Search results for ‘Subject term:"learning disabilities"’ Sort:
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When carers need caring
- Author:
- WILLIAMS Corin
- Journal article citation:
- Community Care, 7.6.07, 2007, pp.32-33.
- Publisher:
- Reed Business Information
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.
The quality of life of family caregivers of adults with intellectual disabilities in Taiwan
- Authors:
- CHOU Yuey-Ching, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 20(3), May 2007, pp.200-210.
- Publisher:
- Wiley
Taiwanese family carers of people with intellectual disabilities not only suffer from long-term stress but also need to cope with social difficulties. The aim of this study is to evaluate the quality of life (QOL) among family carers of people with intellectual disabilities. A census interview survey was conducted in Hsin-Chu City in Taiwan and included the primary family caregivers of 792 adults with intellectual disability who were living with their families. The survey packet contained the WHOQOL-BREF Taiwan-version scale with four core domains and the activities of daily life/instrumental activities of daily life (ADL/IADL) scales. The mean score for ‘physical’ was highest and that for ‘environment’ was lowest. The strongest predictors of caregivers QOL were the caregiver's health status, their family income and the level of severity of the intellectual disability of the adult. The results of the study support the need to expand services and individualize support to families of adults with intellectual disability living in family homes.
Who cares for us?
- Authors:
- RANK Eve, HOLMAN Andrew
- Journal article citation:
- Community Living, 20(3), February 2007, pp.12-13.
- Publisher:
- Hexagon Publishing
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.
Caregiving perceptions of Chinese mothers of children with intellectual disability in Hong Kong
- Authors:
- MAK Winnie W.S., HO Gladys S.M.
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 20(2), March 2007, pp.145-156.
- Publisher:
- Wiley
In this study, the authors tested the effects of three different coping strategies (i.e. problem-focused, emotion-focused and relationship-focused coping) on both positive and negative caregiving perceptions. Two hundred and twelve Chinese mothers of children with intellectual disability from a major non-governmental organization were recruited across various districts in Hong Kong. Chinese versions of the Daily Caregiving Stress Scale, Modified Family Support Scale, COPE Inventory, Relationship-Focused Coping Scale, Caregiver Burden Inventory, and subscales of the Kansas Inventory of Parental Perceptions were completed. Findings of the hierarchical regression analyses indicated that whereas problem-focused and emotion-focused coping was differentially related to positive and negative perceptions, respectively, relationship-focused coping was significantly related to both types of perceptions. Results of the relationship between positive and negative perceptions showed preliminary support for their orthogonality. Relationship-focused coping was found to be more suitable for understanding caregiver perceptions within collectivistic cultures. Implications for professional services were discussed.
Medication matters: final report
- Author:
- NORAH FRY RESEARCH CENTRE. Medication Matters Team
- Publisher:
- Norah Fry Research Centre
- Publication year:
- 2007
- Pagination:
- 31p.
- Place of publication:
- Bristol
The aim of this project was to find out what people with learning difficulties, their carers and the prescribers of their medication understand about why psychotropic medication has been prescribed and what the implications of taking it are. Interviews were held with 21 people with learning difficulties living in four different regions of England. They were contacted via voluntary and statutory sector organisations providing support for people with learning difficulties living in those areas. People were selected on the basis that they had learning difficulties and had been prescribed psychotropic medication. The majority of people interviewed thought that people with learning difficulties should be given the same information about their medication as anyone else, in an easy to understand format. As a result of the research findings, the research team have been working on a number of resources to help people with learning difficulties, their carers and prescribers. These are: a booklet for people with learning difficulties, their families or carers where information about a medication can be recorded; a decision-making tool for people with learning difficulties to help them make informed choices about medications they are prescribed; and information about where to find out more about medications.
Communication and challenging behaviour
- Authors:
- CHALLENGING BEHAVIOUR FOUNDATION, (Producer)
- Publisher:
- Challenging Behaviour Foundation
- Publication year:
- 2007
- Pagination:
- (45 mins.), DVD
- Place of publication:
- Chatham
Using interviews with two parent carers, and with specialist input from Peter McGill (Senior Lecturer in Learning Disability at the University of Kent at Canterbury Tizard Centre), this 40 minute video gives a basic introduction to challenging behaviour associated with severe learning disabilities. The video has been produced for parents and carers of individuals with severe learning disabilities and challenging behaviour, or anyone wanting to understand what it can be like for the families involved.
Support characteristics associated with the quality of life of people with profound intellectual and multiple disabilities; the perspective of parents and direct support staff
- Authors:
- PETRY Katja, MAES Bea, VLASKAMP Carla
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 4(2), June 2007, pp.104-110.
- Publisher:
- Wiley
The authors examined which support characteristics are associated with the quality of life (QOL) of people with profound intellectual and multiple disabilities (PIMD). The authors invited parents and direct support staff of people with PIMD to adopt the perspective of their child or the person with PIMD for whom they care. Some 76 parents and direct support staff of people with PIMD were interviewed, and to obtain data, transcripts were analyzed in-depth. The respondents mentioned: (1) characteristics with regard to the structure of the setting (physical environment, staff ratio, staff turnover, group size, and group composition); (2) characteristics with regard to the internal organization of the support (partnership, teamwork, interdisciplinary, and support planning); and (3) characteristics with regard to the support staff (experience, sensitive responsiveness, commitment and motivation, physical strength, knowledge and skills, and self-reflection). The respondents considered structural as well as operating features of the support setting to be important for the QOL of people with PIMD. The authors conclude that their main emphasis, however, was on the central role of direct support staff in supporting people with PIMD.
When a leap of faith is needed
- Author:
- -
- Journal article citation:
- Community Care, 31.05.07, 2007, pp.34-35.
- Publisher:
- Reed Business Information
A practice panel comment on the case of a man with learning disabilities who finds his sexual urges challenged by his mothers' strong religious convictions.
Predictors of care-giver stress in families of preschool-aged children with developmental disabilities
- Authors:
- PLANT K.M., SAUNDERS M.R.
- Journal article citation:
- Journal of Intellectual Disability Research, 51(2), February 2007, pp.109-124.
- Publisher:
- Wiley
This study examined the predictors, mediators and moderators of parent stress in families of preschool-aged children with developmental disability. One hundred and five mothers of preschool-aged children with developmental disability from South-east Queensland, Australia completed assessment measures addressing the key variables. Analyses demonstrated that the difficulty parents experienced in completing specific care- giving tasks, behaviour problems during these care-giving tasks, and level of child disability, respectively, were significant predictors of level of parent stress. In addition, parents' cognitive appraisal of care-giving responsibilities had a mediating effect on the relationship between the child's level of disability and parent stress. Mothers' level of social support had a moderating effect on the relationship between key independent variables and level of parent stress. Difficulty of care-giving tasks, difficult child behaviour during care-giving tasks, and level of child disability are the primary factors which contribute to parent stress. Implications of these findings for future research and clinical practice are outlined.
Supporting self-advocacy
- Authors:
- SOCIAL CARE INSTITUTE FOR EXCELLENCE, LAWTON Annie
- Publisher:
- Social Care Institute for Excellence
- Publication year:
- 2007
- Pagination:
- 52p.
- Place of publication:
- London
The purpose of this report is to share ideas about self-advocacy for people with learning disabilities and those who are committed to supporting self-advocacy such as service providers, commissioners, parents and carers. A number of people with a learning disability and supporters were involved in developing this information and suggesting how to present it. The idea is for supporters and carers to work through this together and discuss the different ideas raised about supporting self advocacy.