Search results for ‘Subject term:"learning disabilities"’ Sort:
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Too sexed up!
- Author:
- McDONAGH Rosaleen
- Journal article citation:
- Journal of Adult Protection, 9(4), November 2007, pp.27-33.
- Publisher:
- Emerald
The author discusses sexuality and sexual expression in relation to people with learning disabilities. The paper also makes references to the authors experiences of being sexually, physically and racially abused.
Abuse in care?: a practical guide to protecting people with learning disabilities from abuse in residential services
- Authors:
- MARSLAND David, et al
- Publisher:
- University of Hull
- Publication year:
- 2006
- Pagination:
- 48p.
- Place of publication:
- Hull
Identifies 'early indicators' that people with learning disabilities living in residential services are at significant risk of abuse. Offers practical guidance to practitioners and family carers to enable them to identify early indicators of abuse and individuals at risk, and to identify the actions they should take in order to protect people with learning disabilities and prevent the onset of abuse.
Comparison of adults with intellectual disabilities and mental health problems admitted to specialist and generic inpatient units
- Authors:
- HEMMINGS C.P., et al
- Journal article citation:
- British Journal of Learning Disabilities, 37(2), June 2009, pp.123-128.
- Publisher:
- Wiley
This study aimed to compare the characteristics of service users with intellectual disabilities and mental health problems admitted to either a specialist or a generic inpatient unit in an area of South London. Socio-demographic and clinical characteristics of consecutive admissions over a 5.5-year period were recorded using a questionnaire. Key differences in psychiatric diagnosis, residence type and discharge destination were found between individuals using generic and specialist provision. Length of stay was significantly longer for specialist unit admissions. Admissions to the specialist unit were significantly more likely to reside with family prior to admission and admissions to generic units were significantly more likely to come from 'other' forms of residence such as hostels, prison and 'no fixed abode'. At discharge the proportion of those admitted to the specialist unit who resided with their families reduced. At the same time the proportion of those living in supported accommodation increased although compared with those admitted to generic units they were still significantly more likely to return to the family home. Significantly, more adults admitted to generic units were diagnosed with an affective disorder. Specialist inpatient provision may be crucial in helping mainstream services meet the needs of individuals with intellectual disabilities and mental health problems.
Residential schools for children with learning disabilities in England: recent research and issues for future provision
- Author:
- McGILL Peter
- Journal article citation:
- Tizard Learning Disability Review, 13(4), December 2008, pp.4-12.
- Publisher:
- Emerald
Approximately 3,000 children and young people with learning disabilities attend residential schools or other residential placements. Many of these young people have complex needs; and their placement reflects a failure of local provision to support their families and provide inclusive local services. Such placements reduce family contact, increase young people's vulnerability and accentuate the difficulties of transition to local adult provision. This article reviews recent research and looks specifically at: the number of children with learning disabilities attending residential schools; the characteristics and experiences of the children attending residential schools; the experiences of their families; and what happens after residential school.
Assessment and treatment units for people with intellectual disabilities and challenging behaviour in England: an exploratory survey
- Authors:
- MACKENZIE-DAVIES N., MANSELL J.
- Journal article citation:
- Journal of Intellectual Disability Research, 51(10), October 2007, pp.802-811.
- Publisher:
- Wiley
Evaluative studies have shown that special units for people with intellectual disabilities (ID) who have challenging behaviour have advantages and disadvantages. There has been no survey of their number or characteristics for nearly 20 years. A questionnaire was sent to all National Health Service trusts that had ID inpatient beds, and all private or voluntary healthcare establishments providing services for people with mental health problems or ID. This asked for information about the unit, its residents and the views of the unit manager. Forty-four agencies confirmed that they provided assessment and treatment units, of which 38 returned questionnaires. These units served 333 people, of whom 75% had mild or moderate ID. A quarter had been there for more than 2 years. Forty per cent of residents had a discharge plan, and 20% had this and the type of placement considered ideal for them in their home area. The main strengths of the units were identified as the knowledge and experience of the staff and having sufficient staff; the main problems as inappropriate admissions, bed-blocking and the relationship with other services; difficulties with recruiting and retaining staff; the location and environment of the unit; and the mix of residents. There has been an increasing rate of provision of special units, which now predominantly serve people with moderate or mild ID. This model of service provision is becoming more widespread, but the potential problems identified 20 years ago are still present. Areas are identified for further research.
Too far to go: out-of-area placements of people with intellectual disabilities
- Authors:
- BEADLE-BROWN Julie, et al
- Journal article citation:
- Tizard Learning Disability Review, 11(1), February 2006, pp.24-34.
- Publisher:
- Emerald
This mainly exploratory study was a one-point-in-time survey of the situation of one English county. The study involved a survey of all social care homes in the country, followed by measures of quality of life/service for a random sample of 30 people identified by the survey, interviews with home managers, service users, family carers and care managers, and focus groups with members of four community learning disability teams. The total number of people placed out-of-area was estimated to be close to 2,000 (1,500 were placed by the local authority within the country). The main reason for such placements was lack of good local services, but cost also seemed important. For many of those who had been in long-stay hospital, locality appeared not to be important. Effects varied, but at least a third of people were experiencing very poor service quality and quality of life. Family carers generally felt their relative was happy, but fear of loosing placement was a strong theme. For local community learning disability teams, the main problems included increased workload, reduced provision for local residents, difficulty in dealing with placing authority and the poor quality of the homes. Challenges for public agencies include provision of better local services, management of the cost incentives, especially for London Boroughs, and a system where funding follows the person wherever they chose to live.
Safeguarding children with disabilities and complex health needs in residential settings: phase 1 report
- Author:
- CHILD SAFEGUARDING PRACTICE REVIEW PANEL
- Publisher:
- Child Safeguarding Practice Review Panel
- Publication year:
- 2022
- Pagination:
- 90
- Place of publication:
- London
This report sets out the findings from phase 1 of the Child Safeguarding Practice Review Panel's review into the safeguarding of children with disabilities and complex health needs in residential settings. The phase 1 report looks in particular at the experiences of 108 children and young adults placed from 55 local authorities at Fullerton House, Wilsic Hall and Wheatley House specialist, independent, residential settings between 1 January 2018 and 21 March 2021. These settings were located in the villages of Denaby Main and Wilsic, Doncaster, and run by the Hesley Group. The children placed at Hesley's children’s residential settings in Doncaster functioned significantly below their chronological age and exhibited behaviour that challenges. They had been diagnosed with complex needs, including: autism (82%), learning disabilities (76%), mental health difficulties such as anxiety, obsessive compulsive disorder and bipolar disorder, and attention deficit hyperactive disorder (25%). Many of the children had profound difficulties with receptive and expressive communication, but were not supported when they displayed behaviours, signs and symptoms that were indicative of child abuse. They were among the most vulnerable children in society, yet they experienced systematic and sustained physical abuse, emotional abuse and neglect. Our report sets out: what happened to the children and young adults placed in these settings; why it happened; urgent action to be taken by local authorities by November 2022, to provide assurance about the safety and care of children who may be residing in similar specialist settings; wider systemic issues raised by the findings from phase 1, to be explored in depth in phase 2 and completed by spring 2023. (Edited publisher abstract)
Residential supports for people with intellectual disabilities: questions and challenges from the UK
- Author:
- EMERSON Eric
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 24(4), December 1999, pp.309-319.
- Publisher:
- Taylor and Francis
Uses recent developments in services in the UK as a case study to identify some of the challenges facing the provision of residential supports to people with intellectual disabilities. Three main areas are discussed: (1) responding to existing levels of unmet need and increasing levels of demand; (2) reducing inequalities in access to and the quality of services; and (3) obtaining and demonstrating "best value". In particular, discussion is focused on the relationships between needs, resources, process and outcomes in residential services for people with intellectual disabilities and the implications of these relationships for obtaining "best value".