Search results for ‘Subject term:"learning disabilities"’ Sort:
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Book clubs for people with intellectual disabilities: the evidence and impact on wellbeing and community participation of reading wordless books
- Authors:
- HOLLINS Shelia, EGERTON Jo, CARPENTER Barry
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 10(5), 2016, pp.275-283.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to introduce the social and scientific rationale for book clubs, whose members read wordless books together, and give examples of storytelling with picture books in libraries and other community settings for people with intellectual disabilities and autism. Design/methodology/approach: The authors consider the impact of book clubs reading picture books without words, alongside an understanding of the underlying neuroscience (see Table I for search strategy). The authors compare differences in the neuroscience of information and emotion processing between pictures and words. Accounts from book club facilitators illustrate these differences in practice. Findings: Many readers who struggle with reading and comprehending words, find pictures much easier to understand. Book clubs support community inclusion, as for other people in society. A focus on visual rather than word literacy encourages successful shared reading. Research limitations/implications: No research has been published about the feasibility and effectiveness of wordless books in community book clubs or shared reading groups. There is very little research on the impact of accessible materials, despite a legal requirement for services to provide reasonable adjustments and the investment of time and resources in developing storylines in pictures, or “translating” information into easy read formats. Practical implications: Book clubs whose members read picture books without words are growing in number, especially in public libraries in the UK. Expansion is dependent on funding to pay for training for librarians and volunteer facilitators. Social implications: There is a shortage of fully accessible activities for adults with intellectual disabilities in mainstream community settings with a primarily social purpose. Originality/value: To the authors’ knowledge, this is the first paper describing the theory and impact of wordless book clubs for people who find pictures easier to understand than words. (Publisher abstract)
Job satisfaction of people with intellectual disabilities in integrated and sheltered employment: an exploration of the literature
- Authors:
- AKKERMAN Alma, et al
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 13(3), 2016, pp.205-216.
- Publisher:
- Wiley
The aim of this study was to explore existing research evidence regarding job satisfaction of people with intellectual disabilities in integrated and sheltered employment settings, and its associated factors. A systematic and comprehensive literature search revealed 13 relevant studies that were examined. Results indicated that people with intellectual disabilities in integrated employment and sheltered employment generally report satisfaction with their jobs. Satisfaction levels appear to be higher in integrated employment. Furthermore it was found that characteristics of the employee and of the employment setting were associated with job satisfaction, as well as social relations, support, and the fit between the employees’ needs and the work environment. Advancements can be made with respect to policy and practice of employment of people with intellectual disabilities. To improve their job satisfaction the authors suggest an integrative approach, taking into account that job satisfaction is an interplay between personal, situational, and social-cognitive characteristics. This is reflected in current theoretical frameworks in general job satisfaction literature. Future research on job satisfaction of people with intellectual disabilities could profit from developments in general job satisfaction literature and in addition take account of factors particularly relevant to people with intellectual disabilities, the possible impact of comparison processes, and the development of sound measurement methods. Finally, the authors advocate for greater insight and involvement of people with intellectual disabilities in career related matters, to enhance their self-determination and motivation and increase satisfaction. (Edited publisher abstract)
Adapting and evaluating a tree of life group for women with learning disabilities
- Authors:
- RANDLE-PHILLPS Cathy, FARQUHAR Sarah, THOMAS Sally
- Journal article citation:
- British Journal of Learning Disabilities, 44 (4), 2016, pp.301-308.
- Publisher:
- Wiley
Background: This study describes how a specific narrative therapy approach called ‘the tree of life’ was adapted to run a group for women with learning disabilities. The group consisted of four participants and ran for five consecutive weeks. Materials and Methods: Participants each constructed a tree to represent their lives and presented their tree to the group who responded with positive feedback and affirming statements. This led to discussion about overcoming the storms of life and a celebration of the journey the group had been through together. Key Results: Although no change was found on quantitative measures of well-being and self-esteem, participants reported benefitting from the peer support and social connectedness that the group offered, particularly in relation to themes of loss and change in their lives. Conclusions: ‘The tree of life’ approach has potential value as an intervention for people with learning disabilities. The benefits and challenges of this approach within the context of working with people with learning disabilities are discussed. (Publisher abstract)
‘Planning live’: using a person-centred intervention to reduce admissions to and length of stay in learning disability inpatient facilities
- Authors:
- BARTLE Janet, CROSSLAND Tom, HEWITT Olivia
- Journal article citation:
- British Journal of Learning Disabilities, 44 (4), 2016, pp.277-283.
- Publisher:
- Wiley
Background: Recent government policy has focused on reducing the number of people with a learning disability receiving treatment for challenging behaviour or mental health difficulties in hospitals (including in assessment and treatment units; ATU). People with a learning disability should be supported to remain in their community when receiving support for challenging behaviour or mental health difficulties whenever possible. Methods: This study considered a novel intervention based on person-centred planning practice, which aimed to coordinate a person's support, identify outstanding needs and increase communication. This intervention intended to reduce rates of inpatient admission, and support the person to remain in their community, whilst ensuring their needs are met. This intervention was assessed by considering the number of people admitted to the inpatient services before and after the intervention, the length of inpatient admissions before and after the intervention, and by analysing qualitative feedback from participants in the intervention. Results: ‘Planning Live’ meetings were held for 102 people. Forty-five meetings were held retrospectively following an emergency admission. Following the ‘Planning Live’ meeting, five people had a planned admission and 52 people did not have an inpatient admission. The median length of inpatient stay fell from 143.5 days before the introduction of ‘Planning Live’ to 66 days (a statistically significant reduction). Qualitative feedback shows that the process was largely seen as helpful by professionals, families and individuals taking part in the meetings. Conclusions: The results suggest this person-centred intervention contributed towards a reduction in the amount of time individuals stayed in hospital. However, the total number of hospital admissions rose following the intervention. (Publisher abstract)
What is standard care for people with learning disabilities and behaviour that challenges and what does it cost?
- Authors:
- IEMMI Valentina, et al
- Journal article citation:
- British Journal of Learning Disabilities, 44 (4), 2016, pp.309-321.
- Publisher:
- Wiley
Background: This article describes current care arrangements in England for children, young people and adults with learning disabilities and behaviour that challenges, and estimate their comparative costs. Materials and Methods: A two-round Delphi exercise was performed in March and April 2014, followed by a costing exercise. Results: The study finds a mixed picture: participants reported that 60-87% of children, 66-88% of young people and 34-47% of adults were likely to be living within the community. Annual cost of care would range between £39 612 and £74 876 for children, between £35 235 and £52 832 for young people and between £81 478 and £94 799 for adults. Conclusion: While residential-based care may continue to be necessary for respite or for individuals with particular needs, community-based care may be an economically attractive alternative, supporting the inclusion of people with learning disabilities and behaviour that challenges within their communities, potentially at a lower cost. (Edited publisher abstract)
A qualitative investigation into the experiences of having a parent with a learning disability
- Authors:
- HEWITT Olivia, CLARKE Angela T.
- Journal article citation:
- British Journal of Learning Disabilities, 44 (4), 2016, pp.292-300.
- Publisher:
- Wiley
Background: More people with a learning disability are becoming parents. Little is known about the lived experiences of the children who have a parent with a learning disability. Methods: This study uses interpretative phenomenological analysis (IPA) to understand the lived experiences of people who have a parent with a learning disability. Five people who have a parent with a learning disability were asked about their experiences of being parented and their childhood more generally. Results: Four themes emerged from the interviews: 1) ‘Fitting in’ within the wider family system, 2) The parental relationship and the impact of disability, 3) A difficult childhood and 4) Resilience. Conclusions: These findings are compared with the existing literature, and similarities and emerging findings are noted. Implications for services when supporting families with a parent who has a learning disability are discussed. Additional ideas about areas that require additional research are identified. (Publisher abstract)
The conundrum of training and capacity building for people with learning disabilities doing research
- Authors:
- NIND Melanie, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 29(6), 2016, pp.542-551.
- Publisher:
- Wiley
Background: This study explores the training involved when people with learning disabilities take their place in the community as researchers. This was a theme in a recent UK seminar series where a network of researchers explored pushing the boundaries of participatory research. Method: Academics, researchers with learning disabilities, supporters and other inclusive researchers considered important themes arising from presentations about developments in participatory research. The paper emerges from critical reflection on these rich discussions. Results: A seminar series is a form of research training and capacity building, albeit a dynamic, interactive and collegial one. More formal training in research skills for people with learning disabilities is being developed but raises questions regarding the best contribution people with learning disabilities can make to the research process. Conclusion: There are various models of training for inclusive research, but these need to be reciprocal if they are not to undermine the inclusive goal. (Publisher abstract)
Health charter in practice
- Authors:
- VOLUNTARY ORGANISATIONS DISABILITY GROUP, NATIONAL CARE FORUM
- Publisher:
- Voluntary Organisations Disability Group
- Publication year:
- 2016
- Pagination:
- 17
- Place of publication:
- London
- Edition:
- 2nd ed.
Explains how the Health Charter can be used by social care providers to support the wellbeing of people with learning disabilities and reduce inequalities in healthcare. The Charter consists of a set of statements committing social care providers to help improve the health and wellbeing of people with learning disabilities, thus improving people's quality of life generally. This guide sets out key outcomes and advice from organisations already using the practical support which can be used to: establish a clear commitment to addressing health inequalities; deliver an important message to commissioners that health and wellbeing is a priority; support regulatory compliance; drive improvements in services, set strategic goals and organisational responsibilities; and support the duty - included in the Care Act - to promote wellbeing. (Edited publisher abstract)
Life beings at home: a guide to housing for families and children with autism/ learning disabilities who display challenging behaviour
- Author:
- HOUSING AND SUPPORT ALLIANCE
- Publisher:
- Housing and Support Alliance
- Publication year:
- 2016
- Pagination:
- 32
- Place of publication:
- Liverpool
Aimed at families of children with autism/learning disabilities who display challenging behaviour, this guide offers practical advice on the choices they have to get housing or adapt current housing to meet their needs. Specifically, the guide examines: what families say they need from housing; how families can manage their situation with better housing; how they can get the housing they need; paying for housing and adaptations; what the law says about housing for families of disabled children; and how to get more help. This guide is accompanied by a training and development pack and films that help health, housing and social care professionals reflect on and understand their role in helping families get the housing they need. (Edited publisher abstract)
A comparison of the emotional and behavioural problems of intellectual disability offenders in medium and low security
- Authors:
- ASHWORTH Sarah, MOONEY Paul
- Journal article citation:
- Journal of Intellectual Disabilities and Offending Behaviour, 7(3), 2016, pp.109-115.
- Publisher:
- Emerald
Purpose: There are few reliable psychometric measures of the psychopathology of offenders with ID. However, previous research has indicated that the Emotional Problems Scale (EPS) is useful in identifying a range of treatment needs and in predicting risk to self and others. The current study aims to compare the severity of the emotional and behavioural problems of a small sample of offenders with ID in medium and low secure services, as assessed by EPS. Additionally, the data are tentatively compared with those reported in previous research to precipitate discussion regarding the changes in clinical populations in secure care over time. Design/methodology/approach: The study collected demographic and EPS data for patients with ID (N=25) on medium secure and a low secure wards. Data were collected as part of routine clinical practice, with EPS forms being completed by nursing and other multi-disciplinary staff. Findings: It was found that there was no statistically significant difference in EPS scores between medium and low secure patients with ID. The authors also highlight differences between the current sample and the normative data collected by previous research. Originality/value: The data regarding the psychopathology of medium and low secure patients with ID provides insight into the ever changing resourcing needs and risk profiles of this complex patient group. In addition, there is a dearth of empirical research that comments on the clinical differences observed over time in forensic populations. As the current data differs from pre-existing normative data, the potential shift in populations and also implications for the accuracy of clinical decision making based on the assessment are discussed. (Edited publisher abstract)