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Multi-element behaviour support as a model for the delivery of a human rights based approach for working with people with intellectual disabilities and behaviours that challenge
- Author:
- DOODY Christina
- Journal article citation:
- British Journal of Learning Disabilities, 37(4), December 2009, pp.293-299.
- Publisher:
- Wiley
This paper, using the story of Mary, a 40 year old woman with moderate intellectual disabilities who is nonverbal and exhibits poor comprehension skills, demonstrates the effectiveness of the multi-element behaviour support (MEBS) model in meeting the rights of people with intellectual disabilities and behaviours that challenge. By explicitly linking the multi-element model to the guiding principles of a human rights based approach, these guiding principles are: rights; participation; empowerment; non-discrimination; and accountability. The background and functional assessment phase of the MEBS process enables the identification of rights infringements while the MEBS plan addresses those rights. The accountability tool in the MEBS model, the periodic service review, is then used as a measure of implementation of the MEBS plan and, as a result, the enabling of those rights. Implications in relation to the rights of those supporting persons in receipt of MEBS and those living with the person receiving MEBS are highlighted.
Diversion, a hidden hazard?
- Authors:
- CREAMER Anne, SIMPSON Murray
- Journal article citation:
- SCOLAG Journal, 277, November 2000, pp.8-10.
- Publisher:
- ScoLAG(Scottish Legal Action Group)
Discusses the policy of diverting people with learning difficulties from the formal criminal justice process unless it is not in the public interest to do so. This article looks at diversion policy, highlights some of the dilemmas it poses and asks whether it is always in the individuals best interest.
Care and treatment review: policy and guidance
- Author:
- NHS ENGLAND
- Publisher:
- NHS England
- Publication year:
- 2015
- Pagination:
- 52
- Place of publication:
- Leeds
Policy and guidance which sets out the expectations for implementation of Care and Treatment Reviews (CTR) for people with learning disabilities and/or autism in England. CTRs were developed as part of NHS England’s commitment to improving their care and aim to reducing admissions and unnecessarily lengthy stays in hospitals. They are intended to bring a person-centred and individualised approach to ensuring that the treatment and support needs of the person with learning disabilities and/or autism and their families are met and that barriers to progress are challenged and overcome. The approach is rooted in principles of human rights, person-centeredness and co-production. The document outlines the CTR process and pathway standards, the quality indicators, roles and responsibilities, how the reviews interface with other frameworks, and governance. (Edited publisher abstract)
Amendments to the Mental Health Act 1983: implications for people with learning disabilities
- Authors:
- HALL Ian, ALI Afia
- Journal article citation:
- Advances in Mental Health and Learning Disabilities, 3(1), March 2009, pp.3-8.
- Publisher:
- Emerald
The new Mental Health Act 2007 substantially amends the Mental Health Act 1983. In this article, some of the most important changes are highlighted, including changes to the definition of mental disorder, the new professional roles of approved mental health practitioner and responsible clinician, and the new powers for Supervised Community Treatment. The likely impact of these changes for people with learning disability and professionals working with them is discussed.
Neglected children and their families
- Author:
- STEVENSON Olive
- Publisher:
- Blackwell
- Publication year:
- 2007
- Pagination:
- 182p., bibliog.
- Place of publication:
- Oxford
- Edition:
- 2nd ed.
Those who work with children and young people have a responsibility to safeguard and promote their welfare. Recognizing and detecting signs of emotional abuse and neglect is an important responsibility as well as a key skill. As well as ensuring that children and young people are free from harm, it is equally important to ensure their well-being and quality of life. This new edition is updated throughout to include the latest policy and research developments, and expanded to include greater consideration of topics such as the impact of parental mental health, substance abuse and alcoholism on parental capacity and the issue of parents with learning disabilities. Providing clear guidelines for the assessment and intervention of child neglect, Neglected Children and Their Families is an invaluable resource for all those studying and working in childcare, including social workers, health visitors and child nurses.
Good practice in physical interventions: a guide for staff and managers
- Editors:
- PALEY Sharon, BROOKE John, (eds.)
- Publisher:
- British Institute of Learning Disabilities
- Publication year:
- 2006
- Pagination:
- 157p.
- Place of publication:
- Kidderminster
The first handbook for staff and managers on good practice in physical interventions draws together practical guidance from some of the UK’s leading physical interventions trainers and experts. Physical intervention or restraint with people who have intellectual disabilities is sometimes necessary, even though it is known to present dangers to both staff and service users (some service users have died as a result of restraint). This study aims to investigate the extent to which staff in intellectual disability services need training in the use of physical interventions or restraint.
Physical interventions with people with intellectual disabilities: staff training and policy frameworks
- Authors:
- MURPHY Glynis, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 16(2), June 2003, pp.115-125.
- Publisher:
- Wiley
Physical intervention or restraint with people who have intellectual disabilities is sometimes necessary, even though it is known to present dangers to both staff and service users (some service users have died as a result of restraint). This study aims to investigate the extent to which staff in intellectual disability services were trained in the use of physical interventions or restraint. Their views of a recent policy framework on physical interventions were also sought. There were three groups of participants: (i) group 1 included staff who had attended conferences on the Policy Framework (the conference sample); (ii) group 2 included staff from two geographical areas (the geographical sample); (iii) group 3 included staff in specialist assessment and treatment services (the SpAT sample). All participants were sent a questionnaire asking them about their training in (and use of) physical intervention methods and their opinions on the policy document. There were at least 12 different types of training recorded, including a number of varieties of Control and Restraint (C&R). By no means did all the senior staff did have training in physical intervention methods. The degree of training varied with the sample and the type of training varied with the employing organization. Most participants in group 1 were very positive about the BILD & NAS Policy Framework but few staff in groups 2 and 3 had read the document. About two-thirds of the participants said their services had (or were developing) a written policy on physical interventions. There remained a clear need for further training in physical interventions and evidence on which the effectiveness of different methods of physical interventions could be judged.
Towards the creative management of risk: perceptions practices and policies
- Authors:
- ALASZEWSKI Andy, ALASZEWSKI Helen
- Journal article citation:
- British Journal of Learning Disabilities, 30(2), June 2002, pp.56-62.
- Publisher:
- Wiley
This present article examines the importance of risk when supporting individuals with learning disabilities. Risk is an important issue in the provision of support. Service users saw risk primarily in terms of hazards. Carers were concerned about hazards and harm, but recognised the need for risk-taking. Professionals emphasized the importance of reasonable risk-taking. Agencies also recognised the importance of risk management, and most had or were developing risk policies. However, most of these policies are based on a restricted approach to risk which emphasizes hazard assessment, and health and safety issues.
'Dangerous people': reasoned proposals or rhetoric?
- Author:
- -
- Journal article citation:
- Journal of Learning Disabilities for Nursing Health and Social Care, 3(4), December 1999, pp.183-184.
This editorial discusses the government's announced proposals to deal with 'dangerous people' who present a risk to the public. The proposals will be a departure from current legislation, which recommends that people suffering from mental disorders should not be drawn into the criminal justice system unnecessarily. It could allow the Court to compulsorily detain any person with a severe personality disorder and who present a risk to the public, regardless of whether they have committed a criminal offence. Discusses the problems with this approach.
A practice and policy agenda for HIV and learning difficulties
- Author:
- CAMBRIDGE Paul
- Journal article citation:
- British Journal of Learning Disabilities, 22(4), December 1994, pp.134-139.
- Publisher:
- Wiley
Reviews how issues around HIV and learning difficulties come together to present a challenge for health promotion/HIV prevention and services for people with learning difficulties. The review also identifies key practice issues which services for people with learning difficulties need to address in relation to HIV and offers a model for developing policy and resources for carrying forward work in this area.