Search results for ‘Subject term:"learning disabilities"’ Sort:
Results 1 - 6 of 6
What are the support needs of women with learning disabilities who have been abused?
- Author:
- McCARTHY Michelle
- Journal article citation:
- Tizard Learning Disability Review, 21(1), 2016, pp.39-42.
- Publisher:
- Emerald
Purpose: In discussing some of the issues arising from the article by Angela Olsen and Catherine Carter, the purpose of this paper is to draw readers’ attention to the various support needs women with learning disabilities may have. Design/methodology/approach: Critical analysis based on review of literature and the author’s research and practice-based experience. Findings: Women with learning disabilities have similar support needs to other women who have experienced violence and abuse. However, in order to get their needs met, they need access to information, support from professionals and to share experiences with other women. Originality/value: This commentary encourages readers to view the abuse of women with learning disabilities in a broad social context and to use all the knowledge available to protect and empower individuals, whilst at the same time demanding social changes to end discrimination and abuse. (Publisher abstract)
The challenge of a “triple diagnosis”: identifying and serving homeless Canadian adults with a dual diagnosis
- Authors:
- LOUGHEED Donna C., FARRELL Susan
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 10(3), 2013, pp.230-235.
- Publisher:
- Wiley
Adults with both a mental illness and intellectual disability (in Canada, a “dual diagnosis”) and who reside in shelters for the homeless are vulnerable and at risk for physical, sexual, and financial abuse. Their mental illnesses are difficult to diagnose and treat, and their intellectual impairments are difficult to ascertain. The authors review the existing literature on homelessness and intellectual disability, and use this and their extensive clinical experience with the homeless in a large Canadian city to identify and extrapolate reasons for the challenges facing both these individuals and the agencies and organizations that serve them. Challenges to providing appropriate services include, identifying and linking with these adults; recognizing the implications of the level of the intellectual delay and the mental illness on the individual's ability to cope, and stay safe; understanding the wants and needs of the individual; expanding the mandate of the agencies and professionals wanting to serve this group; and developing policy that will both provide appropriate support of the individual, but also provide protection, if necessary by legal means. They further suggest that focal services should be based on the following characteristics: flexibility, meeting the client where he or she lives, consideration of capacity to consent in order to avoid neglect issues, and understanding of the lifelong and pervasive effects of intellectual delay in all facets of life. Though the population discussed is resident in Canada, these issues apply to individuals in other countries, as well, where there are concerns about these vulnerable adults with a “triple diagnosis.” (Edited publisher abstract)
A call for the integration of trauma-informed care among intellectual and developmental disability organizations
- Author:
- KEESLER John M.
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 11(1), 2014, pp.34-42.
- Publisher:
- Wiley
Research exploring the occurrence of trauma among adults with intellectual and developmental disabilities (I/DD) has grown over the past decade. Yet there is a dearth of literature investigating the impact of organisational factors on the trauma experience despite this population's need for organisational supports. Trauma-informed care (TIC), a systems-focused model for service delivery, is a fast-developing interest among the broader field of trauma in the general population. It recognises the prevalence and impact of trauma, and creates a culture of safety, trustworthiness, choice, collaboration, and empowerment. The author synthesised relevant literature from both the intellectual and developmental disabilities areas and integrated this with TIC and trauma literature drawn from the general population. Explored are the implications of organisations for service delivery and the potential assimilation of TIC within I/DD organisations. The effectiveness of TIC applications and their potential barriers are discussed and related to the philosophy of quality of life and organisational culture. The author notes that some individuals with I/DD comprise a vulnerable subgroup of the population that in large part relies upon the support of organisational services to foster quality of life. Given the implications of the focus on quality of life, he posits that TIC presents as a viable response for organisations, complimenting and augmenting current efforts. (Edited publisher abstract)
Sexual abuse and people with learning difficulties: developing access to community services
- Author:
- SIMPSON David
- Publisher:
- Family Planning Association
- Publication year:
- 1994
- Pagination:
- 25p.
- Place of publication:
- London
Short paper describing a project that set out to help specialists working in community based services to become more able to respond appropriately to people with learning difficulties.
Protect and survive
- Author:
- MARCHANT Catriona
- Journal article citation:
- Community Care, 30.12.93, 1994, pp.12-13.
- Publisher:
- Reed Business Information
A study by Respond, a London based therapeutic service for people with learning difficulties who have been sexually abused found that of those living in the community nearly half had been abused. Gives the results of the study, discusses the difficulties in detecting abuse and calls for measures such as sex education and HIV/AIDS preventive work for these vulnerable people.
Institutional abuse: perspectives across the life course
- Editors:
- STANLEY Nicky, MANTHORPE Jill, PENHALE Bridget
- Publisher:
- Routledge
- Publication year:
- 1999
- Pagination:
- 242p.,bibliogs.
- Place of publication:
- London
Brings together a number of different accounts of institutional abuse from academics and researchers. Uses a life course perspective and looks at four areas: children, adults with learning difficulties, adults with mental health problems, and older people. Each section includes a critical overview, analysis of current research and a chapter reporting on users' experiences of abuse. Aims to develop an understanding of how institutional abuse can be prevented and survivors' needs can be met.