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Financial decision-making: guidance for supporting financial decision-making by people with learning disabilities
- Authors:
- SUTO Irenka, CLARE Isabel, HOLLAND Anthony
- Publisher:
- British Institute of Learning Disabilities
- Publication year:
- 2007
- Pagination:
- 129p.
- Place of publication:
- Kidderminster
This guide sets out to promote good practice in the area of financial decision-making. It has been prompted by the introduction of the Mental Capacity Act 2005. The aim of the Act is to enable people with learning disabilities to have as much choice and control as possible over their lives and the services and support they receive. This guide explores ways of realising these goals within the context of money management. The guide provides a framework that will help those who support men and women with learning disabilities in thinking through difficult situations involving financial decisions and making judgements that are ethically and legally defensible. It contains structured guidance to maximise independence, with examples of practical, research-based materials to explore understanding of basic financial concepts and contribute to formal and informal assessments of financial decision-making ability. Suggestions are also made to develop the decision-making abilities of people with learning disabilities and enable those who are unable to make one or more financial decisions for themselves to participate as fully as they can in the management of their money. The guide has been written for health and social care practitioners, managers in social care provider organisations, social care regulators, support workers, family carers and others who are concerned about the well-being of men and women with learning disabilities. It is also a resource that can be used to complement training courses in health and social care.
Decision making toolkit: a practical guide to supporting young people with special educational needs and disabilities to make their own decisions and to be engaged in the best interests decision making process
- Author:
- COUNCIL FOR DISABLED CHILDREN
- Publisher:
- National Children's Bureau
- Publication year:
- 2017
- Pagination:
- 16
- Place of publication:
- London
This decision making toolkit is a practical guide to support social workers, health practitioners, school and college staff, parent carers, families and anyone working directly with children and young people with special educational needs and disabilities (SEND). It is designed to be used in partnership with young people to support them to make their own decisions and to participate as fully as possible in decisions made on their behalf. It includes a template practitioners can use to support a young person who lacks capacity to go through a best interests decision making process based on the best interests checklist in the Mental Capacity Act 2005 code of practice. (Edited publisher abstract)
Autonomy, benefit and protection: how human rights can protect people with mental health conditions or learning disabilities from unlawful deprivation of liberty
- Author:
- PATRICK Hilary
- Publisher:
- Mental Welfare Commission for Scotland
- Publication year:
- 2008
- Pagination:
- 52p.
- Place of publication:
- Edinburgh
This paper considers how the law and practice in Scotland relating to the care and treatment of people with mental health issues or learning disabilities respects their right to liberty and security guaranteed by Article 5 of the European Convention of Human Rights (ECHR). In recent years the law has changed, with the Adult Support and Protection (Scotland) Act 2007 clarifying the rights of local authorities to make community care arrangements for adults who are incapable of making such arrangements themselves. Helpful guidance from the Scottish Government (the s13ZA guidance) highlights good practice issues. The s13ZA guidance is clear that it is not appropriate to use the new provisions of the Social Work (Scotland) Act where care arrangements may constitute a ‘deprivation of liberty’ within Article 5 ECHR. This paper aims to build on the guidance from the Scottish Government. It deals with areas that the Scottish Government does not cover, for example patients in hospital and people living in their own homes, and outlines areas where further good practice advice could be helpful. The paper is in 5 parts. Part 1 looks at what is meant by deprivation of liberty and the requirements of ECHR law. Parts 2 and 3 look at deprivation of liberty in context and discusses how the rules operate in specific situations. Part 4 considers how the principles of Adults with Incapacity Act law and ECHR law can help form a framework for decision making in these difficult situations and Part 5 draws some conclusions.
Deciding together: working with people with learning disabilities to plan services and support
- Author:
- AITCHISON Jill
- Publisher:
- University of London. King's College. Institute for Applied Health and Social Po
- Publication year:
- 2001
- Pagination:
- 160p.,bibliog.
- Place of publication:
- London
Valuing People, the learning disabilities White Paper, promised advice on how organisations can better involve people with learning disabilities in decision making that affects their lives. Deciding Together is that advice. Based on the evidence of successful development work from across the country, it introduces strategies, suggestions and practical ideas for managers and those responsible for ensuring that their organisations adapt to working in a manner which truly promotes and encourages engagement.
Big Plans: a guide for meaningfully engaging people with learning disabilities in the development of their plans
- Author:
- HUMANLY
- Publisher:
- Humanly
- Publication year:
- 2018
- Pagination:
- 70
- Place of publication:
- London
A toolkit to support social workers in working with people with learning disabilities and/or autism to plan for important moments in their lives, for example transition into adulthood or moving out of hospital back into the community. It includes a suggested step-by-step process, as well as specific activities for engaging individuals with learning disabilities and/or autism directly, rather than relying on those around them. Sections cover: Getting to know an individual through direct observation; Learning more about an individual from experts; Using creative activities to know individuals better; Creating a Personal Portrait that captures an individual’s needs and preferences; Using the Personal Portrait in planning; Testing options with an individual and capturing reactions; and Reviewing an individual’s experience on an ongoing basis. The toolkit was developed by Humanly and co-designed with the Shropshire team to support sites in the Named Social Worker programme, which was funded by the Department of Health and Social Care and run in partnership by the Innovation Unit and the Social Care Institute for Excellence. It has been designed to be suitable for a wide range of people with learning disabilities and/or autism, including people with complex needs and non-verbal communication.
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)
Involve me: practical guide: how to involve people with profound and multiple learning disabilities (PMLD) in decision-making and consultation
- Authors:
- MENCAP, BRITISH INSTITUTE OF LEARNING DISABILITIES, RENTON FOUNDATION
- Publisher:
- Mencap
- Publication year:
- 2011
- Pagination:
- 72p.
- Place of publication:
- London
People with profound and multiple learning disabilities are some of the most excluded in society. The Involve Me project focuses on how to involve them in decision-making and consultation. This guide to how to involve people with profound and multiple learning disabilities is partly based on an independent evaluation of the Involve Me project. It includes a description of the 4 Involve Me sites and approaches to involvement, and a summary of recommendations from the evaluation. The guide covers involvement in choice and decision-making, capacity and consent for people with profound and multiple learning disabilities, the key Involve Me messages, and information about the accompanying DVD resource which contains information and materials to support the Involve Me key messages.
Direct choices: what councils need to make direct payments happen for people with learning disabilities
- Author:
- GREAT BRITAIN. Department of Health
- Publisher:
- Great Britain. Department of Health
- Publication year:
- 2004
- Pagination:
- 18p.
- Place of publication:
- London
The resource consists of information that councils will find helpful when seeking to enable people with learning disabilities to receive and use direct payments. It includes information on decision-making; on the management of a direct payment; on the provision of appropriate and accessible information; and on the support that people may need. It brings together existing information from a variety of sources, as well as using new information drawn directly from interviews with council direct payment staff, direct payment support groups and people currently using direct payments.
Making decisions: best practice and new ideas for supporting people with high support needs to make decisions
- Authors:
- BEAMER Stephanie, BROOKES Mark
- Publisher:
- Values into Action
- Publication year:
- 2001
- Pagination:
- 92p.,list of orgs.,bibliog.
- Place of publication:
- London
This report is written for service providers, families, friends, carers and other who support people with learning difficulties who have high support needs to make choices. It uses real life stories to challenge the idea that people with high support needs cannot make their own decisions. It discusses current practice and law, suggesting both are often limited in vision and technique, and offers a model of supported decision making as a solution. It is accompanied by a workbook 'It's your choice' written in plain English, with pictures, to tell people with learning difficulties about making decisions.