Search results for ‘Subject term:"learning disabilities"’ Sort:
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The review of the all Wales strategy: a view from the carers; a report on a postal survey of 650 parents and other family carers
- Author:
- GREAT BRITAIN. Welsh Office
- Publisher:
- Great Britain. Welsh Office
- Publication year:
- 1991
- Pagination:
- 73p.,tables.
- Place of publication:
- Cardiff
Supporting carers to care in a crisis: an analysis of additional service provision essential to carers of people with learning disabilities
- Author:
- DAVIES Rebecca
- Journal article citation:
- Llais, 98, Winter 2010, pp.14-17.
- Publisher:
- Learning Disability Wales
Research into how unpaid carers for people with learning disabilities cope with 'crisis' in their lives and the lives of those they care for was commissioned by Gwalia Housing in Wales. Twenty four carers who had experienced a crisis situation were interviewed. Although carers feedback found great variation in carers experience and definitions of crisis, the most frequent theme was that a crisis was something that stopped carers carrying out their duties. Carers were also asked about their experience of services and how they could help in crisis. The article concludes with a number of recommendations for practice.
Experiences of families looking for housing for an adult relative with a learning disability
- Author:
- GREY Jill
- Journal article citation:
- Llais, 106, Spring 2013, pp.15-17.
- Publisher:
- Learning Disability Wales
Researchers at Bangor University funded by ESF, Mencap Cymru and Cartreifi Cymru have recently conducted research exploring the experiences of families across Wales who are looking for housing for their adult relative with a learning disabiilty. Parents spoke of their concerns about their own age which would prevent them from fulfilling their caring role. All of the parents involved found the process of looking for accommodation for their adult son or daughter to be time consuming and frustrating. Lack of appropriate housing was one barrier identified to individuals with learning disabilities being offered any real choice. At the end of the article the CEO of Cartrefi Cymru and the Director of Mencap Cymru provide some reflection on the current situation. (Original abstract)
Can clinicians and carers make valid decisions about others' decision-making capacities unless tests of decision-making competence and capacity include emotionality and neurodiversity?
- Authors:
- MACKENZIE Robin, WATTS John
- Journal article citation:
- Tizard Learning Disability Review, 16(3), 2011, pp.43-51.
- Publisher:
- Emerald
This paper offers academic criticism and explanation for the lack of knowledge of many of those involved in capacity assessments, especially non-professionals such as carers of the learning disabled. It suggests that current guidance for capacity assessments do not take into account issues of emotionality. The Mental Capacity Act 2005 Code of Practice suggests that healthcare professionals and carers may undertake assessments of decision-making capacity, yet the guidance it provides for their doing so overlooks salient issues. Many of those involved in the daily lives of those, who may lack decision-making capacity such as the learning disabled, demented, mentally ill and neurodiverse, must decide whether to respect their decisions as competent, or to disregard the decisions on the grounds of incompetence and to act in the person's best interests. Many will lack training in their clinical and legal responsibilities and liabilities. It is therefore vital that they are protected by an increased knowledge of mental capacity legislation and practice.
Working out of the box: an evaluation of short breaks and intensive support services to families and disabled young people whose behaviour is severely challenging: summary report
- Author:
- McCONKEY Roy
- Publisher:
- Action for Children
- Publication year:
- 2011
- Pagination:
- 46p.
- Place of publication:
- London
This summary report brings together the main findings from an evaluation of three Action for Children services in Cardiff, Glasgow and Edinburgh. These services provide specialist short breaks and intensive support services to families and learning disabled young people with severely challenging behaviours. The report provides a literature review and a detailed analysis of the model of service that has evolved at the three locations. An overview of staff employed by the services shows that most have some form of higher qualification and access to regular training. Families using the service tend to be from poor backgrounds, with many being lone parent families, and many living in rented accommodation and dependent on benefits. More boys than girls accessed the services. Most were teenagers and most attended special schools, with many also being diagnosed with autism. About a quarter were dependent on others for feeding, dressing and toileting. Key workers rated the changes in children and families over the preceding six months and reported that a sizeable proportion had shown some improvements in communication and personal care. Interviews with stakeholders involved with a sample of children revealed a very positive evaluation of the services. The children benefitted from participating in a range of activities, but their social inclusion remains limited. The report concludes with recommendations on the future developments of these services.
‘Stroppy’ or ‘confident’? Do carers and professionals view the impact of transition support on young people differently?
- Authors:
- KAEHNE Axel, BEYER Stephen
- Journal article citation:
- British Journal of Learning Disabilities, 39(2), June 2011, pp.154-160.
- Publisher:
- Wiley
Transition from school for young people with intellectual disabilities remains a time fraught with disruption and stress for young people and carers despite the emphasis on their greater involvement with the transition support services. The study examined the effects of transition support to 2 cohorts of young people who were in their last year in school or college in 2005/2006 and 2006/2007. The young people received additional support around employment choices beyond the normal transition planning. This paper reports the views of carers, teachers and support workers of the impact this additional support made to the young people. Semi-structured interviews were held with 59 young people, 58 carers and 59 interviews with teachers and support workers. Analysis of the data reveals a difference between the views of carers and those of professionals. The paper argues that these differences may reflect different understandings of the purpose of transition support which may make it difficult to achieve a smooth transition for all stakeholders. Professionals look for the development of skill sets that can help the young person to cope with novel environments in post-education placements, whereas carers experience transitions as challenges to family relationships. The findings have implications on how to structure and deliver transition support.
‘It terrifies me, the thought of the future’: listening to the current concerns of informal carers of people with a learning disability
- Authors:
- MANSELL Ian, WILSON Christine
- Journal article citation:
- Journal of Intellectual Disabilities, 14(1), March 2010, pp.21-31.
- Publisher:
- Sage
- Place of publication:
- London
Carers of someone with a learning disability have additional responsibilities as the person they care for is often dependent on them for their overall health and well-being. The findings from a study that asked carers for their views on a wide range of topics are reported. A mixed method design yielded both quantitative and qualitative data. A total of 647 members of a parent/carer federation were sent a questionnaire with a section on ‘current concerns’. The response rate was 23 percent (151 participants). Two focus groups were held with 15 carers who had completed the questionnaire. Findings revealed such issues of concern to carers that included: access to health and social care information and services; quality and quantity of respite care; suitable educational provision; independence and quality of life (for a person with learning disability); and what would happen to the person with learning disability when the carer was no longer able to carry out their caring role.
A general practice-based prevalence study of epilepsy among adults with intellectual disabilities and of its association with psychiatric disorder, behaviour disturbance and carer stress
- Authors:
- MATTHEWS T., et al
- Journal article citation:
- Journal of Intellectual Disability Research, 52(2), February 2008, pp.163-173.
- Publisher:
- Wiley
The aims of this study were to determine the prevalence and features of epilepsy in a community-based population of adults with ID, and to explore whether the presence of epilepsy was associated with greater psychopathology or carer strain. Data were collected on the age, gender, place of residence, adaptive and challenging behaviour, social abilities and psychiatric status of 318 adults from 40 general practices in South and Mid Wales, together with the degree of malaise and strain of family carers. For participants with epilepsy, a nurse collected information on seizures, investigations, treatment and carer concerns by interview. Association between epilepsy and psychiatric morbidity, challenging behaviour and caregiver malaise or strain, was explored by comparing those with epilepsy with a comparison group matched on adaptive behaviour. Fifty-eight participants (18%) had epilepsy: 26% were seizure free, but 34% had extremely poorly controlled seizures. Earlier onset and seizure frequency were associated with adaptive behaviour. Carer concerns were related to seizure frequency and a history of injury. There were no significant differences in psychopathology, carer malaise or caregiver strain between the matched epilepsy and non-epilepsy groups. This study supports the high occurrence and chronicity of epilepsy among people with ID. While psychopathology and carer strain is common within this population, underlying disability-related factors appear to be more important than the presence of epilepsy per se.
Work in progress: a report on the implementation of the All Wales Mental Handicap Strategy in West Glamorgan July 1990 to September 1991
- Author:
- GREAT BRITAIN. Welsh Office
- Publisher:
- Great Britain. Welsh Office
- Publication year:
- 1991
- Pagination:
- 76p.,tables.
- Place of publication:
- Cardiff
National inspection of care and support for people with learning disabilities: overview
- Authors:
- CARE AND SOCIAL SERVICES INSPECTORATE WALES, HEALTHCARE INSPECTORATE WALES
- Publishers:
- Care and Social Services Inspectorate Wales, Healthcare Inspectorate Wales
- Publication year:
- 2016
- Pagination:
- 51
- Place of publication:
- Cardiff
Sets out the findings of the national inspection of quality and safety of care and support for adults with learning disabilities. The inspection includes fieldwork in six local authorities and corresponding health boards; the results of a thematic enquiry into services for people with learning disabilities regulated by CSSIW; and the results of a national data and self-assessment survey undertaken in all 22 local authorities in Wales. Inspectors focused on a number areas including: support for carers; whether local authorities provide information, advice and assistance; and whether or not local authorities have good leadership and governance arrangements. Inspectors from Healthcare Inspectorate Wales (HIW) also looked at the efficacy of the partnership between social services and health. Findings of the report looks at what is working well and areas for improvement under the following themes: understanding need, providing effective care and support, and leading in partnership. The report found that the quality of care and support for many people with learning disabilities depended on the effectiveness of the front line social services and health staff and the assertiveness of relatives. The report makes a number of recommendations, including: that local authorities review their quality assurance arrangements for care and support planning with individuals; for local authorities and health boards to share best practice; and for local authorities and health boards to ensure that the lines of accountability and responsibility in relation to adult safeguarding are clear and understood by staff. (Edited publisher abstract)