and a second group who were more selective (49%) (Selective mothers). Unconditional mothers fostered longer, fostered more children, and had more foster children in their homes. (Edited publisher abstract)
Guardianship under the Mental Health Act 1983, England: 2013
- Author:
- HEALTH AND SOCIAL CARE INFORMATION CENTRE
- Publisher:
- Health and Social Care Information Centre
- Publication year:
- 2013
- Pagination:
- 16
- Place of publication:
- Leeds
Statistical report providing information about cases of guardianship under Sections 7 and 37 of the Mental Health Act 1983 in England. It contains information at national, regional and local authority level. Of relevance to anyone with responsibility for handling applications for guardianship or who is involved in monitoring uses of the Mental Health Act and the rights of people with mental problems. (Edited publisher abstract)
Adapting delivery of the Thinking Skills Programme to include prisoners with learning disabilities: project report
- Authors:
- GIRAUD-SAUNDERS Alison, et al, FOUNDATION FOR PEOPLE WITH LEARNING DISABILITIES
- Publisher:
- Foundation for People with Learning Disabilities
- Publication year:
- 2013
- Pagination:
- 10
- Place of publication:
- London
The Thinking Skills Programme helps prisoners to understand their behaviour, make better choices and set positive goals, all of which help to reduce their chance of reoffending. The Foundation for People with Learning Disabilities (part of the Mental Health Foundation) was awarded a grant by the Department of Health (DH) to adapt delivery of TSP for offenders with learning disabilities. This report outlines the work done at the Foundation to adapt the course structure, sessions and resources. It notes the initial piloting of the programme at HMP Whatton, the subsequent revision of manuals and other material, and further pilots at HMP Wakefield and HMP Wymott. The feasibility was subjected to what is known as “realistic evaluation”, which found good evidence of benefits for the 22 offenders participating, and which will meet the needs of offender with learning disabilities, whether in custody or in community settings. (Original abstract)
An exploration of the self-advocacy support role through collaborative research: ‘there should never be a them and us’
- Author:
- CHAPMAN Rohhss
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 27(1), 2013, pp.44-53.
- Publisher:
- Wiley
This paper reports on the findings of a qualitative team research project, exploring the role of support workers in UK self-advocacy organizations. A secondary aim of the paper was to add to understanding around inclusive research methodology, reporting on some of the experiences of collaboration. The research was undertaken by the author working with the Carlisle People First Research Team (CPFRT). The study developed an inclusive team approach working alongside researchers labelled with learning difficulties. Emphasis was placed on making all aspects of the research cycle accessible to the team. A variety of qualitative methods were used. Findings from emergent themes are discussed under three areas: (i) governance, leadership and policy; (ii) process and methods within groups, and; (iii) use of models and theories. The result found that despite supporters’ allegiances to disability equality and their emphasis on reflexivity, many crucial aspects of organizational practice and support remained hidden. However, an emerging shared narrative about the potential of people first implied the possibility of increased collaboration. This was evidenced in some of the groups. (Edited publisher abstract)