Search results for ‘Subject term:"learning disabilities"’ Sort:
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Speaking up
- Author:
- EUSTACE Andrew
- Journal article citation:
- Community Care, 10.01.02, 2002, pp.36-37.
- Publisher:
- Reed Business Information
Reports on a study that analysed the workings of a local advocacy project and evaluated its success.
The impact of independent advice and information about housing and support options for people with learning difficulties
- Author:
- JOSEPH ROWNTREE FOUNDATION
- Publisher:
- Joseph Rowntree Foundation
- Publication year:
- 2000
- Pagination:
- 4p.
- Place of publication:
- York
Designed to open up a wider range of housing and support options forpeople with learning difficulties, Housing Options is a nationalindependent advisory service. Describes a research project that was established to explore the impact of Housing Options. This focused on both the barriers to innovation which users of the service experienced, and the extent to which they were able to achieve successful outcomes.
"Like the secret service isn't it". People with learning difficulties', perceptions of staff and services: mystification and disempowerment
- Author:
- GOBLE Colin
- Journal article citation:
- Disability and Society, 14(4), July 1999, pp.449-461.
- Publisher:
- Taylor and Francis
Seven people with learning difficulties were interviewed about their perceptions of staff in services they use. Three major themes emerged, which were perceptions relating to the physical presence and absence of staff; the emotional impact of interactions with staff; and the political impact of interactions with staff. It was found that the participants had only superficial knowledge of staff identities and roles, and of service systems and structures, and consequently lack the knowledge and awareness necessary to negotiate what these roles might be, or even that negotiation might be possible. The findings are discussed in relation to a developmental model of empowerment, and empowerment issues generally.
How do clients with learning disabilities evaluate their experience of cooking with the occupational therapist?
- Author:
- MELTON Jane
- Journal article citation:
- British Journal of Occupational Therapy, 61(3), March 1998, pp.106-110.
- Publisher:
- Sage
This research study set out to establish the views of five clients with mild learning disabilities. The empowering style used by the occupational therapists was highlighted as an important element in the clients' development of control over the activity. The therapists were perceived as having a number of different roles according to the stage of intervention, including supporter, teacher and facilitator. A respectful attitude towards the client was determined as being a vital element of the therapy. The study concludes that occupational therapy is valuable for teaching skills to and empowering clients with mild learning disabilities.
Bringing about positive change
- Authors:
- HUNTER Susan, MILLS Lisa
- Journal article citation:
- Community Living, July 1997, pp.10-11.
- Publisher:
- Hexagon Publishing
Discusses collective self-advocacy groups and why they have had relatively little impact. Puts forward a prototype to help evaluate the effectiveness of advocacy groups.
The impact of self-advocacy on families
- Author:
- MITCHELL Paula
- Journal article citation:
- Disability and Society, 12(1), February 1997, pp.43-56.
- Publisher:
- Taylor and Francis
The impact of self-advocacy on families of people with learning difficulties has rarely been investigated. This article argues that adulthood is central. The meanings attached to self-advocacy by people with learning difficulties are examined to support this, and the family context explored to discover the likely experiences and influences which will condition the reception for self-advocacy. The early findings of the research - from discussions with self-advocacy groups - are presented. Concludes that self-advocacy will impact on families and for this impact will exhibit itself in a variety of ways. Because of the experiences and conditioning of families and people with learning difficulties the impact is expected to be complicated.
Trauma-Informed day services: an initial conceptualization and preliminary assessment
- Authors:
- KEESLER John M., ISHAM Cory
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 14(2), 2017, pp.164-175.
- Publisher:
- Wiley
Trauma-informed care (TIC) is a systems-focused philosophy of service delivery based upon principles of choice, collaboration, empowerment, safety and trustworthiness that recognises the pervasive impact of trauma across the human experience. In a grassroots effort, one organization developed an innovative, trauma-informed day program to meet the needs of individuals with intellectual and developmental disabilities (IDD) who were recently deinstitutionalized. The present study is intended to provide an initial conceptualization and preliminary assessment of TIC within IDD services in order to understand its impact among individuals and staff. The study sought to answer the following questions: Has the program's culture been stable over time? How have individuals’ behaviours changed over time? What have been the experiences of the program's staff members with TIC? Through a mixed methods design, secondary data analysis and semi structured staff interviews were used to assess the impact of TIC. Findings revealed an initial strong presence of choice, collaboration, empowerment, safety, and trustworthiness within the program's culture, with non significant changes at follow-up. Significant reductions were noted in overall challenging behaviour, aggression, and PRN medication usage; while non significant changes were noted in physical interventions with the exception of “other” interventions (i.e., least restrictive) which significantly increased. Three major categories emerged from the qualitative data (making a difference, recognising progress and compromising factors), illuminating staff satisfaction with work experiences, individuals’ progress, and factors that challenged fidelity to TIC. The study provides a preliminary conceptualization and evidence for the efficacy of the integration of TIC into IDD services despite methodological limitations and concerns regarding the use of physical interventions. Directions for future research are presented. (Edited publisher abstract)
Shared Care Scotland inspiring breaks programme
- Author:
- SHARED CARE SCOTLAND
- Publisher:
- Shared Care Scotland
- Publication year:
- 2011
- Pagination:
- 15p.
- Place of publication:
- Dunfermline
Shared Care Scotland embarked on a Scotland-wide programme of local Inspiring Breaks workshops to help individuals with support needs and unpaid carers to be more actively involved in shaping the short break and respite care services they receive. One goal of the workshops was to provide service users and carers with the information, skills and confidence they need to work with health and social care to determine the short break support they want. The workshops were delivered with the involvement of Peer Facilitators who were themselves living with a long term condition, or caring for someone with one. Nineteen workshops were delivered to a total of 240 people between October 2010 and June 2011, including one workshop specifically for carers of people with mental health problems and one for young carers. This report describes the process of delivering the Inspiring Breaks programme, learning from the programme, feedback from both participants and peer-facilitators, and ideas for the future. The feedback from participants and peer-facilitators demonstrates that the workshops were on the whole a valuable experience for those involved. Involving local authorities in the programme has encouraged them to think more broadly about how they can open up more flexible short break opportunities. Future plans, building on the findings of these workshops, are discussed.
Reducing health inequalities in Scotland: the involvement of people with learning disabilities as national health services reviewers
- Authors:
- CAMPBELL Martin, MARTIN Mike
- Journal article citation:
- British Journal of Learning Disabilities, 38(1), March 2010, pp.49-58.
- Publisher:
- Wiley
Reducing health inequalities is a key priority for the Scottish Government. Health authorities are expected to meet quality targets. The involvement of people with learning disabilities in health service review teams has been one of the initiatives used in by National Health Service Quality Improvement Scotland to empower patients and improve health services. This paper describes this initiative, how it was planned, and an evaluation by health staff, carers and people with learning disabilities. Recommendations are made to ensure the future success of this type of initiative in Scotland and elsewhere. This initiative was evaluated positively and tested traditional assumptions, challenging the power imbalance in patient-provider relationships. The theory and the practice of including people with learning disabilities as 'expert patient' reviewers are discussed.
Funzone: using groupwork for teaching and learning
- Authors:
- WILSON Mary, et al
- Journal article citation:
- Groupwork, 14(1), 2004, pp.9-29.
- Publisher:
- Whiting and Birch
Describes the development and use of groupwork as a strategy for inclusion and social skills training in the curriculum of a special school, which is also the site of a fieldwork practice teaching unit for social workers in training. The groupwork model was developed for work with 16-18 year olds with learning disabilities, as one day a week in their school curriculum. The article examines the groupwork model. The issues that arose are explored, as are the implications and applications of such collaborative ways of working.