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Communicating effectively with people with a learning disability
- Author:
- THURMAN Sue
- Publisher:
- Learning Matters; British Institute of Learning Disabilities
- Publication year:
- 2011
- Pagination:
- 61p.
- Place of publication:
- Exeter
This practical textbook is aimed at social care staff working with people with learning disabilities to help them communicate effectively. It is particularly relevant for those new to working with people with learning disabilities, those studying for a qualification, or managers with a training responsibility. Chapters cover: Understanding why effective communication is important in the work setting; Meeting the communication and language needs, wishes and preferences of individuals; Overcoming barriers to communication; and Confidentiality. Each chapter begins with a story from a service user or care worker and on outline of the chapters key learning objectives. Chapters also contain thinking points to aid reflective practice, examples of good practice, and activities. The text book covers material to support Level 2 and 3 Diplomas in Health and Social Care and the Common Induction Standard on Communicating effectively.
‘I Feel Pain’– audit of communication skills and understanding of pain and health needs with people with learning disabilities
- Authors:
- BEACROFT Monica, DODD Karen
- Journal article citation:
- British Journal of Learning Disabilities, 39(2), June 2011, pp.139-147.
- Publisher:
- Wiley
People with learning disabilities are known to find it harder than other people to access treatment for general health problems. A 4-part audit was conducted with people with learning disabilities to investigate pain recognition and management. This article describes the section of the audit which looked at what people with learning disabilities understood and experienced when they had pain compared to good practice from the literature. A total of 40 people with mild or moderate learning disabilities across Surrey participated in the study. The results show that the participants struggle to discuss pain effectively, and may describe it in terms of feelings or emotions. Little use is made of pain recognition tools or communication aids. The most common response to having pain is to be taken to the doctors, and many people were not offered pain medication by staff. Other alternative strategies were not used to manage pain. Although most people did not make the decision as to whether they needed to see their doctor, most people knew who their doctor was and reported good experiences in terms of information sharing once at the appointment. Information booklets and training are being developed to help staff and family carers recognise and manage pain in people with learning disabilities.
Communication and consultation with children and young people with learning disabilities: Bridges Resource Centre
- Author:
- OFSTED
- Publisher:
- OFSTED
- Publication year:
- 2011
- Pagination:
- 3p.
- Place of publication:
- Manchester
A description of good practice from the Bridges Resource Centre, a respite care centre near Wokingham, which demonstrates flexible and effective approaches in relation to communicating and consulting with children and young people with learning disabilities and a complex mixture of communication difficulties. A recent extension of the centre prompted the consultation to ensure the children and young people were able to have their say.
Freddie's story
- Authors:
- JESSOP William, (Director)
- Publisher:
- Blue Apple Theatre
- Publication year:
- 2011
- Pagination:
- (20 mins.), DVD
- Place of publication:
- Winchester
A training film for medical and health professionals which looks at people with learning disabilities in a hospital environment. The film follows the story of Freddie, who has learning disabilities, from his arrival in hospital, through to his diagnosis, giving consent and entering a ward. It highlights points of good practice. It also stresses the importance of good communication and treating people with learning disabilities with respect. The film features a mix of learning disabled actors and medical practitioners.
Technical support
- Author:
- FAWCETT Edd
- Journal article citation:
- Viewpoint, 125, November 2011, pp.20-23.
- Publisher:
- Mencap/Gateway
Using technology to support people with a learning disability traditionally involved expensive pieces of specialist equipment. This article looks at the potential for using mainstream technology such as smartphones, Nindendo Wii and Xbox Kinect to help people with a learning disability to communicate, learn and socialise. Research at Nottingham Trent University which examined how computer games could help people with learning disabilities, and Mencap's LiveNet project which teaches people with a learning disability how to use mainstream technology are briefly mentioned.
Effects of video-feedback interaction training for professional caregivers of children and adults with visual and intellectual disabilities
- Authors:
- DAMEN S., et al
- Journal article citation:
- Journal of Intellectual Disability Research, 55(6), June 2011, pp.581-595.
- Publisher:
- Wiley
The purpose of this study was to test the efficacy of the video-based Contact programme for improving the quality of interaction between professional care givers and their clients with visual and intellectual disabilities living in group homes in the Netherlands. Seventy-two caregivers of 12 individuals received a training programme and four individual video-feedback sessions. The quality of interaction was independently measured in an AB-design across subjects with two baseline and three intervention observations, using a time sampling coding system for interactive behaviour and a rating for affective mutuality. After the intervention, significant increases were found in the frequency with which caregivers confirmed the signals of clients, the proportion of initiatives taken by clients that were responded to by the caregivers, and affective mutuality as a quality of the interaction. No significant increase in client responsiveness was observed. The caregivers rated the intervention useful and feasible. The authors note that further research is necessary regarding the generalisability, long-term effects and effects on quality of life of the Contact programme but conclude that it did improve the quality of interaction between professional caregivers and clients with visual and intellectual disabilities living in group homes.
Using contact work in interactions with adults with learning disabilities and autistic spectrum disorders
- Authors:
- BROOKS Sharon, PATERSON Gail
- Journal article citation:
- British Journal of Learning Disabilities, 39(2), June 2011, pp.161-166.
- Publisher:
- Wiley
People with learning disabilities and additional autistic spectrum disorder are at risk of becoming socially isolated because of their difficulties in interacting with others. This article describes a project which used contact work with people with learning disabilities and autistic spectrum disorder in a residential setting. Contact work is a form of Pre-Therapy, which is a person-centred approach which focuses on psychological contact. The approach has been developed using the idea of contact reflections for use with people who find it difficult to establish psychological contact because of their emotional, mental health or cognitive problems. The approach was used with 2 clients with learning disabilities and autistic spectrum disorder. Both clients were offered 10 individual sessions using contract reflections with speech and language therapists. The sessions were evaluated using a tool created for the project that was designed to measure different contact behaviours. The impact of the project on both clients and therapists is discussed, and was felt to be useful on a subjective level. In addition, the measurement tool is discussed, and found to be useful in collecting quantitative data but requires additional work to capture the more qualitative aspects of the work.
Supporting people with learning disabilities in health and social care
- Author:
- BROUSSINE Eric
- Publisher:
- Sage
- Publication year:
- 2011
- Pagination:
- 232p.
- Place of publication:
- London
This text book aims to provide students and professionals working with people with learning disabilities in primary, secondary and specialist healthcare settings, with the knowledge and skills they need for effective practice. The chapters, which are each written by leading academics and practitioners in their field, examine core issues. A multi-professional, case-study approach consolidates the theory and this practical approach is reinforced by the inclusion of service-user and practitioner 'voices'. Reflective exercises and opportunities for self-audit of learning are included throughout. Chapters include: the history and context of learning disability, families' perspectives; enabling people with learning disabilities to be valued citizens; empowered and/or vulnerable?; living with a learning disability; enabling families; building positive relationships with people with learning disabilities; promoting effective communication; health and well-being; meeting specific health needs of people with learning disabilities; meeting the mental health needs of people with learning disabilities; people with learning disabilities in the criminal justice system; professional practice and people with learning disabilities; and improving practice.
First steps to your health and social care learning disability qualifications
- Author:
- ASSOCIATION FOR REAL CHANGE
- Publisher:
- Association for Real Change
- Publication year:
- 2011
- Pagination:
- loose leaf
- Place of publication:
- Chesterfield
A loose leaf training pack covering all of the learning outcomes in the eight Refreshed Common Induction Standards and three Qualification Credit Framework (QCF) units. The pack has sections covering: The role of the health and social care worker; Personal development; Communicating effectively; Equality and Inclusion; Duty of care in health, social care or children's and young people's settings; Principles of safeguarding in health and social care; Person-centred support; Health and safety in an adult social care setting. Exercises are included throughout. It also includes a QCF candidate registration form for the QCF units and assignments to complete and questions for a manager to ask a staff member once they have completed the training