Search results for ‘Subject term:"learning disabilities"’ Sort:
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Care and treatment reviews (CTRs): policy and guidance. Including policy and guidance on Care, Education and Treatment Reviews (CETRs) for children and young people
- Author:
- NHS ENGLAND
- Publisher:
- NHS England
- Publication year:
- 2017
- Pagination:
- 114
- Place of publication:
- Leeds
Updated policy and guidance setting out the expectations for implementation of Care (Education) and Treatment Reviews (CTRs) across England. Care and Treatment Reviews (CTRs) were developed to improve the care of people with learning disabilities, autism or both in England with the aim of reducing admissions and unnecessarily lengthy stays in hospitals and reducing health inequalities. This revised policy and guidance builds on learning following the introduction of the first Care and Treatment Reviews (CTR) policy in October 2015 and in working partnership with people with learning disabilities and their families. The document includes information on the review process, the Key Lines of Enquiry responsibilities, and pathways to CTRs. It also includes additional guidance in relation to the successful implementation of CTRs for children and young people. Although CTRS are being driven by the NHS, the involvement of local authorities and education services in the CTR process and its outcomes are necessary for improving care and treatment for people with learning disabilities and their families. (Edited publisher abstract)
A critical review of current police training and policy for autism spectrum disorder
- Author:
- HEPWORTH Diana
- Journal article citation:
- Journal of Intellectual Disabilities and Offending Behaviour, 8(4), 2017, pp.212-222.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to critically review the current police training and criminal justice policy regarding the treatment of suspects with autism spectrum disorder (ASD) during the initial stages of the criminal justice system (CJS), and provide potential policy reform and areas for further research. Design/methodology/approach: By reviewing extant literature, research and policy documents, this paper provides a critical review of the current policy and training for dealing with suspects with ASD in the current CJS in England and Wales for suspects with ASD. Findings: This paper proposes that current policy and police staff training is insufficient during all initial stages of the criminal justice process. Although there are emerging policies and schemes which are promising, they require further research and national participation. Policy reform and improved training is required to ensure minimal opportunities for miscarriages of justice to those individuals with ASD. Originality/value: This paper provides a chronological journey through the initial stages of the CJS in England and Wales for a suspect with ASD, and the challenges that they may face. Suggestions are made based on criminological and psychological research to remedy the potential opportunities for miscarriages of justice. (Publisher abstract)
Reducing the need for restraint and restrictive intervention. Children and young people with learning disabilities, autistic spectrum disorder and mental health difficulties. Draft guidance for consultation
- Authors:
- GREAT BRITAIN. Department of Health, GREAT BRITAIN. Department for Education
- Publishers:
- Great Britain. Department of Health, Great Britain. Department for Education
- Publication year:
- 2017
- Pagination:
- 49
- Place of publication:
- London
Draft guidance on reducing the need for restraint and restrictive intervention for children and young people with learning disabilities, autistic spectrum disorder and mental health needs. The guidance is designed to help health and care settings and special educational services to adopt a preventative approach to supporting children and young people whose behaviour challenges. It highlights action to improve planning, the assessment and management of risks and the use of evidence-based practice so that restraint is used only where necessary, by trained staff and in line with the law, core values and ethical principles. Sections of the guidance cover: adopting a positive and proactive approach to behaviour; values and principles that should be followed when developing policies and practice on behaviour and the use of restraint; a summary key actions for settings and services, and considerations when using different forms of restraint. The guidance is non-statutory and will apply to health and care settings and special educational settings. The guidance is open to consultation period unity 24 January 2018. (Edited publisher abstract)
Implementing UK Autism policy & National Institute for Health and Care Excellence guidance- assessing the impact of Autism training for frontline staff in community learning disabilities teams
- Authors:
- CLARK Alex, et al
- Journal article citation:
- British Journal of Learning Disabilities, 44(2), 2016, pp.103-110.
- Publisher:
- Wiley
UK National Autism Strategy (Department of Health, 2010 and National Institute for Health and Care Excellence guidance (NICE, 2012) states that frontline staff should have a good understanding of Autism. Fifty-six clinical and administrative staff from a multidisciplinary community Learning Disability service completed an electronic questionnaire to evaluate levels of Autism knowledge. The results showed that, compared with clinical staff, administrative staff were more limited in their understanding of Autism and less able to access relevant Autism training. Autism training was provided for administrative staff. Focus group feedback about the training sessions and subsequent changes to practice concluded that the outcome of the training was positive. ‘Autism-friendly’ changes to administrative practice included alterations to waiting environments, adapted communication for people with Autism and increased communication between clinical and administrative staff about the needs of people with Autism. Future Autism training for all frontline staff and ongoing evaluation of health professionals’ Autism knowledge are discussed. (Publisher abstract)
Developing a policy for sexual health education for children and young people with Autism Spectrum Disorders and learning disabilities
- Author:
- BALLANTYNE Diane
- Journal article citation:
- Scottish Journal of Residential Child Care, 11, October/November 2011, pp.58-64.
- Publisher:
- Department of Social Work. University of Strathclyde.
Linn Moor School provides care and education for 22 children with severe and challenging behaviour. Around 80% of these children have a diagnosis of Autistic Spectrum Disorders (ASD) and all have some form of learning disabilities. Due to these difficulties, providing sexual health education has been a challenge and there has never been a whole-school approach. The aim of this paper is to discuss the importance of providing sexual health education to children with ASD, and to describe the development of a sexual health education policy and programme within the school. It was decided that sexual health education should be delivered using a staged approach, starting from a very basic level but teaching topics that were most necessary to reduce risk to individuals with ASD. An assessment form was designed by the occupational therapist for staff to be able to design individual protocols for each student based on their current understanding. The policy action plan included consultation with staff and parents, setting targets, researching the available policies in the sector, and writing a training course. The article concludes by emphasising the importance of policy and training in the area of sexual health education.
The detention of young people with learning disabilities and/or autism: second report of session 2019-20
- Author:
- GREAT BRITAIN. Parliament. Joint Committee on Human Rights
- Publisher:
- House of Commons
- Publication year:
- 2019
- Pagination:
- 66
- Place of publication:
- London
Inquiry report of the Joint Committee on Human Rights into the detention of young people with learning disabilities and/or autism in Assessment and Treatment Units (ATUs) and mental health hospitals in England under the Mental Health Act. The inquiry investigates whether the Government’s Transforming Care programme has been successful in reducing the number of people detained inappropriately; whether the children and young people with learning disabilities and/or autism are being detained inappropriately in mental health hospitals; whether they having their human rights breached and what needs to be done to protect them. The Committee found that the detention of young people with learning disabilities and/or autism in Assessment and Treatment Units (ATUs) and mental health hospitals is often inappropriate. It found that the right housing, social care and health services to prevent people being detained are not being commissioned at local level. The Committee also felt insignificant progress had been made to reduce the numbers of people with learning disabilities and/or autism in mental health hospitals and that it was unlikely that the targets in the NHS Long Term plan would be met. The report recommends a number of practical and legislative changes. These include the creation of legal duties on Clinical Commission Groups and local authorities to ensure the right services are available in the community and the narrowing of the Mental Health Act criteria to avoid inappropriate detention of children and young people. (Edited publisher abstract)
Developing support and services for children and young people with a learning disability, autism or both
- Author:
- NHS ENGLAND
- Publisher:
- NHS England
- Publication year:
- 2017
- Pagination:
- 37
- Place of publication:
- London
The document provides guidance for Transforming Care Partnerships and their local partners in Clinical Commissioning Groups and Local Authorities in commissioning support and services for children and young people with learning disability, autism or both who display behaviour that challenges. It supplements Building the Right Support and the National Service Model, to ensure that plans are inclusive of children and young people. It is structured around nine core principles that describe what good services and support look like for children and young people. These include having a meaningful everyday life; person-centred and coordinated care and support; support for family and care staff to help the child or young person live in the community; choice about where to live; and access to specialist health and social care in the community. Each section lists relevant legislation and guidance. Appendices provide information on what works when working in partnership with families and describes how services should change as a result of the service transformation. (Edited publisher abstract)