Search results for ‘Subject term:"learning disabilities"’ Sort:
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A big hole
- Author:
- -
- Journal article citation:
- Mental Health Today, December 2002, pp.18-19.
- Publisher:
- Pavilion
- Place of publication:
- Hove
Discusses the importance of providing treatment and services for young people with learning disabilities and mental health problems. Looks at the findings from a recent report, 'Count Us In', from the Foundation for People with Learning Disabilities.
Effects of emotion-oriented care on elderly people with cognitive impairment and behavioral problems
- Authors:
- SCHRIJNEMAEKERS Vernon, et al
- Journal article citation:
- International Journal of Geriatric Psychiatry, 17(10), October 2002, pp.926-937.
- Publisher:
- Wiley
This article investigates the effects of emotion-oriented care on the behavior of elderly people with cognitive impairment and behavioral problems. 16 Homes for the aged with structured day care units were randomly allocated to an intervention or control group. 151 Residents with cognitive impairment and behavioral problems were included in the study. The eight intervention homes received a training program with regard to emotion-oriented care. In the eight control homes usual care was continued. Measurements were performed at baseline and after 3, 6 and 12 months of follow-up (assessment by caregivers and relatives). The primary outcome measure was the change in behaviour of the residents. The article concludes that there is insufficient evidence yet to justify the implementation of emotion-oriented care on a large scale.
Parental stress and behaviour problems of children with developmental disability
- Author:
- HASTINGS Richard
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 27(3), September 2002, pp.149-160.
- Publisher:
- Taylor and Francis
This article focuses on the integration of two research foci in the field of developmental disability: models of the development and maintenance of children's problem behaviours, and parental stress associated with child characteristics. I propose a simple model whereby children's behaviour problems, parental stress, and parenting behaviour are related. Evidence is found for a central part of this model (that child behaviour problems lead to parental stress), but other aspects are as yet untested in the developmental disability field. Future refinement of the model is discussed, with an emphasis on the role of parental appraisal processes in understanding the mechanisms by which child behaviour problems affect parental well being. Finally, the practical implications of integrating research on children's behaviour problems and parental stress are briefly considered.
Psychosocial interventions for adults with intellectual disabilities and mental health problems: A review
- Author:
- HATTON Chris
- Journal article citation:
- Journal of Mental Health, 11(4), August 2002, pp.357-373.
- Publisher:
- Taylor and Francis
- Place of publication:
- London
This article briefly reviews existing evidence concerning psychosocial interventions for adults with intellectual disabilities and mental health problems. Research evidence concerning the epidemiology of mental health problems in adults with intellectual disabilities is discussed, focusing on issues in the reliable and valid identification of mental health problems in this user group and the results of prevalence studies. Current evidence concerning the use and effectiveness of psychosocial interventions for people with intellectual disabilities and mental health problems is then outlined. Particular attention is paid to cognitive-behavioural interventions. Finally, issues concerned with adapting psychosocial interventions for people with intellectual disabilities and mental health problems are discussed.
Prader—Willi syndrome compulsive and ritualistic behaviours: the first population-based survey
- Authors:
- CLARKE D.J., et al
- Journal article citation:
- British Journal of Psychiatry, 180, April 2002, pp.358-362.
- Publisher:
- Cambridge University Press
Obsessive-compulsive disorder has been reported in association with Prader-Willi syndrome. This study reports the nature and prevalence of compulsive and similar symptoms associated with Prader-Willi syndrome in a population ascertained as completely as possible The results suggest that ritualistic and compulsive behaviours occur more frequently in association with Prader-Willi syndrome than among people with intellectual disability and significant obesity.
Special educational needs: a mainstream issue
- Author:
- AUDIT COMMISSION
- Publisher:
- Audit Commission
- Publication year:
- 2002
- Pagination:
- 64p.,tables.
- Place of publication:
- London
One in five children in England and Wales are considered by their school to have special educational needs (SEN). Despite the significant numbers involved, they have remained low profile in education policymaking and public awareness. National targets and performance tables fail to reflect schools’ work with them and a lack of systematic monitoring by schools and local education authorities (LEAs) means that poor practice may go unchallenged. Schools have struggled to balance pressures to raise standards of attainment and become more inclusive. This has been reflected in a reluctance to admit and a readiness to exclude some children, particularly those with behavioural difficulties. The existence of separate structures and processes for children with SEN may have allowed their needs to be seen as somehow different even peripheral to the core concerns of our system of education.
Special educational needs: a mainstream issue
- Author:
- AUDIT COMMISSION
- Publisher:
- Audit Commission
- Publication year:
- 2002
- Pagination:
- 4p.
- Place of publication:
- London
One in five children in England and Wales are considered by their school to have special educational needs (SEN). Despite the significant numbers involved, they have remained low profile in education policymaking and public awareness. National targets and performance tables fail to reflect schools’ work with them and a lack of systematic monitoring by schools and local education authorities (LEAs) means that poor practice may go unchallenged. Schools have struggled to balance pressures to raise standards of attainment and become more inclusive. This has been reflected in a reluctance to admit and a readiness to exclude some children, particularly those with behavioural difficulties. The existence of separate structures and processes for children with SEN may have allowed their needs to be seen as somehow different even peripheral to the core concerns of our system of education.
Guidance for restrictive physical interventions: how to provide safe services for people with learning disabilities and autistic spectrum disorder
- Authors:
- GREAT BRITAIN. Department of Health, GREAT BRITAIN. Department for Education and Skills
- Publisher:
- Great Britain. Department of Health
- Publication year:
- 2002
- Pagination:
- 32p.,bibliog.
- Place of publication:
- London
This guidance focuses on the need for provider agencies to have effective policies, procedures and training for staff who work with people who may have behavioural episodes where restrictive physical intervention is necessary for their safety and the safety of others. It promotes the concept of including potential strategies and actions in care plans, to help staff and people who use services deal effectively with such episodes. It emphasises training and in using training organisations who have the expertise and experience to provide for this sector. The guidance has now been superceeded by 'Positive and proactive care: reducing the need for restrictive interventions' (2014).
Ethical approaches to physical interventions: responding to challenging behaviour in people with intellectual disabilities
- Editor:
- ALLEN David
- Publisher:
- British Institute of Learning Disabilities
- Publication year:
- 2002
- Pagination:
- 239p.,bibliogs.
- Place of publication:
- Kidderminster
This book, based on contributions from academics and practitioners in the UK and USA, is an overview of key developments and current best practice in the field. It includes and overview of current policies and practices, an examination of physical interventions and abusive practice, and a discussion of objectives for the immediate future. It is intended as a reference for commissioners, service providers and physical interventions trainers, as well as anyone concerned with improving our response to challenging behaviour.
Count us in: the report of the committee of inquiry into meeting the mental health needs of young people with learning disabilities
- Author:
- FOUNDATION FOR PEOPLE WITH LEARNING DISABILITIES
- Publisher:
- Foundation for People with Learning Disabilities
- Publication year:
- 2002
- Pagination:
- 114p.,bibliog.
- Place of publication:
- London
Young people with learning disabilities, like all young people, want to enjoy full, happy lives. Approaching adulthood, they, too, have to deal with their developing sexuality and relationships and make choices about education, employment or other daytime activities and perhaps where to live. However, they are at higher risk of developing mental health problems particularly at such times of stress and change. Emotional difficulties, such as anxiety and depression, and behavioural difficulties are particularly common. This report highlights good practice, but finds that the UK does not have a cohesive, multi-disciplinary service framework capable of delivering good mental health services to young people with learning difficulties.