Search results for ‘Subject term:"learning disabilities"’ Sort:
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Supporting People: issues for small, specialist and new providers - interim guidance
- Author:
- SCOTLAND. Scottish Executive. Development Department
- Publisher:
- Scotland. Scottish Executive
- Publication year:
- 2002
- Pagination:
- 10p.
- Place of publication:
- Edinburgh
Changing days
- Authors:
- WHITTAKER Andrea, McINTOSH Barbara
- Journal article citation:
- British Journal of Learning Disabilities, 28(1), March 2000, pp.3-8.
- Publisher:
- Wiley
The People First conference, which was held in Edinburgh, UK, in 1997, passed the following motion: 'Day centres should not waste people's time or people's lives'. This is a challenging statement which will be echoed by many people involved in providing and supporting day services for people with learning difficulties. The present article outlines how the King's Fund Changing Days project has tried to respond to this challenge over the past 5 years. More detailed accounts can be found in the publications which have resulted from the work.
Measure for measure: how do measures of quality of life compare?
- Authors:
- PERRY Jonathan, FELCE David
- Journal article citation:
- British Journal of Learning Disabilities, 23(4), 1995, pp.134-137.
- Publisher:
- Wiley
This paper is intended to provide some guidance to people wishing to monitor quality in small scale community residential settings. It describes the results of a study in which 14 objective quality of life indicators were conducted in a sample of 14 community-based staffed houses in order to assess the degree of overlap between measures within each of six quality of life domains: activity, autonomy and choice, housing quality, personal development, social and community integration, and social interactions. Overall, there was fairly high overlap within domains. Reasons for the lack of overlap which was sometimes found are discussed.
Clinical risk assessment for people with learning disabilities who offend
- Authors:
- TAYLOR John L., et al
- Journal article citation:
- British Journal of Forensic Practice, 3(1), April 2001, pp.22-32.
- Publisher:
- Emerald
The NHS Executive's guidance on the discharge of mentally disordered people, including those with learning disabilities, requires that risk assessment is a component part of the Care Programme Approach and that risk assessments should be carried out systematically using a standardised approach, but practitioners are resistant to moving away from reliance on clinical judgements when making their assessments. Suggests a solution to the difficulty clinicians often experience incorporating risk assessment tools into their clinical practice. A case example is given to illustrate how clinical assessments of offenders with learning disabilities can be utilised to estimate the risks presented. By demonstrating this procedure, a protocol for reaching clinically defensible decisions about the risks presented by clients is described, which also allows for the targeting of priority therapeutic and management interventions.
Reshaping services - a practical example: moving from a local authority hostel to supported housing
- Author:
- WOOLRYCH Richard
- Journal article citation:
- Housing Care and Support, 3(4), December 2000, pp.22-28.
- Publisher:
- Emerald
This case study describes how three-quarters of residents with learning difficulties were enabled to move from a local authority hostel to supported housing and outlines a model that could be adopted by other councils.
Difficult questions
- Author:
- WINTERSGILL Cathy
- Journal article citation:
- Mental Health Care, 1(11), July 1998, pp.379-381.
- Publisher:
- Pavilion
People with learning difficulties know what they want from services, and are best placed to know how good they are. The author and colleagues describe how together they reviewed standards in local residential homes.
Signposts for success
- Author:
- -
- Journal article citation:
- Viewpoint, 27, April 1998, p.6.
- Publisher:
- Mencap/Gateway
The NHS Executive has published Signposts for Success to promote good practice, and to clarify the role of the NHS in providing services in the community for people with learning disabilities. Summarises the main message.
Commentary
- Author:
- SEATON Marie
- Journal article citation:
- Community Care Management and Planning, 5(2), April 1997, pp.49-50.
- Publisher:
- Pavillion
Provides a commentary on case study 5 - 'we have the technology - but have we the will?' pp.41-48.
Developing services for people with learning disabilities which actively involve family members: a review of recent literature
- Author:
- BARR Owen
- Journal article citation:
- Health and Social Care in the Community, 4(2), March 1996, pp.103-112.
- Publisher:
- Wiley
There is a growing recognition that people with learning disabilities are family members and their presence in the family holds great potential to influence the functioning of the family. While much talked of in the professional literature, active family involvement in care, with family members involved in decision making and priority setting as opposed to carrying out directions of professionals remains a major challenge to all members of the multidisciplinary team. This paper provides a review of recent literature on the possible impact of a person with learning disabilities on the family unit. It also highlights current professional statements about family involvement in care. In addition some implications for the development of services which seek to involve family members as true partners in care are identified.
Outcomes of ordinary housing services in Wales: objective indicators
- Authors:
- PERRY Jonathan, FELCE David
- Journal article citation:
- Mental Handicap Research, 7(4), 1995, pp.286-311.
- Publisher:
- BIMH Publications
Outcome data were collected on fourteen, recently provided staffed houses for people with mild, moderate, severe or profound learning disabilities in order to assess the quality of service provided. Quality indicators reflected the quality of the housing provision, social and community integration, social relationships within the houses, resident engagement in activity, developmental progress over time and opportunities for autonomy and choice. The data show that the quality of the houses investigated was broadly similar to that reported for other housing services in British research which has accompanied deinstitutionalisation. Quality levels on many indicators were related to the ability of residents and the data illustrate the difficulty in providing services for people with more severe or profound learning difficulties, which are capable of achieving outcomes comparable with those attained in services for more able residents. The research provides further evidence that the extent of staff support for resident activity is critical to how much residents are able to participate fully in the everyday activities which arise in the conduct of their lives.