Search results for ‘Subject term:"learning disabilities"’ Sort:
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Learning disabilities: good practice project
- Authors:
- HOUGH Jo, MARTIN Kerry
- Publisher:
- Great Britain. Department of Health
- Publication year:
- 2013
- Pagination:
- 57
- Place of publication:
- London
This report gives people who commission, design and deliver services a better understanding of how to improve the lives of people with learning disabilities. It is partly based on these good practice indicators: co-production; a capabilities approach to disability; community capacity building; a move towards more integrated services; and a commitment to personalisation. It presents six examples of good practice: Public Health Norfolk & Equal Lives (formerly Norfolk Coalition of Disabled People) and its provision of easy-to-access information on local health services; the Quality Checking project in Gloucestershire; London Borough of Hackney and Advance Support and supported living for people with complex needs; MacIntyre Care in Oxfordshire, representative of transition support for young people with complex needs; the Open University’s Social History of Learning Disability Group on sharing life stories; and Merseycare NHS Rebuild Service, which offers support for people with Down’s Syndrome and early onset dementia. It gives briefer details for other shortlisted projects. The report also includes an EasyRead summary. The project was completed under an action from ‘Transforming Care: A national response to Winterbourne View Hospital’. (Original abstract)
A leap of faith
- Authors:
- MARSHALL Catherine, et al
- Journal article citation:
- Learning Disability Today, 13(5), September/October 2013, pp.26-27.
- Publisher:
- Pavilion
- Place of publication:
- Hove
An account of how a partnership of family and professionals helped a man with learning disabilities to move from residential care to a personalised supported living bungalow. The article looks at the challlenges and the role Hertfordshire County Council's Positive Moves team and the care provider Look Ahead played. (Original abstract)
Cognitive behavioural therapy and the impact of internalised societal discourses in people with intellectual disabilities: a case example
- Authors:
- GERRY Louise, CRABTREE Jason
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 7(1), 2013, pp.59-65.
- Publisher:
- Emerald
Cognitive behaviour therapies (CBT) are being seen as the treatment of choice for people with intellectual disabilities. And, the authors suggest, as the focus of national services change, more people with learning disabilities are likely to access mainstream health services such as Improving Access to Psychological Therapies in which CBT is often the primary mode of therapy. With this in mind they describe a cautionary case that demonstrates some of the potential dilemmas and challenges that can be experienced when working with clients with intellectual disabilities. The challenges stem from using an approach that locates problems within people rather than as being generated and maintained through social relations and social discourses. The case describes work with Mark, a young man with intellectual disabilities who accessed services for support with his low mood. It appears from this case example that there is the potential for therapeutic techniques used in CBT to promote questions that invite, generate and reinforce feelings of incompetence and inability in people with intellectual disabilities. The authors discuss the use of narrative techniques as a means of avoiding locating the problem as being within clients with intellectual disabilities; the implications that this has for the use of CBT with this client group are considered.
From denial to acceptance of sexually offending behaviour: a psychodynamic approach
- Author:
- BEAIL Nigel
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 7(5), 2013, pp.293-299.
- Publisher:
- Emerald
Purpose: Offenders who have intellectual disabilities like any one else may deny their offence. This paper reports a case study of a man who admitted his offence and them accepted probation with a condition of treatment. However, when he attended treatment he denied the offence. Thus do those providing treatment send them back into the criminal justice system or work with them try and help them accept what they have done and provide appropriate treatment to help them reduce future risk of offending. Design/methodology/approach: In this case study the assimilation model was used to understand the process of change and monitor change through exploratory psychotherapy. The psychotherapeutic model was psychodymnamic. Findings: The client demonstrated gains through the stages of the model toward acceptance of his problematic behaviour and continued to work on this through further psychotherapy. Originality/value: The assimilation model offers a useful approach to monitor change in psychotherapy; but especially when the client does not accept the problem the rest of the world feels they have. (Publisher abstract)
The keys to life: improving quality of life for people with learning disabilities
- Author:
- SCOTLAND. Scottish Government
- Publisher:
- Scotland. Scottish Government
- Publication year:
- 2013
- Pagination:
- 178
- Place of publication:
- Edinburgh
‘The same as you?’ (2000) was the original 10-year programme designed to meet the needs of people with learning disabilities in Scotland. It was highly successful in shifting the balance of care to support more people to live in the community. This new 10-year strategy sets out a vision for improved partnership working to deliver better outcomes for people with learning disabilities, and their families and carers. It has more than 50 recommendations, most of which are aimed at health. The strategy also covers commissioning of public services; independent living; shifting the culture and keeping safe; breaking stereotypes; the needs of people with profound and multiple disabilities; criminal justice; and complex care. It includes good practice examples and case studies. Appendices include a glossary and weblinks to key organisations. (Edited publisher abstract)
Significant Incident Learning Process (SILP) – the experience of facilitating and evaluating the process in adult safeguarding
- Authors:
- CLAWSON Rachael, KITSON Deborah
- Journal article citation:
- Journal of Adult Protection, 15(5), 2013, pp.237-245.
- Publisher:
- Emerald
Purpose: In recent years a variety of methods have been used to review cases where a vulnerable adult has died or been seriously harmed, the method chosen largely depending upon whether a single agency or multi-agency approach is required. Serious Case Reviews (SCRs) are more frequently used in cases requiring a multi-agency approach; however, their effectiveness in terms of being timely, value for money and a means of learning lessons has been questioned. Safeguarding Adult Boards (SAB) in the East Midlands have sought alternative means for reviewing some cases including the Significant Incident Learning Process (SILP). The purpose of this paper is to explore the experience of facilitating and evaluating a pilot SILP. Design/methodology/approach: The paper explores the purpose and function of the SILP and then examines the process of facilitating a “live” event. A range of issues are explored including who should be involved, concerns around participation and working alongside criminal/police investigations and/or therapeutic intervention. Findings: The findings are discussed and highlight the need for skilled, independent facilitators and robust “ground rules”. The paper evaluates the process and makes recommendations for further use of SILP. Originality/value: This paper explores a new approach to reviewing cases previously reviewed using SCR, as such it will be of interest to all agencies and organisations represented on SAB. The evaluation of the SILP found it to be favourable in comparison with SCRs in terms of cost, being a process that can be completed within three months of an incident occurring and in terms of timely dissemination of lessons learned. (Publisher abstract)
“An unnoticing environment”: deficiencies and remedies: services for adults with learning disabilities
- Author:
- GREEN Sheree Louise
- Journal article citation:
- Journal of Adult Protection, 15(4), 2013, pp.192-202.
- Publisher:
- Emerald
This article aims to outline simple measures which, by making better use of existing legislation and provision, could change the day-to-day experience of individuals with learning disabilities currently in long stay hospitals, whilst phased local provision is being sourced for them. The proposals will also promote the safety and dignity of the minority of patients who ultimately cannot be settled successfully within their own community. Further, these measures may help ensure that any individual undergoing assessment and treatment at such a unit, for whatever period, and for whatever reason, will receive care in an environment where abuse cannot go unnoticed or unchecked. Commissioners contracting with providers could also include measures to promote the safety and protection of adults with learning disabilities from abuse at little or no cost to the commissioning authority. Three short case studies are provided. The article is primarily of value to social workers, care providers, adult safeguarding teams, advocacy services and commissioners of services. (Edited publisher abstract)
Use of the Mental Capacity Act with children and young people with intellectual disability
- Author:
- GRATTON Suzannah
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 7(2), 2013, pp.88-92.
- Publisher:
- Emerald
This article examines the principles of the Mental Capacity Act (MCA) and explores its application to young people with intellectual disabilities through two case studies. The first case examines whether 16-year-old young man with a moderate intellectual disability has the capacity to decide whether he should continue to live with his foster family or return home to his parents. The second case study is of a 17-year-old young woman with a severe intellectual disability who communicates using a limited range of Makaton signs and PECS. After a diagnosis of depression, doctors needed to decided whether she has capacity to consent to medication. The author concludes that the MCA is applicable to 16-18 year olds with intellectual disability and services require training and support in its implementation. Issues of adaptation of communication to convey complex matters and appropriate preparation for assessment are especially pertinent. (Edited publisher abstract)
Living with a child whose behaviour is described as challenging
- Authors:
- DAVIES Kerri, HONEYMAN Gemma
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 7(2), 2013, pp.117-123.
- Publisher:
- Emerald
Families of those with intellectual disabilities and challenging behaviour often do not receive the practical support, training and information they need. As a result living with a child with behaviour described as challenging can be a profoundly hard and isolating experience. This paper aims to discuss the impact of challenging behaviour on families who have a child with intellectual disabilities. The experiences of three families are used to highlight the impact of challenging behaviour and this is supported by existing literature. Difficulties families experience include physical and mental health problems, sleep disturbance, social isolation, financial hardship and unemployment. Strategies families use to overcome difficulties are explored including seeking information and practical support and building family resilience. Positive aspects of living with a child whose behaviour is described as challenging is a topic that is often neglected in the academic literature, but caring can result in becoming a stronger family unit, increased personal growth and forming new friendships. The paper concludes with practical implications for professionals supporting families who live with a child whose behaviour is described as challenging. Families need information, training and practical support to fulfil their caring role effectively while maintaining the wellbeing of the family unit. The paper stresses that all have a role to play in supporting families, all can make a positive difference, and that people must be more proactive in identifying and meeting the needs of families. (Publisher abstract)
Making the leap
- Author:
- GREENWOOD Gail
- Journal article citation:
- Learning Disability Today, 13(1), January/February 2013, pp.26-27.
- Publisher:
- Pavilion
- Place of publication:
- Hove
Making the transition from children’s to adult’s services and having to manage your own a personal budget for the first time can be a daunting prospect. Dimensions support advisors provide a single point of contact for people looking for support, helping families navigate through what can seem to be ‘the social care maze’. There are 10 support advisors across the country to provide advice to families with personal budgets looking for support. This article provides a case study of a young person and her family who have been supported by a Dimensions support advisor. It describes how person-centred thinking tools were used to plan a tailor-made support package. The young person now has 3 support workers, who share the same interests as she does. As a result she has a happy busy social life. Her support plan includes aims for her to be domestically independent and this will help her through the next stages of her life. Dimensions will continue to work with her, ensuring the support reflects her needs and adapts as she develops.