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Co-production in transforming care: checking if co-production is happening
- Author:
- LOCAL GOVERNMENT ASSOCIATION
- Publisher:
- Local Government Association
- Publication year:
- 2017
- Pagination:
- 17
- Place of publication:
- London
This guide explains what co-production means, how to check if co-production is happening, and what Transforming Care Partnerships can do to support co-production. Transforming Care Partnerships are the groups of people working together to improve services and support for people with a learning disability and people with autism who display behaviour that challenges. The guide suggests that key indicators that co-production is happening include: there is a co-produced policy on co-production that shows the way everyone will work; there is a clear plan on co-production that has been co-produced; how the Transforming Care Partnership works is built on the co-production principles; all communication is open and easy to understand; and there is evidence of a ‘shift in power’ to people and families from professionals. (Edited publisher abstract)
'Right to be heard': the Government's response to the consultation on learning disability and autism training for health and care staff
- Author:
- GREAT BRITAIN. Department of Health and Social Care
- Publisher:
- Great Britain. Department of Health and Social Care
- Publication year:
- 2019
- Pagination:
- 55
- Place of publication:
- London
Government response to the consultation on proposals for introducing mandatory learning disability and autism training for health and social care staff. This publication provides an analysis of the 5,155 responses received and sets out the Government’s plans to implement mandatory training. Areas covered by the consultation were: the planned content of the training; staff roles and training; how the training should be delivered; how to involve people with learning disabilities and autistic people in training; and; how the training should be mandated, monitored and evaluated in terms of its impact. The consultation found there was overwhelming support for the principle of mandatory training. Respondents also felt that having face to face component to training is important; training should involve people with lived experience; and that training must be proportionate to the requirements of the file. The document includes an action plan of Government commitments. (Edited publisher abstract)
Winterbourne View: time is running out
- Author:
- TRANSFORMING CARE AND COMMISSIONING STEERING GROUP
- Publisher:
- Association of Chief Executives of Voluntary Organisations
- Publication year:
- 2015
- Pagination:
- 35
- Place of publication:
- London
A review of the progress being made by the Transforming Care programme to act on the recommendations of Winterbourne View - Time for Change, which laid out a new national framework in which commissioners choose community-based provision over hospitals for people with learning disabilities and/or autism. The report argues that the pace of change is slow, while leadership and stakeholders’ engagement remain weak. It also notes that it will be impossible to deliver a closure programme without ensuring robust community provision. A closure programme requires the retraining of staff, the development of community-based facilities, a transition programme and alternative investments to underpin change. The report sets out a series of recommendations to support the strengthening of rights, the delivery of the closure programme and building capacity in the community. (Edited publisher abstract)
The Home/School Collaborative Model
- Author:
- BLOCH Judith S.
- Journal article citation:
- Children and Schools, 30(3), July 2008, pp.189-191.
- Publisher:
- Oxford University Press
This article provides an overview of the Home/School Collaborative Model for children with developmental disabilities in the United States. This model highlights the need for a system of support that views parents as participants, that focuses on empowerment and information, and that creates a partnership that includes parents as collaborators rather than as patients or clients.
Learning Disability and Autism Network (LDAN)
- Author:
- TODD Stuart
- Journal article citation:
- Llais, 83, Spring 2007, pp.15-17.
- Publisher:
- Learning Disability Wales
The re-organisation and re-structuring of research in Wales and the creation of CRC Cymru has given rise to a new Learning Disability and Autism Network. The author discusses the developments, and looks at how this initiative could stimulate increased dialogue and discussion about learning disability research.
Big Plans: a guide for meaningfully engaging people with learning disabilities in the development of their plans
- Author:
- HUMANLY
- Publisher:
- Humanly
- Publication year:
- 2018
- Pagination:
- 70
- Place of publication:
- London
A toolkit to support social workers in working with people with learning disabilities and/or autism to plan for important moments in their lives, for example transition into adulthood or moving out of hospital back into the community. It includes a suggested step-by-step process, as well as specific activities for engaging individuals with learning disabilities and/or autism directly, rather than relying on those around them. Sections cover: Getting to know an individual through direct observation; Learning more about an individual from experts; Using creative activities to know individuals better; Creating a Personal Portrait that captures an individual’s needs and preferences; Using the Personal Portrait in planning; Testing options with an individual and capturing reactions; and Reviewing an individual’s experience on an ongoing basis. The toolkit was developed by Humanly and co-designed with the Shropshire team to support sites in the Named Social Worker programme, which was funded by the Department of Health and Social Care and run in partnership by the Innovation Unit and the Social Care Institute for Excellence. It has been designed to be suitable for a wide range of people with learning disabilities and/or autism, including people with complex needs and non-verbal communication.
Engaging young people with Autism Spectrum Disorder in research interviews
- Authors:
- HARRINGTON Caitlin, et al
- Journal article citation:
- British Journal of Learning Disabilities, 42(2), 2014, pp.153-161.
- Publisher:
- Wiley
This study draws on the first author's doctoral research on the mainstream schooling experiences of young people with autism spectrum disorder (ASD) and their parents in Queensland, Australia. The aims are to share some of the practical strategies that were adapted and developed to engage the young people in the research and to critically reflect on what this means for future inclusive methodological approaches in this area. The key message is that diagnostic-related assumptions about impairments can lead researchers to develop strategies which exclude or restrict rather than maximise participation of disabled people in research. To enable young people with ASD to provide rich and meaningful insights researchers need to acknowledge and plan creatively and flexibly for the interactive dynamic that is unique to each individual as well as for needs which might be shared. (Publisher abstract)
Consultation with Children with autistic spectrum disorders about their experience of short-term residential care
- Author:
- PREECE David
- Journal article citation:
- British Journal of Learning Disabilities, 30(3), September 2002, pp.97-104.
- Publisher:
- Wiley
Consultation with children receiving services from social services departments is required by international and national legislation. Research has been undertaken examining the experience of children with disabilities receiving short-term care. However, none of these studies has focused on autistic spectrum disorders (ASDs). This article suggests that this condition's characteristics affect the ability of children with ASDs to participate in consultation. Case studies were undertaken investigating the impact of the characteristics of autism upon researchers' abilities to elicit children's opinions about their experience of short-term residential care. Factors which maximised the children's input and the accuracy of results are identified.
Reforming the Mental Health Act
- Authors:
- LAING Judith, GARRATT Katherine
- Publisher:
- Great Britain. Parliament. House of Commons Library
- Publication year:
- 2022
- Pagination:
- 40
- Place of publication:
- London
This paper discusses the Government's White Paper on Reforming the Mental Health Act 1983, a summary of consultation responses and the Draft Mental Health Bill 2022. The Government's white paper on Reforming the Mental Health Act, published on 13 January 2021, contains wide-ranging proposals to reform the Mental Health Act 1983 (as amended in 2007) in England and Wales. This briefing outlines the background to the reforms, some of the main proposals in the white paper and initial reactions. It also outlines the Government's response to a consultation on the white paper proposals details of the draft Mental Health Bill, published in June 2022 and initial reactions to the Bill. The white paper includes a range of proposals to reform the Act as well as to bring about improvements in policy, practice, and service delivery. The overall aim is to bring the law in line with modern mental health care and ensure that patients are involved more closely in decisions about their care and treatment. The draft Bill contains a number of amendments to the Mental Health Act 1983 which would bring in the following changes: autism and learning disability would not be considered to be conditions for which a person could be subject to compulsory treatment under section 3; changes to the criteria for detention by setting out two new tests with a higher risk threshold; a new definition of "appropriate medical treatment" to require that the treatment must have a reasonable prospect of alleviating, or preventing the worsening of, the patient's mental disorder. (Edited publisher abstract)
Draft Mental Health Bill
- Authors:
- GREAT BRITAIN. Department of Health and Social Care, GREAT BRITAIN. Ministry of Justice
- Publisher:
- Stationery Office
- Publication year:
- 2022
- Pagination:
- 87
- Place of publication:
- London
This draft bill aims to deliver on the government manifesto commitments to reform the Mental Health Act; and to improve the way that people with a learning disability and autistic people are treated in law. This draft legislation is intended to give effect to the policy approaches outlined in Sir Simon Wessely's landmark independent review in 2018. These were subsequently taken forward in the government's white paper Reforming the Mental Health Act in 2021. The draft bill contains a number of amendments to the Mental Health Act 1983 (MHA). It follows, more specifically, the Government's 2017 and 2019 Manifesto commitments to reform the MHA so that: 'patients suffering from mental health conditions... have greater control over their treatment and receive the dignity and respect they deserve'; and 'it is easier for people with learning disabilities and autism to be discharged from hospital, with improvements in how they are treated in law'. The draft Bill includes reforms to: strengthen the voice of patients; improve and expand the roles and powers of people who represent detained patients; limit the detention of people with a learning disability and/or autistic people; revise the criteria for the use of Community Treatment Orders (CTOs), and enhancing the professional oversight required for any CTO; remove police stations and prisons as places of safety under the MHA to ensure people experiencing a mental health crisis or with severe mental health needs are supported in an appropriate setting. (Edited publisher abstract)