Search results for ‘Subject term:"learning disabilities"’ Sort:
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Resolve: a community-based forensic learning disability service specialising in supporting male sex offenders: our model, approach and evidence base for effective intervention
- Authors:
- GRAHAM Anne, HARBOTTLE Celia, KING David
- Journal article citation:
- Journal of Intellectual Disabilities and Offending Behaviour, 7(4), 2016, pp.186-194.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to examine a model of effective forensic practice with positive interventions for men with learning disabilities who have committed serious sexual offences. It outlines the theoretical and philosophical frameworks which have informed the model of care and support in a community-based setting and the evidence base for the efficacy of the approach. Design/methodology/approach:This approach to a community-based forensic learning disability service is informed by systemic practice and underpinned by models of human occupation (Keilhofner, 2008) which informs occupational therapy and total attachment (Harbottle et al., 2014). This is a whole systems model for developing compassionate and participatory practice based on attachment theory and approaches to professional parenting drawn from foster care settings and prevention frameworks for adult safeguarding. It uses Klinean Thinking Environments (1999) to give practical communication to the model. Findings: The attachment model which underpins both the support for staff and the framework for scaffolding the care and support provided for service users is building calm, consistent and respectful relationships. This enables workers and service users to feel accepted through the availability of support; to feel a sense of belonging and inclusion in which skills and confidence can flourish helping all to feel more effective. This is evidenced by the stability of the service user group and the staff team. Research limitations/implications: The model of whole system care and support care outlined in this paper can help to provide a therapeutic environment in which men who have committed sexual offences can develop effective skills within a safe, supportive and effectively managed setting. This is on-going research but there is evidence of service users and staff in this model of practice, feeling scaffolded, able to enjoy and achieve progress and personal development. Practical implications: This model appears to promote stable, sustained, supportive relationships. Placement breakdown has been minimal indicating that the disruption rate is low and therefore therapeutic interventions are likely to take place and be effective. This is a hopeful and positive approach which enables individuals to flourish in a safe environment. Social implications: The social implications of this model are positive for creating a stable workforce in an industry plagued with rapid turn over of staff to the detriment of the quality of life for service users. It creates stability and confidence for the residents allowing them to begin to relax and thereafter achieve more positive relationships. Originality/value: This paper examines the application of theoretical frameworks drawn from other disciplines and fuses them into a therapeutic approach to support this service user group. It is a model that can have great portability to other settings but it is its application in forensic services that is new and which is growing its evidence base for its effectiveness. (Publisher abstract)
Enhancing clinical practice: reducing health inequalities: reflections on a clinical education and training partnership
- Author:
- MARSHALL-TATE Karina
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 10(6), 2016, pp.342-348.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to outline a two-year project designed to reduce health inequalities and improve health outcomes of people with intellectual disabilities using health services in South London by raising awareness and increasing health staff confidence and capability. Design/methodology/approach: The project was conducted in two stages. In stage 1, a mapping exercise was undertaken to establish existing intellectual disabilities education and training availability. In stage 2, a network of stakeholders was formed and education and training materials were developed and delivered. Findings: A formal evaluation of the project is underway and this paper seeks to share information about the project. That said prima facie data appear to indicate that health staff who attended education and training events learned new knowledge and skills that they could implement in their practice, increasing confidence and capability. Research limitations/implications: Health staff who attended the events appeared to have an interest in intellectual disabilities and wanted to increase their knowledge and skills base. This means that there is a significant group of health staff that the project was unable to reach or who may not know that they need to know about intellectual disabilities. The results of the project have not yet been formally analysed. Practical implications: Work-based education and training events can have a positive impact on health staff capability and confidence, however, it would appear that only those who already have an interest in the field or recognise its value to their own practice attend such events. To truly capture all health staff intellectual disabilities needs to be visibly included in all health curricula. Originality/value: This project has not focussed on one profession or one aspect of healthcare and has embraced the values of inter professional and inter agency learning; this has enabled health staff to learn from each other and think in a “joined up” way replicating the realities of providing healthcare to people with intellectual disabilities. (Publisher abstract)
An evaluation of a behavioural support team for adults with a learning disability and behaviours that challenge from a multi-agency perspective
- Authors:
- CHRISTOPHER Rose, HORSLEY Sarah
- Journal article citation:
- British Journal of Learning Disabilities, 44(3), 2016, p.194–203.
- Publisher:
- Wiley
The Dudley Behavioural Support Team (BST) was set up based on Positive Behavioural Support (PBS) principles to support individuals with behaviours that challenge. The Winterbourne Review emphasises the importance of developing high-quality specialist community services and the Ensuring Quality Services (Local Government Association & NHS England, Ensuring quality services, London, 2014) document was released to guide the commissioning of such services. The document sets out standards and guidance for those supporting individuals with behaviour that challenges. This evaluation aimed to investigate whether the BST meets the guidance set out in Ensuring Quality Services from the perspective of other services. A questionnaire was developed to collect data from 19 staff members from services with experience of working with the BST, to address the points raised in Ensuring Quality Services. The quantitative results indicated that the BST are meeting the guidance to a high standard and qualitative data suggested this is achieved through a focus on joint working and a fluid, flexible approach. In conclusion, the BST appears to be a valuable resource from the perspective of services working with them to support individuals with behaviours that challenge. (Publisher abstract)
Learning from the experts: a thematic analysis of parent's experiences of attending a therapeutic group for parents of children with learning disabilities and challenging behaviour
- Authors:
- THOMPSON-JANES Emily, et al
- Journal article citation:
- British Journal of Learning Disabilities, 44(2), 2016, pp.95-102.
- Publisher:
- Wiley
The Confident Parenting group is a therapeutic group for parents of children with learning disabilities and challenging behaviour, which is informed by the principles of behavioural theory and acceptance and commitment therapy. Parent's experiences of the group were elicited through participation in a large focus group which followed a semistructured interview format with questions and discussion guided by the lead researcher. This aimed to elicit information about parent's overall experiences of attending the group and its perceived effectiveness. Thematic analysis was used to draw themes from parent's rich narratives. Four main themes were identified: (i) parent's pre-group narratives, (ii) barriers and solutions, (iii) positive aspects of Confident Parenting and (iv) positive outcomes of Confident Parenting. The themes highlighted how beneficial parents found Confident Parenting as well as raised helpful ideas about how to engage families where there are practical and personal barriers to attending. (Publisher abstract)
From long-stay hospitals to community care: reconstructing the narratives of people with learning disabilities
- Authors:
- LEARNING Brian, ADDERLEY Hope
- Journal article citation:
- British Journal of Learning Disabilities, 44(2), 2016, pp.167-171.
- Publisher:
- Wiley
Raymond, a 62 year old gentleman diagnosed with severe and profound learning disabilities, autistic spectrum disorder and severe challenging behaviour, who had lived in long stay campus-based hospital accommodation for 46 years was supported to move to a community project developed to support people to live in their own bespoke flat. This narrative case study describes the journey that Raymond took from institutionalised care to community life. (Publisher abstract)
Training a family in physical interventions as part of a positive behaviour support intervention for challenging behaviour
- Authors:
- HEWITT Olivia, KEELING Natalie
- Journal article citation:
- British Journal of Learning Disabilities, 44(2), 2016, p.159–166.
- Publisher:
- Wiley
Between 10% and 15% of people with a learning disability have behaviour that challenges others, and half of these people live within the family home (Emerson et al., Research in Developmental Disabilities, 2001; 22, 77). Current best practice in managing challenging behaviour combines person-centred planning, functional analysis, and proactive and reactive strategies, and teaching alternative skills to manage behaviour in a way that keeps both service user and carers safe (positive behaviour support). This study considers the case study of a young man who lives with his parents in their family home. Reactive strategies including physical interventions have been taught to the family which has allowed them to manage their son's behaviour effectively and allowed him to remain living with his family. Frequency and intensity of challenging behaviour reduced, and family confidence in managing challenging behaviour was increased. (Publisher abstract)
Sharing the focus: engaging with support workers to include people with communication needs in research
- Authors:
- LUTZ Deborah, FISHER Karen R., ROBINSON Sally
- Journal article citation:
- British Journal of Learning Disabilities, 44(2), 2016, p.138–145.
- Publisher:
- Wiley
Inclusive research is an increasing expectation to value and include people's voice in research and evaluations intended to benefit them. The active participation of people with communication support needs can be difficult due to the practical constraints of evaluations. One technique is to engage with workers who are familiar with the person, but this introduces risks, such as substituting voice and conflict of interests. The authors examine the effectiveness of this technique in ethnographic interviews by applying Nind's framework of core ideas in inclusive research (disrupting hierarchy; maximising participation and competence; enhancing authenticity; empowerment; accessibility, authorship and readership; and ethical considerations) to an evaluation of Australian disability services. The authors found that where support workers had a trusted relationship with the person, they could help them to choose to participate, consent and communicate their views. Disrespectful relationships introduced ethical risks during and after the interviews, which needed to be anticipated and safeguarded against. (Edited publisher abstract)
Learning disability services efficiency project: report
- Author:
- LOCAL GOVERNMENT ASSOCIATION
- Publisher:
- Local Government Association
- Publication year:
- 2016
- Pagination:
- 17
- Place of publication:
- London
This report outlines the findings from the Learning Disability Services Efficiency Project and pulls together the evidence and some key messages for the sector. The project was set up by the Local Government Association in 2014 and is part of the Transforming Care programme. The Project aims to enable local authorities to develop and share new and innovative approaches to improve care and support for people with learning disabilities and to make efficiencies. The practice examples are based on the principles of promoting independence; working collaboratively to develop person centred solutions; maximising the use of resources, including digital technology and reducing costs. Five councils were tracked over a two year period and learning is being shared for the benefit of the wider sector. The Councils who took part were the London Borough of Barking and Dagenham, Darlington Borough Council, Cumbria County Council, Kent County Council and Wiltshire Council. The findings are described using the following headings: understanding need and the cost of meeting that need, the progression model, carers, transitions, NHS as key partners, staff, housing, transport and efficiency savings. (Edited publisher abstract)
Building bridges to a good life: a review of asset based, person centred approaches and people with learning disabilities in Scotland
- Authors:
- McNEISH Di, SCOTT Sarah, WILLIAMS Jennie
- Publisher:
- Scottish Commission for Learning Disability
- Publication year:
- 2016
- Pagination:
- 79
- Place of publication:
- Glasgow
This review explores the potential to join up thinking on increased choice and control for people with learning disabilities and the principles of asset based working. Commissioned by the Scottish Commission for Learning Disability, it considers the efficacy of asset based approaches for people with learning disabilities, looks at evidence of the impact these approaches can have on people’s lives and also identifies examples of good practice in Scotland. The review draws on the results of a literature review; interviews with key informants involved in asset based working and learning disability services; and a mapping of projects using asset based principles with people with learning disabilities across Scotland. The results suggest that there are is reason why the focus of assets work cannot be broadened to include opportunities for people with learning disabilities. However it suggests that asset based approaches should be seen in the context of efforts to advance the personalisation and social integration agendas, and that if that they need to fit alongside services, support systems and initiatives. Examples included in the review illustrate how services can add to the assets of individuals and communities, provided they are willing and committed to relating to people and doing things differently. Factors identified that facilitate asset based approaches with people with learning disabilities, include: addressing wider inequalities and stigma; ensuring people with learning disabilities are active participants in place based community development; and tackling attitudinal barriers and established ways of doing things. (Edited publisher abstract)
Closing the disability and employment gap: a case study report
- Author:
- VOLUNTARY ORGANISATIONS DISABILITY GROUP
- Publisher:
- Voluntary Organisations Disability Group
- Publication year:
- 2016
- Pagination:
- 20
- Place of publication:
- London
In response to the recent green paper on work, health and disability, this report outlines some practical solutions to closing the disability employment gap. It highlights why it is important that action is taken now and the looks at the challenges that could undermine these aims. These include austerity measures and changes to specialist employment policy. The report then presents three brief examples of successful employment and training schemes delivered by specialist disability organisations. They cover the areas of: supported employment schemes and social enterprise; disability organisations leading by example and employing disabled people; and supported internships and specialist further education. The report includes recommendations for government, employers and care providers to boost employment for working-age disabled people. (Edited publisher abstract)