Search results for ‘Subject term:"learning disabilities"’ Sort:
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Dignity in care: choice and control
- Author:
- SOCIAL CARE INSTITUTE FOR EXCELLENCE
- Publisher:
- Social Care Institute for Excellence
- Publication year:
- 2014
- Pagination:
- 13 minutes 30 seconds
- Place of publication:
- London
Everyone has the right to make choices about how they live and how their support is provided. This film shows how people with care and support needs can be supported to have choice and control. Three examples shown are owning a budgerigar; deciding between mince with dumplings or a roast chicken dinner; and going shopping. The young men with learning disabilities who draw up their preferred shopping list travel to town unsupported, buy the food, come back and cook it and then eat it. It's important to take time to understand and know the person, their previous lives and past achievements, and to support people to develop things like ‘life story books'. If you treat people as equals, you can make sure they remain in control of what happens to them. (Edited publisher abstract)
Choice, autonomy and the reality
- Author:
- ROBENS Sarah
- Journal article citation:
- Social Work Matters (e-Magazine), March 2014, Online only
- Publisher:
- The College of Social Work
Drawing on the results of a recent scoping review by David Sims and Sandra Cabrita, the author looks at how personalisation is having an impact on people with learning disabilities and transforming the role of the social worker. It focuses on the areas of: choice and control, and autonomy and independence. Additional relevant resources published by Research in Practice for Adults are also highlighted. (Original abstract)
Are we Valuing People's choices now? restrictions to mundane choices made by adults with learning difficulties
- Author:
- HOLLOMOTZ Andrea
- Journal article citation:
- British Journal of Social Work, 44(2), 2014, pp.234-251.
- Publisher:
- Oxford University Press
In the UK, Valuing People ( Department of Health, 2001, 2010b) has shaped services for people with learning difficulties for the past decade. Promoting choices and independence are two of the four key principles that underpin this White Paper and its subsequent delivery plans. This paper assesses the impact that these changes had on the availability of mundane choices. It draws on empirical evidence from interviews with adults with learning difficulties. First impressions of the findings indicate that individuals are indeed able to make an increased range of decisions. At closer inspection, it does however become apparent that not all of these decisions are based on an infinite spectrum of options. Under the guise of choice-based policy rhetoric, some people with learning difficulties are at times presented with a pre-arranged ‘menu of choices’. For instance, a person may be free to choose activities at their day centre, but they may have limited control when deciding whether to attend the service in the first place. The wider implications that tokenistic choice-making processes have for the development of personal autonomy are highlighted. It is argued that a lack of control in respect to mundane choices is disempowering and leads to learned passivity. (Publisher abstract)
Winterbourne View: time for change. Transforming the commissioning of services for people with learning disabilities and/or autism
- Authors:
- BUBB Stephen, TRANSFORMING CARE AND COMMISSIONING STEERING GROUP
- Publisher:
- NHS England
- Publication year:
- 2014
- Pagination:
- 48
This report sets out recommendations for a national commissioning framework under which local commissioners would secure community-based support for people with learning disabilities and/or autism. The Concordat published after the Winterbourne View scandal set out the necessary key steps very clearly (starting with pooled budgets and joint local commissioning plans), and has been followed by a range of further analysis and guidance. This report aims to ensure that vision is implemented, by removing the barriers that make it hard for stakeholders across the system to make change happen and by empowering and supporting the agents of change, including people with learning disabilities and/or autism themselves and their families. Key recommendations include: the closure of inappropriate in-patient care institutions; a Charter of Rights for people with learning disabilities and/or autism and their families; to give people with learning disabilities and their families a ‘right to challenge’ decisions and the right to request a personal budget; a requirement for local decision-makers to follow a mandatory framework that sets out who is responsible, for which services and how they will be held to account, including improved data collection and publication; improved training and education for NHS, local government and provider staff; a social investment fund to build capacity in community-based services, to enable them to provide alternative support; and empowering people with learning disabilities by giving them the rights they deserve in determining their care. (Edited publisher abstract)
Positive behaviour support and active support: essential elements for achieving real change in services for people whose behaviour is described as challenging
- Author:
- OCKENDEN John
- Publisher:
- United Response
- Publication year:
- 2014
- Pagination:
- 20
- Place of publication:
- London
The purpose of this resource is to demonstrate the extent to which Active Support underpins the effective implementation of Positive Behaviour Support and the role it can play in supporting people with challenging behaviour. Positive Behaviour Support focuses attention on the development of a constructive, functionally informed approach to providing enhancements in the environment and the capacity of the individual. Consequently it relies on the development of other person centred approaches including Active Support, which aims to provide enough help to enable people to participate successfully in meaningful activities and relationships so that they gain more control over their lives, develop more independence and become more included as a valued member of their community, irrespective of degree of intellectual disability or presence of challenging behaviour. This document examines in details the key aspects that ally these two approaches, including assessment and analysis of the relevance of the behaviour for the individual, the development of an intervention plan, focusing on changing the circumstances and the environment, implementation, with a specific concern with the skills and abilities of mediators in delivering the support people need, and objective and rigorous monitoring and reviewing. (Edited publisher abstract)
A scoping review of personalisation in the UK: approaches to social work and people with learning disabilities
- Authors:
- SIMS David, GULYURTLU Sandra S. Cabrita
- Journal article citation:
- Health and Social Care in the Community, 22(1), 2014, pp.13-21.
- Publisher:
- Wiley
This article discusses a study carried out to explore the impact of personalisation on people with learning disabilities and the role of social workers to support this. A scoping review of the UK literature from 1996 to 2011 was conducted using databases, search engines and websites. It was found that there has not been a significant amount of empirical research in this area. Some studies, such as reports by InControl, have suggested that when implemented well, personalisation can have a positive impact on the lives of people with learning disabilities. Other literature highlighted the limitations and critiques of personalisation. Without the right support to manage budgets and autonomy, people with learning disabilities could be left vulnerable. In respect of the social workers, the finding of the review was that there was a lack of guidance on how to implement personalisation and a perceived threat to their traditional practice role, resulting in barriers to implementation. Although the literature emphasises the need for choice, control and autonomy in personalisation, the conclusion of this study is that more research needs to be carried out into how professional roles fit into and can support this process. (Edited publisher abstract)