Search results for ‘Subject term:"learning disabilities"’ Sort:
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Total Communication: person centred thinking, planning and practice
- Authors:
- WILLIAMS Kim, MATTHEWS Alison, SKELHORN Louise
- Publisher:
- HSA Press
- Publication year:
- 2010
- Pagination:
- 14p.
- Place of publication:
- Stockport
This booklet looks at different ways of communicating for people with learning disabilities. Total communication is defined as communicating in any way you can. Basic tips are provided in the following sections: the communication model; pre verbal, pre intentional and gesture; objects; photographs, line drawings and symbols; signing; spoken language; and written language.
Carer satisfaction with telephone consultations in a community intellectual disability unit
- Authors:
- BAINS Harinder, BONELL Enrique, SPEIGHT Peter
- Journal article citation:
- Journal of Intellectual Disabilities, 14(4), December 2010, pp.259-265.
- Publisher:
- Sage
- Place of publication:
- London
Telephone consultations have been shown to reduce the number of surgery contacts and out-of-hours visits. However, previous studies in general practice settings have shown patient dissatisfaction with a model based on telephone consultations. This paper reports on a survey of carer satisfaction with telephone consultations with doctors in a community service in Lincolnshire, England, for people with learning disabilities. Eleven participants returned a 10-item carer satisfaction questionnaire following telephone consultations over a 4 week period with questions about suitability, effectiveness, efficiency and appropriateness of telephone consultations. Findings indicated a high level of satisfaction with accessibility, effectiveness and suitability. Also, telephone consultations were an efficient use of time. However more than one-third of carers said they would have preferred a face-to-face consultation with the doctor. The paper concludes that, although routine practice in psychiatry, telephone consultations need further research to establish them as an alternative to face-to-face consultations.
Challenging behaviour: a training pack to develop good practice in working with people with learning disabilities whose behaviour is described as challenging
- Authors:
- HARDY Steve, JOYCE Theresa
- Publisher:
- Pavilion
- Publication year:
- 2010
- Pagination:
- 271p., bibliog.
- Place of publication:
- Brighton
This training resource aims to ensure that the workforce have the capabilities to provide effective and ethical support to people with learning disabilities who have challenging behaviour. It uses a person-centred support approach, emphasising the need for individualised interventions, understanding needs and environmental implications. Modules cover topics such as: understanding and assessing challenging behaviour; interventions; supportive strategies; reactive strategies; cognitive approaches; use of mediation; working with families; active support; mental health problems; and challenging behaviour and offending. Each module is divided into individual sessions, providing details of topics to discuss, time taken per session and resources to use. An accompanying CD-ROM contains slides and handouts that can be printed off. Relevant for front line staff in health and social care settings, and professionals in training.
‘I want to be listened to’: systemic psychotherapy with a man with intellectual disabilities and his paid supporters
- Authors:
- HAYDON-LAURELUT Mark, NUNKOOSING Karl
- Journal article citation:
- Journal of Family Therapy, 32(1), February 2010, pp.73-86.
- Publisher:
- Wiley
This paper contends that the systemic approach can be useful in working with adults with intellectual disabilities and their relational network, including paid care services. A practice example using a systemic approach with a man with intellectual disabilities and his paid supporters showed a movement from an internal description of the problem as existing in the man with intellectual disabilities to a focus on coordinating the relationship between the man and his paid supporters. More specifically, in this example the man with intellectual disabilities stated that he wished to be listened to. This led to the residential service manager accounting for her service’s support and to service change which focused more on the care relationship and to improved practices of listening. This article concludes by saying that, although this is not a new process, it would seem to be of noteworthy utility in the context of working with those who live and work in services for people with intellectual disabilities and who may not have had access to this kind of conversation in the past.
Supporting Derek: a practice development guide to support staff working with people who have a learning difficulty and dementia
- Authors:
- WATCHMAN Karen, KERR Diana, WILKINSON Heather
- Publisher:
- Joseph Rowntree Foundation
- Publication year:
- 2010
- Pagination:
- 58p., DVD
- Place of publication:
- York
This training pack is aimed at staff and volunteers supporting people with learning difficulties who have or may develop dementia. It is designed to be used by a trainer or lead person for training or to promote discussion. Each section is structured around 10 topics. Sections cover: learning difficulty and dementia; understanding behaviour; developing supportive environments; responding to pain; effective communication; meaningful activities; when a friend or relative has dementia; nutrition and hydration; night-time care; and palliative care. Each section includes suggested activities, information sheets and tools, and further reading. A DVD, which includes a short drama acted out by people with a learning difficulty and discussion on the drama, accompanies the training pack.
Telecare and learning disability: using telecare effectively in the support of people with learning disabilities
- Editors:
- KERR Brian, et al, (eds.)
- Publisher:
- University of Stirling. Dementia Services Development Centre; Joint Improvement Team
- Publication year:
- 2010
- Pagination:
- 40p.
- Place of publication:
- Stirling
This booklet provides practical guidance on how telecare can contribute to improved outcomes and enhance the support, protection, and quality of life of people with a learning disability. It also considers the importance of telecare in providing support and reassurance to carers. Sections in the booklet include: definitions of telecare and related concepts; the importance of good needs and risk assessment if telecare is to help meet those needs and manage risk; ethical dilemmas and how they can be resolved; how telecare can form part of a package of care and support, and issue particular to carers. Illustrative case studies are include throughout. Suggested content and a timetable for a one-day training programme are included to help trainers design both awareness raising and skill-development programmes. Examples of equipment which might contribute to the safety and quality of life of the telecare user are featured. A reference list and additional resources are included at the end of the book. This is one of four publications funded by the Scottish Government’s National Telecare Development Programme. The books are primarily aimed at assessors, care and support staff and their managers, telecare service managers and development staff.
Text messaging with picture symbols - experiences of seven persons with cognitive and communicative disabilities
- Authors:
- MULLER Ingrid Mattsson, BUCHHOLZ Margret, FERM Ulrika
- Journal article citation:
- Journal of Assistive Technologies, 4(4), December 2010, pp.11-23.
- Publisher:
- Emerald
A three year project in Sweden is looking at ways of increasing participation for persons with cognitive and communication disabilities. It has a particular focus on text messaging with picture symbols. Three men and four women were given one of two available phone devices that met the aims of the project and their needs; the Micro Rolltalk or the Handifon. Tailored software included a picture symbol database and speech synthesis. Clients’ professional and social support networks were instructed in how the equipment was to be used. Semi-structured interviews investigated satisfaction with the mobile phone, handling the phone, involvement in daily life and project participation. At this point participants had been using their phones for between 7 and 13 months. The researchers experienced the anticipated challenges associated with interviewing people with cognitive impairments. Scale and yes/no questions were more easily answered than open questions. A compromise was found in the use of “Talking Mats” (textured mats with topic pictures and visual scales). Overall most participants were satisfied with their mobile phones, found them easy to handle, and liked to use them for a variety of purposes, not just text messaging. All except one wanted to continue to use them after the project ended.
Support workers within learning/intellectual disability services perception of their role, training and support needs
- Authors:
- WINDLEY Debbie, CHAPMAN Melanie
- Journal article citation:
- British Journal of Learning Disabilities, 38(4), December 2010, pp.310-318.
- Publisher:
- Wiley
This study explores the perceptions of support workers working with adults with learning disabilities regarding their role, and their training and support needs. The study was carried out in a joint health and social care service which provides supported accommodation in ordinary dispersed housing in a British city. Data was collected by means of a focus group involving three support workers and semi-structured interviews with five other support workers. Participants saw their key role as maximising quality of life, identified ‘trial and error’ as the main mode of skill development for new staff and experienced stress as a result of conflict between their beliefs and demands of the service. Participants recognised their responsibility to model good and challenge poor practice; however, poor communication and assertiveness skills affected their ability to do this. A preference for more on site supervision to provide leadership was indicated. Training by the community learning disability team was highly regarded; however, there were indications that carers found this difficult to put into practice. It is suggested that development of personal skills and relating training to human rights and person-centred planning perspectives would best enable staff to carry out their roles.
Message received?
- Authors:
- GIBSON Lynn, MATTHEWS Dorothy, REGNARD Claud
- Journal article citation:
- Learning Disability Today, 10(8), October 2010, pp.24-25.
- Publisher:
- Pavilion
- Place of publication:
- Hove
This article examines the identification of distress in people with learning disabilities who have trouble communicating. Correct identification of distress among this group will lead to enhanced diagnosis, better symptom control, and ultimately much improved health care. Undetected symptoms in people with learning disabilities are often due to lack of communication. This article argues that meaningful communication depends on the ability of people to recognise and translate the many different cues available and not just those verbally expressed. Observation by key people in the lives of people with learning disability, particularly carers, can be crucial to identify and treat the symptoms of distress. The article describes the Disability Distress Assessment Tool (DisDAT), an observational tool developed to document content and distressed states. DisDAT can be completed with the involvement of friends and family, and ensures that the carers’ knowledge and contribution is accepted in any discussions on what is wrong with the patient.
Pain in people with learning disabilities in residential settings: the need for change
- Authors:
- BEACROFT Monica, DODD Karen
- Journal article citation:
- British Journal of Learning Disabilities, 38(3), September 2010, pp.201-209.
- Publisher:
- Wiley
Many people with learning disabilities find it difficult to communicate effectively that they are in pain or how they are feeling. This audit investigated residential staff beliefs around pain thresholds, and the strategies they adopt to recognise and manage pain in people with learning disabilities. A structured interview was held with 58 staff from 33 residential homes and supported living services across Surrey. The results demonstrated that pain is not being effectively recognised or managed by residential staff, and that people with learning disabilities are not getting timely and appropriate medication for their pain. Some staff still believed that people with learning disabilities have a higher pain threshold than people without a learning disability, and let this belief affect how they manage pain. The results highlighted the need for training for staff in how to recognise and manage pain, as well as the need for appropriate pain recognition tools and communication aids to be utilised to support people with learning disabilities to be able to communicate their pain to others. It also indicated the need for better communication between staff and other services that the person with learning disabilities accesses.