Search results for ‘Subject term:"learning disabilities"’ Sort:
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Effective communication training interventions for paid carers supporting adults with learning disabilities
- Authors:
- KYLE Seonaid, MELVILLE Craig A., JONES Andrea
- Journal article citation:
- British Journal of Learning Disabilities, 38(3), September 2010, pp.210-216.
- Publisher:
- Wiley
Carer communication skills contribute to the well being of individuals with learning disabilities. In order to meet the health needs of adults with learning disabilities, the provision of communication skills training for carers and professionals is important. This study developed and investigated the psychometric properties of a communication self-efficacy measure, the Glasgow-Communication Efficacy Scale (G-CES), for use with carers and professionals attending communication training interventions relevant to working with individuals with learning disabilities. The research team developed the G-CES based on their experience of delivering communication training, and working with adults with learning disabilities in clinical settings. The G-CES is designed as a self-report measure which measures self-efficacy across key areas of communication. A pre-post intervention study design was used to examine the reliability and sensitivity to change of the G-CES. Twenty-six paid carers who support adults with learning disabilities completed the G-CES before and after participating in a communication training intervention. The results showed that the scale had good internal and test-retest reliability. Carer communication efficacy increased after taking part in the training. Use of the G-CES in clinical services and research studies can help to develop the evidence base on the effectiveness of communication training interventions relevant to working with persons with learning disabilities.
Beyond the 'tick box'
- Authors:
- HERSOV Eve Kuhr, MAGUIRE Sarah
- Journal article citation:
- Learning Disability Today, 13(3), May/June 2013, pp.16-17.
- Publisher:
- Pavilion
- Place of publication:
- Hove
Choice Support, a charity providing support services to people with learning disabilities, mental health needs, physical disabilities, and homeless people, worked with independent consultants to improve the quality of its annual user surveys. The survey now includes: a paper-based questionnaire; regional meetings and forum discussions; meeting with people in their own homes. Consultation also includes telephone interviews, email, surveys and face-to-face meetings with families of people receiving support. The results from the survey are used to create a framework for planning which are relevant to the lives and priorities of people receiving support. The article explores the themes identified in the first survey and how this shaped the themes developed in the second year. (Original abstract)
Doing it your way: the story of self-directed support in Worcestershire
- Authors:
- PITTS Jenny, SOAVE Vivien, WATERS John
- Publisher:
- Worcestershire County Council. Social. Learning Disability Service
- Publication year:
- 2008
- Pagination:
- 15p.
- Place of publication:
- Worcester
The 'Doing it your Way' partnership, made up of Worcestershire's Learning Disability Service, the British Institute of Learning Disabilities and Mencap, was set up to provide independent advice and guidance to help local people in Worcestershire make best use of their personal budgets. This report presents an evaluation of the service and the impact of personal budgets on how people were able to live their lives. Short case studies of people using personal budgets are included.
How was it for you?
- Author:
- -
- Journal article citation:
- Viewpoint, July 2004, pp.14-17.
- Publisher:
- Mencap/Gateway
Reports on new research by the Norah Fry Research Centre, 'Making valuing people work: strategies for change in services for people with learning disabilities', which looks into carers' experiences on Learning Disability Partnership Boards which exposes the shortcomings of the way many boards function.
Key issues in mental retardation research; proceedings of the 8th congress of IASSMD; Dublin 21-25.8.1988
- Editor:
- FRASER W.I.
- Publisher:
- Routledge
- Publication year:
- 1990
- Pagination:
- 525p., tables, diags., bibliogs.
- Place of publication:
- London
Divided into seven sections : epidemiological issues; biomedical aspects; clinical practice; families, consumers and caregivers; developmental and psycholinguistic considerations; educational issues; and community integration, evaluation and costs.
Therapeutic intervention for children with learning disabilities affected by sexual abuse
- Authors:
- JESSIMAN Tricia, CARPENTER John, UNIVERSITY OF BRISTOL. School for Policy Studies
- Publisher:
- NSPCC
- Publication year:
- 2018
- Pagination:
- 62
- Place of publication:
- London
This report provides an evaluation of 'Letting the Future In' for children with learning disabilities (LTFI-LD), a therapeutic intervention developed by the NSPCC to support children and young people with learning disabilities who have been sexually abused. It also summarises the findings of a scoping review of the literature on the effects of sexual abuse on children with learning disabilities and the effectiveness of existing therapeutic approaches. LTFI-LD, is based on a service which supports children who have experienced sexual abuse, but places a greater emphasis on creative therapies, such as artwork, drama, sandplay and therapeutic play to help children express their feelings. The evaluation used interviews and feedback questionnaires to explore the views of NSPCC practitioners; children and young people; and ‘safe’ parents and carers. The results of interviews with carers (and one child), NSPCC practitioners, and quantitative feedback received from 13 cases, found that all stakeholders felt that LTFI-LD benefits both children with learning difficulties and their carers. Positive impacts reported by carers and practitioners included that children had improved mood, increased confidence, and that there was a reduction in the frequency and type of challenging behaviours. There was less agreement over whether the intervention had been successful in supporting children with learning difficulties to avoid further abuse. (Edited publisher abstract)
Evaluation of the Older Carers Project delivered by Every-One (formally known as Lincolnshire Carers and Young Carers Partnership, LCYCP)
- Authors:
- DEVILLE Jane, DAVIES Helen, KANE Ros
- Publisher:
- University of Lincoln
- Publication year:
- 2016
- Pagination:
- 48
- Place of publication:
- Lincoln
An evaluation of project providing support for carers over the age of 55 with grown up children with learning disabilities to help them produce contingency and future care plans. The project aimed to ensure older carers were known to Lincolnshire County Councils and also that when the carers could no longer continue in their caring role, sufficient plans were in place to avoid a crisis where their son or daughter may be forced into residential care. The project was funded by Lincolnshire County Council, through the Better Care Fund, and delivered by Lincolnshire Carers and Young Carers Partnership. The evaluation interviewed 12 carers about the support they had received from the Project, the future planning they had undertaken and any benefits of the intervention. The evaluation found the Older Carers Project had been a successful in helping carers set up emergency and future plans. Participants highly valued the support they had received from project support workers, talked positively about the flexibility of the support, the role and knowledge of the project support workers and the delivery of the project by a third sector organisation. Participants also valued having a service aimed at themselves rather than their sons or daughters. In some cases the project had highlighted benefits, services and support that the carers did not know they were entitled to. Overall the preparation of plans enabled carers to feel more positive about the future for themselves and the future care their son or daughter may receive. (Edited publisher abstract)
Stress in caregivers of individuals with intellectual or developmental disabilities: a systematic review of mindfulness-based interventions
- Author:
- O’DONNCHADHA Sean
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 31(2), 2018, pp.181-192.
- Publisher:
- Wiley
Background: The efficacy of mindfulness-based interventions (MBIs) for stress and psychological distress in professional caregivers supporting individuals with intellectual or developmental disabilities (IDDs) is reviewed. Methods: Eight studies met inclusion criteria and were systematically reviewed, including RCTs and single-group designs. Results: As per Reichow, Volkmar, and Cicchetti (Journal of Autism and Developmental Disorders, 38, 2008), three studies were classified as “adequate quality” and five were classified as “weak.” There were inconsistent findings in relation to stress, with significant reductions or increases reported by caregivers following MBIs. MBIs consistently improved caregivers’ ratings of distress. Process outcomes suggested increased mindful awareness, increased cognitive defusion and reduced thought suppression. Treatment effects were maintained or continued to grow at follow-up. Conclusions: Caregivers of individuals with IDDs face multiple challenges on a daily basis. This review supports, at least, short-term benefits for MBIs in the management of stress and distress in caregivers of individuals with IDDs. (Publisher abstract)
The perceived impact of caring for animals on adults with a learning disability. An exploratory study.
- Authors:
- FALLON Gene, KILGALLON Eilish
- Publisher:
- Southern Health and Social Care Trust
- Publication year:
- 2017
- Pagination:
- 165
- Place of publication:
- Portadown
This pilot research study explored the perceived impact of caring for animals in a non-domestic setting upon adults with a learning disability. A total of 18 adults with a learning disability took part in the study and helped care for animals at an existing day-opportunities centre which was a partnership arrangement between the Southern Health and Social Care Trust and the Ulster Society for the Prevention of Cruelty to Animals (USPCA). Interviews were conducted with the adults participating in the study, their carers and the staff who oversaw the adults as they cared for the animals over a period of 20 weeks. The data were collected from individual interviews conducted on a before and after basis. The findings suggest that caring for animals in a non-domestic setting was perceived to have had a positive and beneficial effect upon the adults who took part in the study. Participants themselves, through their own words and those of their carers and staff, were reported to have experienced increases in self-confidence, independence and patience coupled with improved social skills. In addition to learning new and potentially transferrable skills, participants were also reported to have demonstrated positive interaction with animals and other participants, as well as indicating evidence of personal development and improved emotional well-being. This small study identifies perceptions of favourable effects on adults with a learning disability involved in caring for animals. It calls for further research to fully understand the impact of caring for animals on adults with a learning disability. (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.