Search results for ‘Subject term:"learning disabilities"’ Sort:
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Avoiding delays in diagnosis: the importance of proactive liaison and education of staff in the general hospital
- Authors:
- WALDER Anna, GREEN Robert, SONI Sujata
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 8(6), 2014, pp.399-402.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to illustrate the difficulties patients with intellectual disabilities face when they present to a general hospital with ambiguous symptoms and highlights the importance of adequate training for general staff in caring for people with learning disabilities. Design/methodology/approach: The authors describe the pathway of a person with a learning disability and mental health problems from A&E, through a general hospital, to discharge and the problems encountered in terms of diagnostic clarity and subsequent treatment. Findings: Delay in recognising a psychiatric cause for his symptoms and wrongly attributing his symptoms to his learning disability may have led to a protracted admission and invasive tests. Originality/value: Education of healthcare professionals and proactive liaison work can help improve outcomes for people with intellectual disabilities when they are admitted to generic services. (Publisher abstract)
“Staying Well”: a psychoeducational group for people with an intellectual disability, co-morbid mental illness and offending behaviour
- Authors:
- DOUDS Fergus, et al
- Journal article citation:
- Journal of Intellectual Disabilities and Offending Behaviour, 5(1), 2014, pp.54-59.
- Publisher:
- Emerald
Purpose: UK best practice guidelines for the treatment for people with schizophrenia recommend the use of psychoeducational approaches. The purpose of this paper is to describe the introduction of psychoeducational groups for people with an intellectual disability and co-morbid mental illness within forensic settings. Design/methodology/approach: “Staying Well”, a psychoeducational programme for people with an intellectual disability and co-morbid mental illness was based in part on a group programme from Ashworth Hospital, but adapted and developed to be suitable for people with intellectual disability. Input from a very experienced speech and language therapist was of great importance. Five groups with a total of 20 participants (15 different individuals) with mild to moderate intellectual disability and co-morbid mental illness were run over a two-year period. At the end of each group, an individualised “Staying Well Plan” was devised, to reduce the risk of future relapses. Findings: The group was very positively welcomed in the two pilot hospitals, by participants and members of the clinical teams. The key measure of the success of the programme is that the “Staying Well Plans” developed for the individuals are still in place two years after the completion of the first groups. Practical implications: The authors believe that this approach is of benefit to both the participants and their carers, stimulating positive engagement, open discussion about mental illness and reinforcing strategies for “Staying Well”. Originality/value: This paper shows how a psychoeducational approach to severe mental illness in individuals with an intellectual disability is both possible and well received. (Publisher abstract)
Understanding specific learning difficulties
- Author:
- PRIOR Margot
- Publisher:
- Psychology Press
- Publication year:
- 1996
- Pagination:
- 191p.,bibliog.
- Place of publication:
- Hove
Presents current knowledge on the nature, causes, characteristics, correlates and treatment of specific learning difficulties. Describes and explains reading, spelling, and mathematical difficulties; provides information on psychological and neuropsychological assessments; explains the associations between behavioural problems and learning difficulties; and critically reviews remedial approaches.
Incoherent self-narratives and disorders of the self in children with learning disabilities
- Author:
- PALOMBO Joseph
- Journal article citation:
- Smith College Studies in Social Work, 64(2), March 1994, pp.129-152.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Educators currently are giving considerable attention to the diagnosis and remediation of children with learning disabilities. The integration into clinical social work of this body of knowledge and experience presents a major challenge. Reviews the major paradigms of learning disabilities, and discuss those psychoanalytic developmental theories that have attempted to integrate the concept of neurocognitive differences in endowment into their frameworks.
Tourette syndrome: a practical guide for teachers, parents and carers
- Authors:
- CARROLL Amber, ROBERTSON Mary
- Publisher:
- David Fulton
- Publication year:
- 2000
- Pagination:
- 96p.,bibliog.
- Place of publication:
- London
Discusses Tourette's Syndrome, with particular reference to supporting children in school. Describes the clinical characteristics of the syndrome; comorbid conditions; differential diagnosis; management and treatment; supporting the child with Tourette's in personal development and in relationships; and inclusive education for children with Tourette's.
Don't count me out: the exclusion of children with a learning disability from education because of health needs
- Author:
- ROYAL SOCIETY FOR MENTALLY HANDICAPPED CHILDREN AND ADULTS
- Publisher:
- Mencap
- Publication year:
- 1999
- Pagination:
- 24p.
- Place of publication:
- London
Based on a survey of families, this report discusses how the health needs of children with learning disabilities affects their access to schooling. Looks at how the current system fails and argues that this is due to the failure of health and education authorities to work together at local level. Discusses the impact of this failure on children and families. Describes the legal position on these issues. Examines the roles and responsibilities of the agencies concerned. Ends with recommendations for future practice.
The legal context of practice 1: consent to treatment
- Author:
- -
- Journal article citation:
- Mental Health Care, 1(5), January 1998, pp.171-174.
- Publisher:
- Pavilion
This first unit in the journal's bi-monthly 'Directions' professional development and continuing education series explores aspects of the law relating to mental health and learning disability nursing practice. This unit looks specifically at the laws governing consent to treatment.
Mental health and deafness
- Editors:
- HINDLEY Peter, KITSON Nick
- Publisher:
- Whurr
- Publication year:
- 2000
- Pagination:
- 582p.
- Place of publication:
- London
Designed as an introductory text on mental health and deafness for care workers and mental health workers. Covers a wide range of mental health issues as they relate to deafness and is divided into two sections. The first, Assessment, includes topics such as child and adolescent psychiatry, adult psychiatry, children who are deaf and have multiple disabilities, deafness and learning disability, addictive behaviour and deafness, forensic psychiatry, acquired deafness, and abuse of deaf children. The second section, Management and Intervention, discusses interpreters in mental health settings, educational interventions, different forms of psychotherapy, family therapy, rehabilitation, and drug treatments.