Search results for ‘Subject term:"learning disabilities"’ Sort:
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'Pick and mix': supporting carers to have a break
- Author:
- THOMPSON Alison
- Journal article citation:
- Community Connecting, 22, September 2009, pp.14-15.
- Publisher:
- Community Connecting
The short break services provided by Heritage Care to help both people with learning disabilities and their carers is presented. The article explains how the introduction of personal budgets (including Individualised Service Funds) has enabled the organisation to develop more customised and flexible services. The organisation provides both residential and outreach services.
Good Learning Disability Partnership Boards: 'making it happen for everyone'
- Author:
- GREAT BRITAIN. Department of Health
- Publisher:
- Great Britain. Department of Health
- Publication year:
- 2009
- Pagination:
- 38p.
- Place of publication:
- London
This good practice guidance has been developed to help Learning Disability Partnership Boards to oversee the monitoring and delivery of Valuing People Now. The contents includes local governance arrangements, membership of Partnership Boards, good and effective meetings, work programmes, performance and financial management, and communication and awareness raising. Best practice examples and a self-assessment template setting out the range of local data that Partnership Boards can access to inorder to assess progress locally are also provided.
Training in partnership: role of service users with intellectual disability and carers
- Authors:
- BISWAS Asit B., RAJU Lammata Bala, GRAVESTOCK Shaun
- Journal article citation:
- Psychiatric Bulletin, 33(11), November 2009, pp.429-432.
- Publisher:
- Royal College of Psychiatrists
The participation of service users with intellectual disability and carers is essential in medical and psychiatric training at all levels. It validates the training experience provided by incorporating service users’ and carers’ perspectives and their experience of mental illness/challenging behaviour, anxieties, interactions and feelings generated when dealing with professionals involved in their care, and also provides an understanding of expectations, views on met and unmet needs and how management options are best explained and communicated for meaningful participation in providing consent and in making treatment decisions. This article brings together the benefits of involving service users with intellectual disability and carers in teaching, discussing their roles as trainers, and providing practical tips to plan sessions as well as recognise and overcome barriers.
Current and future concerns of older parents of sons and daughters with intellectual disabilities
- Authors:
- WEEKS Lori E., et al
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 6(3), September 2009, pp.180-188.
- Publisher:
- Wiley
Using both qualitative and quantitative methods, the authors examined the concerns of older parent carers of their sons and daughters with learning disabilities in Prince Edward Island, Canada. Of 132 identified families in the province, 10 parents voluntarily participated in pilot interviews, and 33 parents agreed to complete in-depth interviews. Analysis of qualitative data resulted in the following five themes: (1) worry about the future care of son or daughter; (2) concern about services funding; (3) having housing and care options; (4) lack of provider understanding of carer's needs; and (5) helping son or daughter become a productive and active member of society. Key issues identified through quantitative analysis included interactions with the government, the need for respite care, and meeting social and emotional needs. Preferred types of housing and care options included "small option homes" and services that provide care to both older parents and their sons and daughters. The authors' results emphasize the necessity of adequate supports being made available to older parents who wish to support their sons and daughters with intellectual disabilities at home and to ensure that desired supports are available in the future when they are no longer able to provide care.
FAIs: issues for families and carers
- Author:
- SMITH Nicola
- Journal article citation:
- SCOLAG Journal, 379, May 2009, pp.120-121.
- Publisher:
- ScoLAG(Scottish Legal Action Group)
This article examines some of the areas covered by a review of the Fatal Accident Inquiry System in Scotland. The review followed the death of Roderick Donnett, a man with Down's syndrome who died whilst living in a care home. The article focuses specifically on key issue for families and carers as well as people with learning disabilities.
Quality of life, health satisfaction and family impact on caregivers of children with developmental delays
- Authors:
- HSIEH R. L., et al
- Journal article citation:
- Child: Care, Health and Development, 35(2), March 2009, pp.243-249.
- Publisher:
- Wiley
In order to study the quality of life, health satisfaction and family impact on caregivers of children with developmental delays caregivers of children with diagnoses of developmental delays were recruited from a teaching hospital in northern Taiwan. The main caregivers of 48 male and 22 female children with developmental delays were recruited. WHOQOL-BREF for health-related quality of life (HRQOL), PedsQL-Health Satisfaction for health satisfaction, PedsQL-Family Impact Module and Impact on Family Scale for family impact were evaluated. The correlation of caregivers' HRQOL, health satisfaction and family impact were also studied. Caregivers in nuclear families had higher health satisfaction scores when assessed by the PedQL-Health Satisfaction questionnaire. Children's age was negatively correlated with family impact, including parent, family and total scores as assessed using the PedsQL-Family Impact Module. A negative relation between impact of burden and child's age suggests that family members gradually adapt to the delayed developmental status in their children as they grow. Caregivers in nuclear families having higher health satisfaction than those in extended families may be due to Chinese cultural effects.
Supporting parents and carers: a trainer's guide to positive behaviour strategies
- Authors:
- PALEY Sharon, STIRLING Chris, WAKEFIELD Mark
- Publisher:
- British Institute of Learning Disabilities
- Publication year:
- 2009
- Pagination:
- 32p., CD ROM
- Place of publication:
- Kidderminster
Parents and carers are often the most important influence on a child’s life and yet they very rarely receive training in strategies to help them deal with challenging behaviour. Training delivered by people who are in, or have been in, the same situation as themselves is likely to be more meaningful and produce a more positive response. This trainer’s guide is intended to provide parents and carers, as well as professional trainers, with materials to deliver training in positive behaviour strategies. The guide includes a CD-ROM with PowerPoint presentation and handouts and, with the clearly set out session plans, provides a comprehensive course that is designed to be easily understood by those who may have limited formal training.
'A Right to Know'. Facilitating a relationship and sexuality programme for adults with intellectual disabilities in Donegal
- Authors:
- GARDINER Tina, BRADDON Eileen
- Journal article citation:
- British Journal of Learning Disabilities, 37(4), December 2009, pp.327-329.
- Publisher:
- Wiley
This paper outlines the experiences of facilitators of a relationship and sexuality education pilot programme with adults with intellectual disabilities at 2 training centres in North West Ireland. Describing the context and development of the programme taking place in socially isolated communities, where religion still holds a large influence, this paper outlines the challenges faced, and the feedback it received. The programme, where each session lasted about 2.5 hours, addressed the problems intellectually disabled people faced when discussing sexuality, allowing them to talk to care workers even though it was a difficult and embarrassing subject. The programme also gave parents and carers training to support people with intellectual disabilities, and to inform them of the rights of those with disabilities. Feedback from both groups was positive.
Caring for someone with dementia
- Authors:
- CRONIN Peter, HALLS Sarah
- Journal article citation:
- Advances in Mental Health and Learning Disabilities, 3(3), September 2009, pp.20-21.
- Publisher:
- Emerald
This is a personal account of one man’s experience of living and caring for someone with Alzheimer’s. Peter is in his 40s and has mild learning disabilities. He met his wife 20 years ago and they married in 1999. His wife also has learning disabilities, and they live together in a supported home. A few years earlier his wife was diagnosed with Alzheimer’s disease. Peter discusses the problems he has had coming to terms with the diagnosis and the changes in his wife’s behaviour as her condition deteriorates. He describes the help he has had from the support staff, helping him to understand the illness, to deal with his feelings, and with practical issues such as informing friends. Peter has also received counselling, and he discusses what aspects were unhelpful and what were helpful.
Developing an education intervention for staff supporting persons with an intellectual disability and advanced dementia
- Authors:
- FAHEY-McCARTHY Elizabeth, et al
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 6(4), December 2009, pp.267-275.
- Publisher:
- Wiley
This study aimed to explore care concerns in supporting people with a learning disability and advanced dementia, and to develop, deliver and evaluate an educational intervention with staff in learning disability settings and specialist palliative care services. Fourteen focus group interviews were conducted with staff across six learning disability services and one specialist palliative care provider in the greater Dublin area. Qualitative descriptive analysis resulted in the emergence of key themes and formed the development of an educational intervention. Pre- and posttest questionnaires assessed responses to a pilot delivery of the educational intervention. Formal feedback from staff indicated that the educational intervention was highly valued and addressed key training concerns. They agreed that the training supported "ageing in place," and the preparation for a "good death" including support for staff, peers and family in their grief and bereavement. An educational intervention in the form of a trainer manual was produced to support cross-service system in-service training on issues of addressing advanced dementia in people with learning disabilities.