Search results for ‘Subject term:"learning disabilities"’ Sort:
Results 1 - 10 of 10
Care and support planning guide
- Author:
- NATIONAL VOICES
- Publisher:
- National Voices
- Publication year:
- 2014
- Pagination:
- 42
- Place of publication:
- London
An interactive guide providing an introduction to care and support planning for anyone who has health or care needs, or cares for someone who does. It helps to explain what care and support planning is and how it can help. The guide introduces the four stages of care planning: a) preparation and getting ready to discuss the care and support you need; b) discuss: talking with your care and support partner; c) document: writing down the main points from the discussion; d) review: checking how things are going. It also contains links to stories of other peoples experiences of care and support planning and links to short films. (Original abstract)
Transforming learning disability services in Wales
- Author:
- SOCIAL SERVICES IMPROVEMENT AGENCY
- Publisher:
- Social Services Improvement Agency
- Publication year:
- 2014
- Pagination:
- 32
- Place of publication:
- Cardiff
This report provides information on the Social Services Improvement Agency's Transforming learning disability services in Wales programme, the Opportunity Assessment model used in the programme, and the implications for the future of Learning Disability services in Wales. The programme was developed to help councils and their partner agencies to assess current learning disability provision and practice across Wales and identify a sustainable service model for the future. The 'Opportunity Assessment' approach which formed the basis of the programme involved a three-pronged approach to assessing provision based on: existing service data; commissioning and delivering strategies; and current practice using case files and engagement with practitioners. The report provides details of progress and outcomes of the programme and discusses the use of the "Progression" model which represents different levels of independence and dependence, and can be used for care and support planning. Examples of existing effective practice are also included. Recommendations include that the "Progression Model" should be adopted as the future model for learning disability services throughout Wales and that future work on the planning, commissioning and delivery of learning disability services in Wales should take an integrated approach across the NHS and local government. The report also notes that some of the local authorities and Health Boards who participated in the programme are beginning to see significant reductions in expenditure and positive results for people with a learning disability. (Edited publisher abstract)
Adult ADHD outcome audit based on NICE guidelines
- Author:
- EDWIN Moshieve Febin
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 8(5), 2014, pp.331-337.
- Publisher:
- Emerald
Purpose: Adult ADHD is a neuro-developmental disorder. The current prevalence of ADHD in adults is around 1.9-4 per cent. The service for adults with ADHD based on NICE guideline recommendation. Hence, the author decides to audit the Adult ADHD case loads against the gold standard set by the NICE. The paper aims to discuss these issues. Design/methodology/approach: The study was based on a retrospective analysis and collection of data from electronic patient records for a duration of five months between October 2011 and February 2012. The data findings were matched against the NICE standards. There were 15 standards identified. Six service outcome questions were also used to improve the Quality of the service provided. Findings: As the service outcomes were set for 100 per cent, the performance fell short in few areas. The service managed to achieve roughly 80-95 per cent in areas such as medication monitoring, transition service and care plan with shared care guidelines for prescription in primary care. The service under performed in areas on non-pharmacological interventions such as cognitive-behavioural therapy (CBT). The service continues to provide a exceptional service for adults with intellectual disability and ADHD. Research limitations/implications: The research was limited by information and recall bias due to the retrospective nature of data analysis. There was also over representation of the numbers in co-morbid cases due to more than two diagnosis. Practical implications: The paper outlines the regional outcome of the audit. However the findings have wider implications. For example the prevalence rate is more common in males than females. CBT is an important resource in the management of ADHD in adults. Priority and importance need to be given for providing a service for CBT in adults with ADHD. Social implications: The cost of sickness and non-employment due to ADHD is significantly high. Treating this complex group with medications and CBT improves the outcome and get them back in employment and reduce recidivism rates in offenders. Originality/value: The author feels the adult ADHD service audit has huge service implications. Currently it is a controversial diagnosis significantly under-resourced. The outcome survey had highlighted the areas of need as a neurodevelopmental disorder. (Edited publisher abstract)
A plan for life: the long view of social care for adults with learning disabilities
- Author:
- FITZROY
- Publisher:
- FitzRoy
- Publication year:
- 2014
- Pagination:
- 8
- Place of publication:
- Petersfield
This study – based on opinion research with 100 local authorities in England – shows that lifelong planning for adults with learning disabilities improves wellbeing and reduces long-term care costs. However, systemic pressures on local government have led to widespread short-term planning and an increase in long-term care costs at a time when the pressure to reduce spending has never been greater. The study highlights the absence of long-term considerations such as placement stability and quality of life beyond just care and that cost is the overriding consideration when local authorities are assessing social care services for adults with learning disabilities. Despite these significant barriers to change, local authorities are adamant that long-term planning is essential and are ready and willing to address these challenges. The report calls on the government to publish guidelines that will help local authorities to quickly understand their obligations to guarantee a better quality of life for adults with learning disabilities. (Edited publisher abstract)
Transforming care: supporting people with learning disabilites, autism and challenging behaviour to live happily in their local community
- Author:
- UNITED RESPONSE
- Publisher:
- United Response
- Publication year:
- 2014
- Pagination:
- 12
- Place of publication:
- London
This resource seeks to make the move from long stay institutions and Assessment and Treatment Units to community settings more successful for people with learning disabilities and autism. It provides detail on supporting people with complex needs and challenging behaviour, giving information on how to help them live happily in their local community. The document highlights the role of Active Support in helping people engage in activities and relationships and shows how it is essential in underpinning Positive Behaviour Support. The document is illustrated with examples and case studies. (Edited publisher abstract)
Social care: guide to the 0 to 25 SEND code of practice: advice for social care practitioners and commissioners
- Author:
- GREAT BRITAIN. Department for Education
- Publisher:
- Great Britain. Department for Education
- Publication year:
- 2014
- Pagination:
- 19
- Place of publication:
- London
A guide for social care professionals on the support system for children and young people with special educational needs and disabilities. It is designed to help practitioners and commissioners understand their statutory duties under the special educational needs and disability reforms in the Children and Families Act 2014. It draws out the social care elements from the statutory 0-25 SEND Code of Practice and helps navigate the full document. The guide sets out the principles underpinning the code and examines its key elements, including: provision of impartial information, advice and support; working together across education, health and care for joint outcomes; the local offer; preparing for adulthood from the earliest years; education, health and care needs assessments and plans; children and young people in specific circumstances; and resolving disagreements. (Edited publisher abstract)
Transition planning for young people with learning disabilities in Great Britain
- Author:
- CONLON Lynda
- Publisher:
- Northern Ireland Assembly. Research and Information Service
- Publication year:
- 2014
- Pagination:
- 36
- Place of publication:
- Belfast
This paper provides an overview of transition planning services provided to young people with learning disabilities as they move from children’s services to adult services in England, Scotland and Wales. It outlines relevant legislation and policy relevant in the areas of education, social care, employment and health care. It also highlights a number of national and local transition planning projects in the three countries. The paper has been written to support the Committee for Employment and Learning in Northern Ireland as part of its inquiry into post Special Educational Need provision in education, employment and training for those with Learning Disabilities. (Edited publisher abstract)
Learning disabilities census report: further analysis: England, 30 September 2013
- Author:
- HEALTH AND SOCIAL CARE INFORMATION CENTRE
- Publisher:
- Health and Social Care Information Centre
- Publication year:
- 2014
- Pagination:
- 41
- Place of publication:
- Leeds
This report presents further findings from the 2013 Learning Disability Census, following an initial report published in December 2013. The Census provides a snapshot of inpatients with learning disabilities, autistic spectrum disorder and/or challenging behaviour, and the services they receive. The survey was one of the initiatives commissioned in response to the abuse at Winterbourne View Hospital. This report contains information relating to patient experience of care including: drug administration; incidents, restraint and seclusion; ward accommodation, uses of the Mental Health Act (1983), and information on the commissioning and provision of learning disability services including costs and care planning. The census data was collected on 30 September 2013. Responses from 104 provider organisations were received on behalf of 3,250 service users. (Edited publisher abstract)
Learning for care homes from alternative residential care settings: summary
- Authors:
- BURTNEY Liz, et al
- Publisher:
- Joseph Rowntree Foundation
- Publication year:
- 2014
- Pagination:
- 4
- Place of publication:
- York
Summarises the key findings of a research review which explored the learning from delivery of care in residential services for children and young people, residential services and supported housing for people with learning disabilities and hospice care, and considers how this can be applied in care homes for older people. The report found that, while evidence of effectiveness is limited, there are promising ideas that could improve the culture of care homes, experiences of care and support for staff, It presents evidence of how residential care homes in other sectors have created positive organisational cultures and increased relationship-based care to improve the quality of care offered. It also looks at how greater involvement of people who use services and their families can improve experiences of care. (Edited publisher abstract)
Learning for care homes from alternative residential care settings: report
- Authors:
- BURTNEY Liz, et al
- Publisher:
- Joseph Rowntree Foundation
- Publication year:
- 2014
- Pagination:
- 72
- Place of publication:
- York
This review uses a rapid evidence assessment to investigate the scope for improving the quality of care provided by residential care homes in the United Kingdom through learning from other providers. The review focused on three settings: residential services for children and young people; residential services and supported housing for people with learning disabilities; and hospice care. The review looked at the international and national literature, evaluations and opinions of people using services; and feedback from frontline practitioners on the accuracy of findings and transferability of learning from others. Findings are discussed in the following areas: regulation, risk management, safeguarding, person-centred approaches, co-ordination of care and advanced care planning, staff selection and skills, and ongoing support for staff. The report found that although evidence of effectiveness is limited, there are promising ideas that could improve the culture of care homes, experiences of care and support for staff. It presents evidence of how residential care homes in other sectors have created positive organisational cultures and increased relationship-based care to improve the quality of care offered. It also discusses how how greater involvement of people who use services and their families can improve experiences of care. Examples of practice are included throughout the report. (Edited publisher abstract)