A toolkit to help commissioners, directors, and heads of service who want to grow Shared Lives and offer more personalised, strengths-based adult social care. Shared Lives is a community-based service that offers accommodation and support to adults with learning disabilities and other social care needs. It can offer long-term accommodation, where the person with support needs lives with the carer in the carer's home as part of their family and community life. The evidence suggests that Shared Lives is cost-effective, saving between £8k and 30k per annum, depending on the person's support needs and local alternative services. The briefing is centred on a desk-based review of recent evaluations and evidence, along with interviews and workshops with stakeholders from across adult social care. Lessons from local authorities with experience of the scheme cover: committed leadership; develop strong links with transitions teams; align housing strategy with Shared Lives growth; regional collaboration; effective commissioning; making the case for investment; embedding Shared Lives into business-as-usual; ensuring carers' fees are reviewed; ensuring there are sufficient carers' breaks provision; developing champions; targeted communications and recruitment.
(Edited publisher abstract)
A toolkit to help commissioners, directors, and heads of service who want to grow Shared Lives and offer more personalised, strengths-based adult social care. Shared Lives is a community-based service that offers accommodation and support to adults with learning disabilities and other social care needs. It can offer long-term accommodation, where the person with support needs lives with the carer in the carer's home as part of their family and community life. The evidence suggests that Shared Lives is cost-effective, saving between £8k and 30k per annum, depending on the person's support needs and local alternative services. The briefing is centred on a desk-based review of recent evaluations and evidence, along with interviews and workshops with stakeholders from across adult social care. Lessons from local authorities with experience of the scheme cover: committed leadership; develop strong links with transitions teams; align housing strategy with Shared Lives growth; regional collaboration; effective commissioning; making the case for investment; embedding Shared Lives into business-as-usual; ensuring carers' fees are reviewed; ensuring there are sufficient carers' breaks provision; developing champions; targeted communications and recruitment.
(Edited publisher abstract)
Subject terms:
shared lives schemes, carers, adult social care, learning disabilities;
This easy read joint position statement was created to help organisations who help carers with learning disabilities to work better together and to help other people to understand the lives of carers with learning disabilities. Using brief bullet points the statement describes what a carer with a learning disability is; explains why it is difficult to know how many carers with learning disabilities there are; what they want; how they could be better supported; and the organisations that currently support them.
This easy read joint position statement was created to help organisations who help carers with learning disabilities to work better together and to help other people to understand the lives of carers with learning disabilities. Using brief bullet points the statement describes what a carer with a learning disability is; explains why it is difficult to know how many carers with learning disabilities there are; what they want; how they could be better supported; and the organisations that currently support them.
SCOTTISH CONSORTIUM FOR LEARNING DISABILITY, (Producer)
Publisher:
Scottish Consortium for Learning Disability
Publication year:
2011
Pagination:
DVD, booklet
Place of publication:
Glasgow
In this DVD people with learning disabilities and their family carers tell their story of healthy eating. Their stories show how some people and families have overcome barriers to healthy eating. As well as healthy eating, the DVD also covers enjoying cooking and eating, having choice and control about what you eat, where you eat and who you eat with. It shows that healthy eating works best when everyone works together.
In this DVD people with learning disabilities and their family carers tell their story of healthy eating. Their stories show how some people and families have overcome barriers to healthy eating. As well as healthy eating, the DVD also covers enjoying cooking and eating, having choice and control about what you eat, where you eat and who you eat with. It shows that healthy eating works best when everyone works together.
The author discusses holidays for people with learning disabilities. She discusses how accessible the holiday industry is for people with learning disabilities, the funding available for carers and the level of independence people with learning disabilities can expect when on holiday.
The author discusses holidays for people with learning disabilities. She discusses how accessible the holiday industry is for people with learning disabilities, the funding available for carers and the level of independence people with learning disabilities can expect when on holiday.
The Foundation for People with Learning Disabilities has developed a training resource with a difference - family carers, who are also encouraged to deliver the training alongside professionals, developed the contents to train staff working in learning disability services.
The Foundation for People with Learning Disabilities has developed a training resource with a difference - family carers, who are also encouraged to deliver the training alongside professionals, developed the contents to train staff working in learning disability services.
Extended abstract:
Author
FOUNDATION FOR PEOPLE WITH LEARNING DISABILITIES.
Title
Learning with families: a training resource.
Publisher
Mental Health Foundation, 2003
Summary
This pack is described as a training resource with a difference - family carers, who are also encouraged to deliver the training alongside professionals, developed the contents to train staff working in learning disability services.
Context
The White Paper Valuing people (2001) called for a new relationship between families and staff in learning disability services, proposing the involvement of family carers in staff training and development which, it is said, can help staff understand the experiences of families.
Contents
An introduction gives the aim as to enable staff to have a greater understanding of what it means for families to have a relative with a learning disability and how this can affect their relationships with professionals. It discusses the background, and explains that the resource consists of eight sections with handouts and overheads, a video presenting the experiences and views of four families to be used in conjunction with the written materials, and an evaluation form. How it was developed, how to use it, the number of participants (ideally 10-16), preparation for training, and delivering the training are outlined. A table maps the content of this publication to the learning outcomes of LDAF Unit 016: Contribute to supporting relationships - families, carers and friends. The resource has two core components.
Section A: 'Introduction to learning with families', introduces participants to the programme and enables them to discuss positive and negative aspects of family networks and consider the particular characteristics of families with a relative with a learning disability.
Section B, 'Life in the family home', should enable participants to gain an understanding of life in the family home by looking at the impact of having a family member with a learning disability, the difficulties which family carers can have in acknowledging their need for services and the needs of older family carers.
Further sections are: Section C aims to help participants understand some of the feelings family carers experience when it is time to plan ahead and how to promote better planning, support and decision-making; D should help participants understand how family carers and professionals can develop effective partnerships; E intends that participants should gain greater understanding of the feelings and emotions family carers experience when their relative with a learning disability leaves home, the preparations needed and adjustments which must be made following a move; F's aim is to bring understanding of the changes that affect family members when their relative with a learning disability moves from full-time education to different daytime activities and the importance of a satisfying way of life; G should help participants understand the difficulties family carers may have in acknowledging their need for breaks from caring, the benefits of short-term breaks for the person with a learning disability and their family carers, and that short-term breaks may serve as a preparation for the future; and H aims to help participants understand how family carers and professionals can communicate more effectively with one another to maximise available resources and experience.
Appendix 1 gives guidelines for those new to training, and Appendix 2 is the evaluation form.
When people with learning disabilities have care duties thrust upon them they can become isolated and distressed. The author looks at how they can be better supported and highlights the work of a national network set up by The Who Cares for Us? campaign.
When people with learning disabilities have care duties thrust upon them they can become isolated and distressed. The author looks at how they can be better supported and highlights the work of a national network set up by The Who Cares for Us? campaign.
Subject terms:
learning disabilities, support groups, young people, carers;
Although carers have received more attention over the past decade, the rights of people with learning difficulties who are carers are still not recognised. The authors describe the campaign 'Who Cares for Us?' which aims to get this changed.
Although carers have received more attention over the past decade, the rights of people with learning difficulties who are carers are still not recognised. The authors describe the campaign 'Who Cares for Us?' which aims to get this changed.
Through two research projects, people with learning disabilities indicated the importance of spirituality in their lives. Services rarely see it as part of their role to support people in meeting their spiritual and/or religious needs. This booklet asserts that this could be seen as a denial of the human rights of people with learning disabilities.
Through two research projects, people with learning disabilities indicated the importance of spirituality in their lives. Services rarely see it as part of their role to support people in meeting their spiritual and/or religious needs. This booklet asserts that this could be seen as a denial of the human rights of people with learning disabilities.
Explains how Shared Lives schemes support people with health needs, making use of community based solutions which can be more cost effective than traditional institutional care. In Shared Lives, an adult (and sometimes a 16/17 year old) who needs support and/or accommodation moves in with or regularly visits an approved Shared Lives carer, after they have been matched for compatibility. Together they share family and community life. Half of the 12,000 UK citizens using Shared Lives are living with their carer as part of a supportive household; half visit their carer for day support or overnight breaks. Shared Lives is also used as a stepping stone for an individual to possibly become fully independent. The report demonstrates that this approach can provide care at lower cost; improves people’s health; reduces pressure on health services; and reduces inequalities in health service provision.
(Edited publisher abstract)
Explains how Shared Lives schemes support people with health needs, making use of community based solutions which can be more cost effective than traditional institutional care. In Shared Lives, an adult (and sometimes a 16/17 year old) who needs support and/or accommodation moves in with or regularly visits an approved Shared Lives carer, after they have been matched for compatibility. Together they share family and community life. Half of the 12,000 UK citizens using Shared Lives are living with their carer as part of a supportive household; half visit their carer for day support or overnight breaks. Shared Lives is also used as a stepping stone for an individual to possibly become fully independent. The report demonstrates that this approach can provide care at lower cost; improves people’s health; reduces pressure on health services; and reduces inequalities in health service provision.
(Edited publisher abstract)
Subject terms:
shared lives schemes, care providers, community care, learning disabilities, carers;
A practical booklet for people with learning disabilities who are cared for by an older person in their family. It aims to help the family live together now, and also to think about things that may need to be done in the future. This booklet provides: good questions to ask; things that can help you now and in the future; and some of the people who can help you. It also looks at how to get ready for emergencies. Boxes to tick and write in are included throughout the booklet, providing a useful list of things to do or find out. This is one of a series of publications to come from the Mutual Caring project, set up to promote good practice and improve service provision for older families caring for people with learning disabilities.
A practical booklet for people with learning disabilities who are cared for by an older person in their family. It aims to help the family live together now, and also to think about things that may need to be done in the future. This booklet provides: good questions to ask; things that can help you now and in the future; and some of the people who can help you. It also looks at how to get ready for emergencies. Boxes to tick and write in are included throughout the booklet, providing a useful list of things to do or find out. This is one of a series of publications to come from the Mutual Caring project, set up to promote good practice and improve service provision for older families caring for people with learning disabilities.