Search results for ‘Subject term:"learning disabilities"’ Sort:
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Learning disabilities: challenging behaviour: QS101
- Author:
- NATIONAL INSTITUTE FOR HEALTH AND CARE EXCELLENCE
- Publisher:
- National Institute for Health and Care Excellence
- Publication year:
- 2015
- Place of publication:
- London
This quality standard covers the care of children, young people and adults with a learning disability and behaviour that challenges. It is focused on ensuring that assessment leads to personalised care planning and access to meaningful activities. It consists of eight quality statements, aiming to ensure that the approaches used by staff to support people with a learning disability follow the least restrictive practice and promote privacy and dignity. The statements cover: comprehensive health assessment; initial assessment of behaviour that challenges; designated coordinator; personalised daily activities; review of restrictive interventions; use of medication; review of medication; and family and carer support. (Edited publisher abstract)
Staff stress and people who have mental health needs living in new models of service
- Author:
- ROSE John L.
- Journal article citation:
- Advances in Mental Health and Learning Disabilities, 3(2), June 2009, pp.20-25.
- Publisher:
- Emerald
This paper introduces some of the research that has been conducted into staff stress in learning disability services. It also examines how some individual characteristics of service users, particularly challenging behaviour and mental health problems, may influence the levels of staff stress reported. Service changes as a result of the development of supported living are also considered briefly. Some suggestions are made as to how these changes might influence staff. The importance of new research investigating these developments from a staff perspective is highlighted.
A pragmatic mixed-methods review of changing “case-complexity” of referrals to an intensive support service
- Authors:
- CLIFFORD Adam, KEMP Francesca Georgina
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 14(4), 2020, pp.111-124.
- Publisher:
- Emerald
“Case-complexity” is a widely used but under-explored concept across health and social care. A region’s Intensive Support Teams (ISTs) had been reporting an increase in “case-complexity”, but had not tested this hypothesis against data. This study aims to investigate this question through a pragmatic mixed-methods approach as part of a wider service evaluation. Design/methodology/approach: Health of the Nation Outcome Scales for People with Learning Disabilities (HoNOS-LD) scores were used (n = 1,766) to estimate average “case-complexity” of referrals over an eight-year sample period. Two focus groups for IST staff (n = 18) explored why “case-complexity” appears to be increasing. Participant perspectives were subjected to thematic analysis. Findings: Average HoNOS-LD scores have steadily increased over the sample period, suggestive of increasing “case-complexity”. Focus groups identified three broad themes to potentially explain the increased complexity: effects of Transforming Care; people’s changing and unchanging support systems; and issues related to mild and borderline intellectual disability. Many perspectives are grounded in or supported by evidence. Research limitations/implications: Implications and limitations of findings are discussed, including areas for further consideration and research. The well-designed “short-cut” is promoted as a strategy for busy professionals in need of practice-based evidence but with limited research time and resources. Originality/value: The findings and discussion will be of value to anyone involved in the design, commissioning and delivery of mental health and challenging behaviour services to people with intellectual and developmental disabilities (IDD) under Transforming Care. Study methodology is easily replicable to build broader picture about “case-complexity” among UK’s IDD population. (Edited publisher abstract)
Commentary on "A family's battle to understand 'challenging behaviour'"
- Author:
- KIERNAN Joann
- Journal article citation:
- Tizard Learning Disability Review, 22(2), 2017, pp.105-108.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to provide a commentary on issues raised in the paper "A family’s battle to understand ‘challenging behaviour'". Design/methodology/approach: Drawing on literature associated with issues identified in the paper this commentary will reflect on the evidence associated with providing specialist support to people with intellectual disabilities and challenging behaviour. Findings: Families, individuals and services are unable to access timely and appropriate specialist support for individuals with intellectual disabilities and challenging behaviour. As individuals go on to develop behaviours associated with a lack of intervention their levels of vulnerability increase due to their exclusion from services and their local communities. Originality/value: The commentary provides a discussion on the issues faced by individuals and their families in relation to intellectual disabilities and challenging behaviour. (Publisher abstract)
Additional support for individuals with intellectual disabilities and challenging behaviors in regions of northwest Europe
- Authors:
- LUNENBORG Carolien B., et al
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 8(2), June 2011, pp.92-103.
- Publisher:
- Wiley
About 10% of individuals with intellectual disability (ID) exhibit challenging behaviours. To support parents and care staff when they are unable to find a solution to overcome or reduce these behaviours, some countries provide additional professional support. In the Netherlands, 5 regional Centres for Consultation and Expertise (CCEs) offer supplemental support as part of their consultation programme. This study was undertaken to determine if additional professional support occurs in other regions of northwestern Europe and, if so, how was is organised. The regions which were looked at were Norway, Flanders, England, Wales, and the German regions of the Rhineland. Key informants in each region completed questionnaires about additional support services. The findings showed a diversity of approaches addressing additional support services. In most regions, there is no general formal policy on providing such support for individuals with ID, their parents, or care staff. Instead, either a range of local initiatives have been developed or there are no initiatives. In these instances, persons with ID or their carers have to rely on regular support services to address their mental health needs. The article concludes that organising additional support as part of a formal services will increase the likelihood that, when regular support has failed, individuals with ID or their carers will be able to obtain supports to find solutions for reducing problematic challenging behaviours.
"Suit you sir?": challenging behaviour in learning disability services
- Author:
- OSGOOD Tony
- Publisher:
- Tizard Centre
- Publication year:
- 2004
- Pagination:
- 6p.
- Place of publication:
- Canterbury
This article recommends a person-centred approach to addressing challenging behaviour among adults with learning disabilities in residential settings. Challenging behaviour is learned in the same way that acceptable behaviour is learned. In order to encourage acceptable behaviour, it is important to try to understand the underlying causes and triggers for the challenging behaviour and to understand and empathise with the service user’s point of view.
The self-assessment checklist for monitoring services for people with learning disability and challenging behaviour
- Author:
- LEARNING DISABILITY IMPLEMENTATION ADVISORY GROUP
- Publisher:
- Wales. Welsh Assembly Government
- Publication year:
- 2007
- Pagination:
- 48p.
- Place of publication:
- Cardiff
In order to support agencies to monitor and further develop services for people whose behaviour poses challenges to services, the Learning Disability Implementation Advisory Group (LDIAG) has produced a Self-Assessment Checklist. This is a tool intended for use by commissioners and providers from health and social services to establish what is in place and working well for people with learning disabilities and challenging behaviour in local areas. Ideally, the self-assessment should be based on a process that involves key stakeholder services, users and carers. The checklist can be used as a first step towards service improvement and development and afterwards at regular intervals to track developments, celebrate achievements and maintain progress towards better services and support for people with challenging behaviour.
Treatment outcomes from forensic intellectual disability services: the perspectives of patients and their family/carers
- Authors:
- CHESTER Verity, GEACH Nicole, MORRISSEY Catrin
- Journal article citation:
- Journal of Intellectual Disabilities, 23(4), 2019, p.473–485.
- Publisher:
- Sage
- Place of publication:
- London
Introduction: Research investigating the treatment outcomes of forensic intellectual and developmental disability (FIDD) services has largely focused on the perspectives of clinicians and researchers. This study sought the perspectives of patients and family/carers on the outcomes important to them. Methods: Semi-structured consultation groups were conducted with patients in FIDD services (n = 21) and family carers (n = 6). Interview data were content analysed, and outcomes identified fell into three main domains (effectiveness, safety and patient experience). Results: The consultations identified outcome domains not considered in the published literature. Patients and carers also had differential perspectives on treatment outcomes commonly reported within literature. Illustrative quotes are used to evidence the domains. Discussion: This study is the first to investigate the outcomes of relevance to patients and their families. These views have been incorporated into an outcomes framework which will form the foundation of future prospective outcome studies. (Publisher abstract)
Better health and care for all: health and care services for people with learning disabilities
- Authors:
- NIHR DISSEMINATION CENTRE, WALLACE Louise M., CLARKE-HARRIS Rebecca, LAMONT Tara
- Publisher:
- National Institute for Health Research
- Publication year:
- 2020
- Pagination:
- 53
- Place of publication:
- London
This thematic research review brings together NIHR-funded research on health and social care services for people with learning disabilities and their families. It features 23 recent studies and includes summaries of findings. The review covers the themes: understanding learning disability and services; identifying health risks; keeping well in the community; staying well and safe in hospital and preventing avoidable deaths; services supporting positive behaviour; and conducting research together. It also highlights studies that show examples of good practice in involving people with lived experience of learning disabilities in doing research. It also includes the views of people with lived experience around the issues covered by the research. The research finds that more work is needed to improve care for people with learning disabilities, who experience poorer health and die earlier than the general population. Many of these deaths could be prevented by public health interventions or better access to high quality care. It includes important findings for those who commission, deliver, work in and use these services. (Edited publisher abstract)
Who’s challenging who?: a co-produced approach for training staff in learning disability services about challenging behaviour
- Authors:
- FLYNN Samantha, et al
- Journal article citation:
- Tizard Learning Disability Review, 24(4), 2019, pp.200-203.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to outline the development, piloting and evaluation of the Who’s Challenging Who? (WCW) training intervention for social care staff to improve their empathy and attitudes towards people with learning disabilities (LD) and challenging behaviour (CB). Design/methodology/approach: A phased approach was taken to the development and testing of the intervention. Initially, the existing literature was reviewed, the theoretical background of the intervention was developed, and then the intervention was designed. A pilot study was undertaken, followed by further development, and a large-scale randomised controlled trial (RCT). Findings: WCW had a small positive effect on staff empathy 20 weeks after the intervention, and small to moderate effects for other staff reported outcomes (e.g. positive empowerment attitudes and positive work motivation). Being trained by people with LD and CB encouraged staff to reflect on the impact they have on the people they support. The trainers with LD valued their role, and saw benefits beyond this (e.g. friendships). Research limitations/implications: It is possible to carry out high-quality RCT evaluations of social care practice, and research should continue to generate evidence in this way, as in healthcare settings. However, there were difficulties in retaining participants. Practical implications: People with LD can be actively involved in the co-production and delivery of social care training. Social implications: Employment and a fair wage can increase the confidence and empowerment of people with LD. Originality/value: This is the first large-scale RCT of an intervention that aimed to improve empathy/change attitudes in social care staff who work with people with LD and CB. (Publisher abstract)