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Paid support workers for adults with intellectual disabilities: their current knowledge of hearing loss and future training needs
- Authors:
- McSHEA Lynzee, FULTON John, HAYES Catherine
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 29(5), 2016, pp.422-432.
- Publisher:
- Wiley
Background: People with intellectual disabilities are more likely to have hearing loss than the general population. For those unable to self-advocate, the responsibility of detection and management falls to their caregivers. Methods: This is the first cycle of a project using action research methodology to improve services. Twenty care workers were interviewed to understand their knowledge of hearing loss and hearing aids. Themes were generated using thematic analysis. Findings: This group was better qualified than their peers but received minimal training in hearing loss. They were unable to accurately estimate expected prevalence and had a negative perception of hearing aids. Only 7% of service users were known to have hearing loss. Conclusions: Current training is not sufficient to provide the skills for detection and management of hearing problems. This group had clear ideas on methods of learning. Working in collaboration is necessary to achieve long-term change to practice. (Publisher abstract)
‘I didn't know other people existed who hear voices…’ – qualitative perceptions of a hearing voices group for people with learning disabilities
- Authors:
- TOMLINS Rose, CAWLEY James
- Journal article citation:
- British Journal of Learning Disabilities, 44(3), 2016, pp.204-212.
- Publisher:
- Wiley
Group work for people who experience voice hearing in the mainstream population has been shown to have various benefits; however, there is little research describing hearing voices groups for people with learning disabilities. This study describes perceptions of a new hearing voices group for people with mild learning disabilities. Semi-structured interviews with twelve participants were conducted. This included three clients who attended the hearing voices group, three of their family members/carers and one professional. In addition, of those who were referred to the group but chose not to attend, one client, two family members/carers and two professionals were interviewed. Interview data were transcribed verbatim and thematic analysis was used to identify three overarching themes; the first ‘benefits of our hearing voices group’ described participants’ evaluations and perceptions of the hearing voices group. The second ‘making the decision to attend’ covers factors that influence clients when deciding whether or not to attend a hearing voices group. In the final theme ‘positive and negative contributors to the voice-hearing experience’, participants reflected on factors that affect the voice-hearing experience. The hearing voices group was valued by participants; however, services should consider the barriers to attendance faced by some clients. Strategies for addressing these are discussed. (Publisher abstract)
Statements of SEN and EHC plans: England, 2016
- Author:
- GREAT BRITAIN. Department for Education
- Publisher:
- Great Britain. Department for Education
- Publication year:
- 2016
- Pagination:
- 11
- Place of publication:
- Manchester
Statistics and analysis on statements of special educational needs (SEN) and education, health and care (EHC) plans in England. The report shows that the total number of statements and EHC plans has continued to increase. There were 74,210 statutory EHC plans and 182,105 statements maintained by local authorities at January 2016. Between January 2015 and January 2016 there were 42,005 transfers from statements to EHC plans. When accounting for null returns, this is equal to 18.2% of statements in place in January 2015. The period for local authorities to transfer statements to EHC plans began in September 2014 and is due to end by April 2018. (Edited publisher abstract)
Expectations and realisations: the employment story of a young man with cerebral palsy
- Author:
- CRITTEN Val
- Journal article citation:
- Disability and Society, 31(4), 2016, pp.573-576.
- Publisher:
- Taylor and Francis
Britain has laws and a range of policies which promote the employment of disabled people. The lack of progress to get disabled people into paid work has resulted in huge dissatisfaction for some. Evidence of disability and employment problems is often expressed as hard data, but what of the personal experiences of trying to find employment? This article is based on interviews with ‘Nick’, a young man with cerebral palsy who wanted to recount his preparation for work, including work experience, through school, the Connexions service and the local Employment Office. He explained how he felt his voluntary work and work experiences were not fully planned and ultimately unsatisfactory. Nick found paid employment, but soon discovered that there were too many problems for him to continue. He reflected on his experiences, including his own initial confidence, his despair at the ending of his paid employment and the realities of what employment means for him. (Publisher abstract)
Intellectual disabilities, domestic violence and legal engagement
- Authors:
- DOUGLAS Heather, HARPUR Paul
- Journal article citation:
- Disability and Society, 31(3), 2016, pp.305-32.
- Publisher:
- Taylor and Francis
There is increasing recognition that legal responses to domestic violence can only be effective if those who implement the law – for example, child protection workers, police and magistrates – are also effective. This article draws on the narratives of women with intellectual disabilities to analyse their experiences of engaging with the legal system as a response to domestic violence. In particular, the article considers whether they have access to appropriate support to utilise the remedies afforded by the law on an equal basis to survivors without disabilities. In considering this the authors draw on the concept of supported decision-making, an approach recommended by the United Nations Convention on the Rights of Persons with Disabilities. (Edited publisher abstract)
‘People with learning disabilities need a commissioner and a legal charter of rights’ – no they do not!
- Author:
- RICHARDS Michael
- Journal article citation:
- Disability and Society, 31(3), 2016, pp.426-430.
- Publisher:
- Taylor and Francis
Since the UK Winterbourne View scandal, there have been a number of reports and responses recommending what should be done to ensure a similar scandal does not happen again. Two ideas have emerged which suggest that people with learning disabilities need a legal charter of rights and a commissioner to make a difference in their lives. This article, however, argues that although it is right that issues affecting people with learning disabilities are at the heart of discussion and debate, this does not take into account the complex, flexible and multiple identities of people with learning disabilities, and their knowledge, experiences and skills. This would be more beneficial in understanding the lives of people with the label of learning disabilities than a commissioner or a charter. (Original abstract)
Coping with stress: the experiences of service-users with intellectual disabilities in forensic services
- Authors:
- BURNS John, LAMPRAKI Alexandra
- Journal article citation:
- Journal of Intellectual Disabilities and Offending Behaviour, 7(2), 2016, pp.75-83.
- Publisher:
- Emerald
Purpose: It is now widely acknowledged that stress negatively impacts holistic and well-being and has been identified as a major global concern. The purpose of this paper is to report on a qualitative research study which sought to explore the experiences of stress and the use of coping strategies from the perspective of people with intellectual disabilities (ID) currently residing within the forensic in-patient services of one National Health Service Trust. Design/methodology/approach: Data were gathered via focus group discussions involving 20 service-users with an ID. The data were subject to thematic analysis. Findings: Data analysis produced three key themes: experiencing stress; sources of stress and coping with stress. Practical implications: The findings of the research study have implications for practice. These include the need to utilise appropriate stress assessment measures and implement effective stress reduction and management programmes to address the holistic needs of people with ID, to ensure forensic services are truly high quality, person-centred and recovery focused. Originality/value: Whilst stress experienced by people with ID residing in community settings has been explored, no studies have focused on how stress is experienced by people with ID residing in forensic services. This paper seeks to address this gap in the literature. (Publisher abstract)
The support needs of learning disability nurse facilitators of sex offender treatment programmes: a discussion
- Author:
- SMITH Keeley
- Journal article citation:
- Journal of Intellectual Disabilities and Offending Behaviour, 7(2), 2016, pp.94-102.
- Publisher:
- Emerald
Purpose: The role of the learning disability (LD) nurse has developed and expanded significantly within recent years, especially their responsibility for delivering a variety of specialist treatment programmes. The purpose of this paper is to discuss the facilitation of Sex Offender Treatment Programmes (SOTP) and the issues this raises in providing support for LD nurses. Design/methodology/approach: This is an opinion paper and the views and opinions expressed are solely those of the author and do not necessarily reflect the views of any organisation or group with which the author is affiliated. The aims of this paper are: first, to explore the support needs of the LD nurse facilitators of SOTPs; second, to consider the practical implications of providing clinical supervision and support for LD nurse facilitators of SOTPs; and third, to highlight the need for further research in this area. Findings: This paper does not contain original research findings but offers a discussion of the support needs of the LD nurse who facilitate SOTP, concentrating on the specific themes of training, clinical supervision and support. Implications for clinical practice are identified and recommendations for further research are made. (Edited publisher abstract)
A different ending: addressing inequalities in end of life care: people with a learning disability
- Author:
- CARE QUALITY COMMISSION
- Publisher:
- Care Quality Commission
- Publication year:
- 2016
- Pagination:
- 4
- Place of publication:
- Newcastle upon Tyne
This document outlines the barriers to good end of life care experienced by people with a learning disability. The report is one of a suite of documents reporting on the Care Quality Commission end of life care thematic review, and is designed to be read in conjunction with the other documents. There are challenges in delivering good end of life care in prison, and the experience of prisoners at the end of life is variable. The reviewers asked a group of people with a learning disability about what was important to them for good end of life care. They said that it was important to have family and friends nearby, to have privacy, peace and quiet, preferably not to be in hospital, to be able to go outside, and to have the support of a care coordinator when needed. They thought that services should talk more to people who have a learning disability to get their views and check that they are improving and inclusive. The document focuses on staff lack of knowledge around learning disabilities, communication and coordination of care. The Care Quality Commission encourages commissioners and providers to support early identification of people with a learning disability who may be approaching the end of life, as part of improved health care; and to make sure that health and care staff have the skills and support they need to communicate well with people with a learning disability who may be approaching the end of life. This includes access to appropriate communication aids and tools. (Edited publisher abstract)
The subjective experience of adults with intellectual disabilities who have mental health problems within community settings
- Authors:
- ROBINSON Laura, et al
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 10(2), 2016, pp.106-115.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to gain a greater understanding of how individuals with mild intellectual disabilities living in the community understand their psychotic symptoms and experiences. Design/methodology/approach: Five participants with intellectual disabilities and psychotic symptoms living in the community were interviewed. The interview schedule explored key areas: understanding and experiences of having an intellectual disability and a psychotic disorder, and of services provided. The data were analysed using Interpretative Phenomenological Analysis. Findings: The analysis elicited three main themes: self-concept: “How I understand and see myself”, incorporates what participants understood about their labels, their experiences, and how these labels fitted in with their self-concept; Impact: “How having mental health problems and learning difficulties affect my life”, encompasses communication barriers, lack of control, and stigma and vulnerability. The third main theme was coping: “How I cope with my mental health and learning difficulties”. Research limitations/implications: The findings suggest that the participants, rather than identifying with specific psychiatric labels perceive themselves as having individual and specific needs. The analysis highlights areas that can be developed to help with coping; ensuring people are respected and heard, empowerment through the development of positive social roles, and psycho-education. These results are a step towards developing understanding of this group of service users. (Edited publisher abstract)