Search results for ‘Subject term:"learning disabilities"’ Sort:
Results 1 - 10 of 13
Am I making myself clear?: Mencap's guidelines for accessible writing
- Author:
- MENCAP
- Publisher:
- Mencap
- Publication year:
- 2000
- Pagination:
- 28p.
- Place of publication:
- London
This pamphlet gives advice about how to write with consideration for people with cognitive impairments and learning difficulties.
Working with an interpreter: toolkit: improving communication for people who use mental health and learning disability services in Scotland
- Author:
- MENTAL WELFARE COMMISSION FOR SCOTLAND
- Publisher:
- Mental Welfare Commission for Scotland
- Publication year:
- 2006
- Pagination:
- 42p.
- Place of publication:
- Edinburgh
Practical advice and guidance is provided for people who need to use, or who provide, interpreting or translation services in a mental health setting, such as a meeting with a psychiatric nurse in hospital or in someone’s home. The first section is aimed at mental health practitioner or interviewers, and comprises: detailed guidance and information for every stage of working with an interpreter; and a checklist designed to help achieve the most out of working with an interpreter and to guide if things go wrong. The second section is aimed at users of mental health and learning disability services and advises: how to use a professional interpreter; rights before, during and after an interview with an interpreter; and how to complain. The final part is aimed at interpreters and highlights: ethical issues that need to be considered; and practical advice and guidance for interpreting during an interview.
Authentic dialogue with persons who are developmentally disabled
- Author:
- HILL Jennifer
- Publisher:
- Jessica Kingsley
- Publication year:
- 2009
- Pagination:
- 128p.
- Place of publication:
- London
This book aims to explode the myth that people with developmental disabilities are incapable of expressing the level of emotional insight and sensitivity necessary to engage in therapy. Rather than avoiding painful topics, such as awareness of the loss of a normal life, it is possible to confront these difficult and emotive issues within a therapeutic environment. The author follows the progress of several developmentally disabled individuals who participated in her group psychotherapy sessions over the course of several months and were able to discuss their feelings of sorrow, grief, jealousy and joy within the group. This book will be of interest to social workers, psychologists, and educators in the fields of developmental disability and mental health, as well as families of individuals with developmental disabilities.
Communication is a human right
- Author:
- THURMAN Sue
- Publisher:
- British Institute of Learning Disabilities
- Publication year:
- 2009
- Pagination:
- 20p.
- Place of publication:
- Kidderminster
Communication is recognised as an essential human need and therefore, as a basic human right. People with learning disabilities face many personal, social and physical barriers to communication and may need support to enable them to communicate effectively. This guide recommends the Total Communication approach which uses all available means in order to understand and be understood.
Too many pages: SCOVO's guide to involving services to make services better
- Authors:
- STRONG Gwynneth, HEDGES Yvonne
- Publisher:
- Standing Conference of Voluntary Organisation for People with a Learning Disabil
- Publication year:
- 2000
- Pagination:
- 34p.
- Place of publication:
- Cardiff
Examines how voluntary organisations for people with learning disabilities can involve their service users. Sees user involvement as comprising four stages: information, consultation, participation, and sharing power and control.
Brief guide to the Mental Capacity Act 2005: implications for people with learning disabilities
- Authors:
- HARDIE Elaine, BROOKS Liz
- Publisher:
- British Institute of Learning Disabilities
- Publication year:
- 2009
- Pagination:
- 43
- Place of publication:
- Kidderminster
This guide is for those who work with people who have a learning disability and will also be of use to parents and carers, friends and advocates. It aims to: explain the key points of the Mental Capacity Act 2005; explain what some of the choices and decisions might be; help carers support someone with a learning disability to plan ahead and talk about their future. Case studies are used to demonstrate key points of the act and how it might be applied in real life situations. (Edited publisher abstract)
Working with families: what do your staff need to know and do?
- Authors:
- SKILLS FOR CARE, AVENUES
- Publisher:
- Skills for Care
- Publication year:
- 2018
- Pagination:
- 18
- Place of publication:
- Leeds
This draft framework, developed in partnership with the Avenues Group, explains the skills and knowledge adult social care staff need to work effectively with the families of people with learning disabilities who need care and support. Based on the findings from research, it covers four key aims that any learning and development programme about working with families should cover. These are: the importance of partnership working and of taking a family, person centred approach; maintaining positive relationships with families; maintaining open communication with families and reviewing how you work with them; and encouraging people who need care and support to maintain family relationships and social networks. The framework includes a sample training session, with session plan, facilitator notes, handouts and activities. It will be useful for managers or those in learning and development roles, such as HR, training staff and learning providers. It is open to consultation until 1 April 2019. (Edited publisher abstract)
Making complaints work for people with learning disabilities
- Author:
- THURMAN Sue
- Publisher:
- British Institute of Learning Disabilities
- Publication year:
- 2009
- Pagination:
- 21p.
- Place of publication:
- Kidderminster
Everyone has the right to complain; being denied access to complaints procedures may well be considered a breach of the Human Rights Act. This guide explains the need for an open, responsive culture and a willingness to listen in order to ensure that people with learning disabilities can be confident their complaints and comments will be listened to and acted upon.
Working with families, friends and carers: a framework for adult social care employers
- Authors:
- SKILLS FOR CARE, AVENUES
- Publisher:
- Skills for Care
- Publication year:
- 2019
- Pagination:
- 26
- Place of publication:
- Leeds
This framework, developed in partnership with the Avenues Group, sets out good practice guidelines about the skills and knowledge adult social care staff need to work effectively with the families and carers of people who need care and support. The framework covers four areas: establishing positive relationships with families, friends and carers; recognising the importance of family relationships and your role in this; maintaining appropriate communication with families; and offering support to people who need care and support to maintain and manage family relationships. The framework can be used to help organisations design or commissioning training. It can also be used to review how services and staff are working with families and carers and identify what needs to improve. It is based on research carried out by Avenues Group with people who need care and support and their families. Links to a sample training session designed by the Avenues Group is included. (Edited publisher abstract)
Every child is special: placing disabled children for permanence
- Author:
- COUSINS Jennifer
- Publisher:
- British Association for Adoption and Fostering
- Publication year:
- 2006
- Pagination:
- 71p., bibliog.
- Place of publication:
- London
This Good Practice Guide tracks the converging processes of planning for a permanent home for disabled children, and recruiting suitable families. It covers: assessing and communicating with children; recruiting and assessing families and making links; planning permanence; profiling and featuring children; and supporting placements. It examines some of the organisational structures that form the context of this work and highlights the changes that are necessary if more disabled children are to have the security of a permanent family. The guide provides an overview of disabled children 'in need' and 'looked after' and describes current models of disability. It acknowledges the problem of definitions and terminology and discusses impairment in terms of language and popular culture. Relevant legal issues are also briefly explained.