Search results for ‘Subject term:"learning disabilities"’ Sort:
Results 1 - 9 of 9
Communication is the key: improving outcomes for people with learning disabilities
- Authors:
- LEWER Alix, HARDING Celia
- Journal article citation:
- Tizard Learning Disability Review, 18(3), 2013, pp.132-140.
- Publisher:
- Emerald
This paper introduces the open communication tool (OCT) as described in “From ‘What do you do?’ to ‘a leap of faith’: developing more efficient indirect intervention for adults with learning disabilities”. Qualitative data from a study identifying barriers to effective intervention was used to create a model of working practice. This paper introduces a model of addressing intervention which could be used by the broader multidisciplinary team to increase successful intervention outcomes and pinpoint concerns about care providers who do not enhance communication effectively. The authors suggest that a more consistent and robust approach to delivering indirect intervention could be used to bridge communication gaps between healthcare providers and commissioners/monitoring bodies of services for people with learning disabilities. (Edited publisher abstract)
Finding common purpose: developing strategic commissioning relationships to support people with learning disabilities
- Authors:
- ASSOCIATION OF DIRECTORS OF ADULT SOCIAL SERVICES, CARE PROVIDER ALLIANCE
- Publishers:
- Association of Directors of Adult Social Services, Care Provider Alliance
- Publication year:
- 2013
- Pagination:
- 9
A workshop organised by the ADASS’ Learning Disability Policy Network and the Care Provider Alliance and attended by local authority commissioners and provider chief executives explored the challenges and solutions to productive strategic commissioning of services for people with learning disabilities. The workshop focused on the barriers to more productive strategic commissioning relationships, how to overcome those barriers and who might take action to improve the situation. The areas discussed included: procurement; leadership and capacity; mutual understanding between commissioners and providers; and sharing risks. There was also a all for more robust research findings of what works and examples of good practice. The report also suggests a number of specific recommendations for stakeholders (Original abstract)
Guidance for commissioners of mental health services for people with learning disabilities
- Author:
- JOINT COMMISSIONING PANEL FOR MENTAL HEALTH
- Publisher:
- Joint Commissioning Panel for Mental Health
- Publication year:
- 2013
- Pagination:
- 24
- Place of publication:
- London
The Joint Commissioning Panel for Mental Health (JCP-MH) is a new collaboration co-chaired by the Royal College of General Practitioners and the Royal College of Psychiatrists, which brings together leading organisations and individuals with an interest in commissioning for mental health and learning disabilities. This guide is about the commissioning of mental health services for people with learning disabilities, enabling them to live full and rewarding lives as part of their local communities. It is aimed at all commissioners responsible for mental health services for people with learning disabilities, including young people in transition to adulthood; it will also be helpful for providers of mental health services and for family carers. The guide describes what we know about mental health services for adults with learning disabilities, and what effective and accessible services look like based on current policy, the law and best practice. While it does make reference to autistic spectrum disorders and ‘behaviours that challenge’ (which people with learning disabilities who have mental health problems may also experience), the primary focus is on people with learning disabilities who have mental health problems. (Edited publisher abstract)
The Health Equalities Framework (HEF): an outcomes framework based on the determinants of health inequalities
- Author:
- ATKINSON Dave
- Publishers:
- National Development Team for Inclusion, Improving Health and Lives: Learning Disabilities Observatory
- Publication year:
- 2013
- Pagination:
- 125
- Place of publication:
- Bath
Provides a way for all specialist learning disability services to agree and measure outcomes with people with learning disabilities. The framework recognise five discernible determinants of the health inequalities commonly experienced by people with learning disabilities: social determinants, genetic and biological determinants, communication difficulties and reduced health literacy, personal health behaviour and lifestyle risks, deficiencies in access to and quality of health provision. Against each determinants the framework identifies and describes a set of indicators and assesses their impact. The document also includes: a commissioning guide, which places the HEF within the national commissioning context, and sets out other evidence and information sources that can be used to measure the impact of local services; a framework for identifying evidence based commissioning intentions and service priorities, to help commissioners summarise evidence of health inequalities locally, priorities for action, plans to reduce health inequalities, and evidence of change; the eHEF user manual, a Microsoft Excel-based tool that has been designed to support the framework; the Health Equalities Framework – a guide for family carers, which provides guidance for families who may wish to use the HEF independently of service providers/commissioners; and the HEF – an accessible guide for people with learning disabilities, who may wish to use the HEF to review their own situation. (Edited publisher abstract)
Improving the quality of life for people with learning disabilities as they grow older: a challenge for providers
- Author:
- WARD Cally
- Publisher:
- Association for Real Change
- Publication year:
- 2013
- Pagination:
- 24
- Place of publication:
- Chesterfield
This document is uses eight outcomes statements to identify what learning disability providers must do to meet the Real Change Challenge of improving the quality of life for people who have a learning disability as they grow older. It provides advice and sets out practical steps on how to ensure that people with learning difficulties continue to have lives that are healthy, happy and fulfilled. The eight outcomes aim to ensure that people are supported, involved, have good health, feel safe, are able to take part in activities, are in contact with people in their social networks, are supported when people close to them die, and that they can come to terms with their own end of life. Bullet points provide advice on how to deliver outcomes and implications for staff development. (Original abstract)
Improving the health and wellbeing of people with learning disabilities: an evidence-based commissioning guide for clinical commissioning groups (CCGs)
- Authors:
- IMPROVING HEALTH AND LIVES: LEARNING DISABILITIES OBSERVATORY, ROYAL COLLEGE OF GENERAL PRACTITIONERS, ROYAL COLLEGE OF PSYCHIATRISTS
- Publisher:
- Improving Health and Lives: Learning Disabilities Observatory
- Publication year:
- 2013
- Pagination:
- 70
- Place of publication:
- London
- Edition:
- Rev ed.
This practical guide is designed to support clinical commissioning groups (CCGs), with local authorities and learning disability partnership boards, to commission health services in ways that achieve better health outcomes for people with learning disabilities in a challenging financial climate. The guide has been written for CCGs to assist them to (among other things), jointly commission services for people who challenge services and those with complex needs; and work with local authorities. The focus is on specialist adult learning disability services. A section on cross cutting commissioning considerations, such as assistive technology and telecare or telehealth, and transition to other services. (Edited publisher abstract)
Winterbourne View: transforming care one year on
- Author:
- GREAT BRITAIN. Department of Health
- Publisher:
- Great Britain. Department of Health
- Publication year:
- 2013
- Pagination:
- 77
- Place of publication:
- London
This report reviews progress in improving the quality of care for vulnerable people, following abuse of residents at Winterbourne View hospital. It summarises the changes to improve the quality of care for vulnerable people, specifically those with learning disabilities or autism who also have mental health conditions or behavioural problems. The report covers surveys and monitoring programmes designed to track patients and observe their care; improvements to the commissioning of health and care services; the regulation and inspection of services; and work needed to make sure no one finds themselves in inappropriate care settings. It considers quality and safety issues in respect of advocacy, medication, positive behaviour support, physical interventions and workforce development. The report includes an individual case study and examples of service providers and projects which demonstrate practice that is both effective and sensitive to the needs of vulnerable people. An Easy Read version is also available. (Edited publisher abstract)
Together we can: exploring asset-based approaches and complex needs service transformation
- Authors:
- BOELMAN Victoria, RUSSELL Catherine
- Publishers:
- Young Foundation, Spice
- Publication year:
- 2013
- Pagination:
- 36
- Place of publication:
- London
Society which places greater value on individual empowerment. Patients and service users are now recognised as experts in their own lives and conditions. This research explores the potential for asset-based approaches and co-production approaches to enhance the lives of people with complex needs (the report focuses on severe and enduring mental health problems and moderate to severe learning disabilities) and the services they are supported by. It draws on a literature review, the knowledge of experts across the country and the in-depth experiences of 11 people with complex needs. Eight main factors were identified that shape the lives of people with complex needs: treatment me as in individual; passions and experience; place - where they spend their time, routine and choice; money; getting out and about; relationships and networks; and a sense of purpose and worth. The report concludes by considering the potential for asset-based approaches, and Time Credits in particular, for engaging people and increasing co-production of services. Areas of opportunity and challenges to implementation for those with complex needs are highlighted and the research concludes with a call to action for key players in the sector.
Together we can: exploring asset-based approaches and complex needs service transformation: research summary
- Authors:
- BOELMAN Victoria, RUSSELL Catherine
- Publishers:
- Young Foundation, Spice
- Publication year:
- 2013
- Pagination:
- 4
- Place of publication:
- London
This research summary looks at the potential for asset-based approaches and co-production of services to transform the lives and services of people who have complex needs. Specifically, it set out to explore whether current service provision reflects the aspirations of asset‑based ways of working, the potential for asset‑based approaches in complex needs services, and the barriers and challenges to adoption of asset-based approaches. The study draws on a literature review, the knowledge of experts across the country and the experiences of 11 people with complex needs. It also looks at the potential of Time Credits as a tool to achieve co-production. In conclusion it sets out three calls to action for policy makers, commissioners and service providers alike to make this potential transformation a reality: to better capture and share learning; for commissioning and delivery models to prioritise outcomes and enable innovation; and the need for more collaborative and partnership working.