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Who’s challenging who?
- Authors:
- DAVIES Rhodri, HUTCHINSON Lisa
- Journal article citation:
- Llais, 103, Summer 2012, pp.9-11.
- Publisher:
- Learning Disability Wales
This article describes the work of “Who’s challenging who?”, an 18-month knowledge transfer partnership between Mencap Cymru and Bangor University. It aims to improve challenging behaviour services for people with a learning disability by improving staff attitudes and increasing empathy. The work was done with Claire Bowler and Martin Banks, two people who have previously displayed challenging behaviour. Martin and Claire helped to co-author and deliver a series of pilot training sessions to social and healthcare staff across Wales. The staff gained a notable change in attitudes and more empathy towards people with challenging behaviour. Encouragingly, over 75% of people on the sessions said that they thought training in this area was a good use of their time, and the same number said that they would apply what they learned in their jobs.
Staff knowledge of the side effects of anti-psychotic medication
- Authors:
- FRETWELL Christine, FELCE David
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 20(6), November 2007, pp.580-585.
- Publisher:
- Wiley
Anti-psychotic medications are widely prescribed to people with intellectual disabilities and have a range of negative side effects. The aim was to identify the level of knowledge of anti-psychotic medications and their side effects among key carers or home managers of adults with intellectual disabilities living in residential group homes who are prescribed such medication. The sample was 25 of the 30 adults on the caseloads of community nurses in one community learning disability team in South Wales who lived in residential services and who were prescribed anti-psychotic medication. Key carers (n = 22) or home managers (n = 3) were interviewed about their knowledge of these medications and their side effects, the source of their knowledge and their needs for training. Knowledge of potential side effects was somewhat limited. Only two were identified by the majority of respondents. Most respondents felt insufficiently informed and in need of further training. There is a role for an informed professional, such as a community nurse, to ensure that carers receive good, verbal and written information about such medications and their side effects at the time of prescription.
Attitudes of general practitioners to caring for people with learning disability
- Authors:
- KERR M., DUNSTAN F., THAPAAR A.
- Journal article citation:
- British Journal of General Practice, 46(403), February 1996, pp.92-94.
- Publisher:
- Royal College of General Practitioners
Looks at the views of general practitioners in Gwent, South Wales with regard to people with learning difficulties.
Do outpatient physiotherapists in Wales have adequate knowledge and experience of intellectual disability
- Authors:
- LIPSCOMBE Hilary, HALL Elizabeth Ann
- Journal article citation:
- Mental Handicap Research, 8(1), 1995, pp.60-65.
- Publisher:
- BIMH Publications
This study, sought to establish from a sample of 88 outpatient physiotherapists the degree of their knowledge of the All Wales Strategy for the Development of Services for the Mentally Handicapped, the adequacy of their experience and knowledge to treat this particular client group effectively and their attitudes towards people with intellectual disabilities.
How do people with intellectual disabilities view abuse and abusers?
- Authors:
- NORWAY Ruth, et al
- Journal article citation:
- Journal of Intellectual Disabilities, 17(4), 2013, pp.361-375.
- Publisher:
- Sage
- Place of publication:
- London
This article explores the views of people with learning disabilities regarding abuse. Data were gathered via individual interviews (n = 14) and focus groups (7 groups involving 47 people in total), which were then analysed via a process of sorting statements into themes followed by group discussion and analysis of these themes. Participants expressed a range of views regarding abuse, some of which revealed strong emotions: a number of participants indicated that abuse could make people feel as though their lives are not worth living. The study found that people with intellectual disabilities can discuss their feelings around abuse and recognise the impact this has on their lives. There is, however, a need for improved responses to disclosures of abuse and the provision of ongoing support to address psychological issues. (Edited publisher abstract)
Neglect of people with intellectual disabilities: a failure to act?
- Authors:
- JENKINS Robert, DAVIES Rachel
- Journal article citation:
- Journal of Intellectual Disabilities, 10(1), March 2006, pp.35-45.
- Publisher:
- Sage
- Place of publication:
- London
Evidence from numerous studies strongly suggests that many people with intellectual disabilities have greater health needs and also have restricted access to health care compared to the general population. Given this evidence and that this has existed for some time, when does failure to act on this knowledge constitute a form of abuse? The motivation for this article emerged from both observations made during a wider study on abuse policies and practice and a growing awareness that abuse literature is not fully engaged with a broader definition of neglect. This article considers these issues with reference to the wider context of duties of care, freedom of choice and the attitudes of staff that shape responses to abuse. Practitioners are challenged to consider what can be done to overcome neglect with specific reference to the neglect of health needs.
Views of professionals on aims and outcomes of transition for young people with learning disabilities
- Authors:
- KAEHNE Axel, BEYER Stephen
- Journal article citation:
- British Journal of Learning Disabilities, 37(2), June 2009, pp.138-144.
- Publisher:
- Wiley
The paper reports the findings of a study of professionals in strategic and operational positions who were involved in transition planning for young people with learning disabilities. Respondents were asked to comment on what they regarded as the optimal aim and outcome of transition from school to post-school placements. The results illustrate the problems and advantages of inter-agency partnerships in delivering meaningful post-school destinations for young people leaving school.
Staff training in positive behaviour support: impact on attitudes and knowledge
- Authors:
- LOWE Kathy, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 20(1), January 2007, pp.30-40.
- Publisher:
- Wiley
Positive behavioural support is increasingly viewed as the preferred service approach for people who challenge, but skills are insufficiently widespread. The need for effective staff training has been highlighted as a key factor in high quality service provision, with investigators recommending a multidimensional approach to increase effectiveness and produce changes in work performance. Attitudes and knowledge of registered (qualified nurses) and non-registered (unqualified nursing assistants) staff in specialist health care services in and area of South Wales were assessed via self-completion questionnaires before and after the delivery of a newly accredited taught course in PBS and at a 1-year follow-up. Significant increases in knowledge were evident immediately after the training for both groups, with further increases evident over time for the non-registered staff who completed the qualification. Initial changes in attributions immediately after training reverted to baseline levels over time. Enduring change occurred in perceived confidence, which significantly increased both for registered and non-registered staff. The training had a positive effect on knowledge and perceived confidence but little enduring effect on attributions or emotional responses. The importance of training conducted in conjunction with allied changes in organizational systems to ensure ongoing management attention is discussed.
Responding to the abuse of people with learning disabilities: the role of the police
- Authors:
- DAVIES Rachel, et al
- Journal article citation:
- Journal of Adult Protection, 8(1), May 2006, pp.11-19.
- Publisher:
- Emerald
This article reports on a Welsh qualitative study into the attitudes and opinions of police officers involved in abuse investigations of people with learning disabilities. Semi-structured interviews and focus groups were conducted with police officers regarding their experiences of involvement in vulnerable adult protection and views on the role of the police. Findings are presented according to key themes: structure for abuse work, joint investigator training with social services, understanding the needs of people with learning disabilities, the legislative context for abuse work and sharing good practice and striving for a consistent response.
The trouble with kids: an account of problems experienced with local children by people with learning disabilities
- Authors:
- WHITTELL Bridget, RAMCHARAN Paul
- Journal article citation:
- British Journal of Learning Disabilities, 28(1), March 2000, pp.21-24.
- Publisher:
- Wiley
Recent research carried out in North Wales which has been funded by the Wales Office for Research and Development has focused attention on the everyday lives of a small number of people with learning disabilities living in the community. Although many positive stories and experiences have emerged, negative incidents of abuse and victimisation have also been experienced by the majority of participants. This article concentrates on incidents of abuse and victimisation which have involved children as the perpetrators, drawing upon the experiences of a married couple who participated in this research.