Search results for ‘Subject term:"learning disabilities"’ Sort:
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Family-centred services for young children with intellectual disabilities and their families: theory, policy and practice
- Authors:
- INGOLFSDOTTIR Jona G., EGILSON Snaefridur Thora, TRAUSTADOTTIR Rannveig
- Journal article citation:
- Journal of Intellectual Disabilities, 22(4), 2018, pp.361-377.
- Publisher:
- Sage
- Place of publication:
- London
This paper outlines the reported discrepancies between the aims of the welfare services in Iceland and the experiences of parents raising young children with intellectual disabilities. Prevailing views on disability and service delivery were also considered. A multi case study design was employed to reflect the situation in different parts of the country. Families of eight children with intellectual disabilities and professionals in three different municipalities formed the cases. The findings reveal a high convergence between the three cases with variations based on individual experiences rather than geographical location. Overall, parents praised the preschools but experienced support services often as fragmented and uncompromising. Particular components of the services were consistently regarded as hard to reach and not in accordance with the needs of the family. Cultural-historical activity theory is introduced as a beneficial framework for further study and system (Edited publisher abstract)
Training a family in physical interventions as part of a positive behaviour support intervention for challenging behaviour
- Authors:
- HEWITT Olivia, KEELING Natalie
- Journal article citation:
- British Journal of Learning Disabilities, 44(2), 2016, p.159–166.
- Publisher:
- Wiley
Between 10% and 15% of people with a learning disability have behaviour that challenges others, and half of these people live within the family home (Emerson et al., Research in Developmental Disabilities, 2001; 22, 77). Current best practice in managing challenging behaviour combines person-centred planning, functional analysis, and proactive and reactive strategies, and teaching alternative skills to manage behaviour in a way that keeps both service user and carers safe (positive behaviour support). This study considers the case study of a young man who lives with his parents in their family home. Reactive strategies including physical interventions have been taught to the family which has allowed them to manage their son's behaviour effectively and allowed him to remain living with his family. Frequency and intensity of challenging behaviour reduced, and family confidence in managing challenging behaviour was increased. (Publisher abstract)
Living with a child whose behaviour is described as challenging
- Authors:
- DAVIES Kerri, HONEYMAN Gemma
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 7(2), 2013, pp.117-123.
- Publisher:
- Emerald
Families of those with intellectual disabilities and challenging behaviour often do not receive the practical support, training and information they need. As a result living with a child with behaviour described as challenging can be a profoundly hard and isolating experience. This paper aims to discuss the impact of challenging behaviour on families who have a child with intellectual disabilities. The experiences of three families are used to highlight the impact of challenging behaviour and this is supported by existing literature. Difficulties families experience include physical and mental health problems, sleep disturbance, social isolation, financial hardship and unemployment. Strategies families use to overcome difficulties are explored including seeking information and practical support and building family resilience. Positive aspects of living with a child whose behaviour is described as challenging is a topic that is often neglected in the academic literature, but caring can result in becoming a stronger family unit, increased personal growth and forming new friendships. The paper concludes with practical implications for professionals supporting families who live with a child whose behaviour is described as challenging. Families need information, training and practical support to fulfil their caring role effectively while maintaining the wellbeing of the family unit. The paper stresses that all have a role to play in supporting families, all can make a positive difference, and that people must be more proactive in identifying and meeting the needs of families. (Publisher abstract)
Learning disability: a life cycle approach
- Editors:
- GRANT Gordon, et al, (eds.)
- Publisher:
- Open University Press
- Publication year:
- 2010
- Pagination:
- 515p.
- Place of publication:
- Maidenhead
- Edition:
- 2nd ed.
This second edition is intended for students planning to work with people with learning disabilities and severe learning disabilities at every stage of their lives. Issues surrounding the life cycle of people with learning disabilities, and their families/carers from birth, childhood and early parenting are covered. Separate sections cover: adolescence and transition to adulthood; adult identities and community inclusion; old age; and end of life. The text includes case studies and user views from service users and their families/carers. It is written for students and is also relevant for researchers, practitioners s and policy makers.
Negotiating autonomy within the family: the experiences of young adults with intellectual disabilities
- Authors:
- MILL Aviva, MAYES Rachel, McCONNELL David
- Journal article citation:
- British Journal of Learning Disabilities, 38(3), September 2010, pp.194-200.
- Publisher:
- Wiley
This article explores the transition to adulthood for young people with intellectual disabilities. An exploratory study explored the perspectives of young people with intellectual disabilities on their transition to adulthood, focusing particularly on the process of negotiating autonomy within the family. This study employed a life history approach, involving six young people with mild intellectual disabilities, aged 18-25 years, and two waves of responsive interviews. The first interviews explored participants' life roles, relationships and goals. The second interviews focused on the process of negotiating autonomy within the family. Three approaches to negotiating autonomy within the family were identified: defiant, passive and proactive. The particular approach taken by each participant was associated with the level of congruence between their perceived and desired levels of autonomy and parental support. The study suggests that the transition to adulthood for young people with intellectual disabilities and their parents is not inevitably conflict-ridden. Parents and professionals may support young people with intellectual disabilities through this life stage by including them in family and service decision-making, and by supporting them to take on varied and valued roles and responsibilities within the family and community.
Paving the way: early intervention for children with learning disabilities whose behaviours challenge
- Authors:
- CHALLENGING BEHAVIOUR FOUNDATION, COUNCIL FOR DISABLED CHILDREN
- Publishers:
- Challenging Behaviour Foundation, Council for Disabled Children
- Publication year:
- 2016
- Place of publication:
- London
Website containing a range of resources to provide families, professionals, staff, and commissioners with information about how to reduce challenging behaviour and to improve the wellbeing of children with learning disabilities. It brings together a range of resources, including: evidence of what works, what families have found helpful, videos, case studies and examples of good practice. Topics covered include: transition to adulthood, positive behaviour support; education, health and care; communication, providing support and service development. The website has been developed as part of the 'Paving the way', a joint project from the Challenging Behaviour Foundation and the Council for Disabled Children which worked in partnership with families and professionals to share and promote good practice and improve outcomes for children with challenging behaviour. (Edited publisher abstract)
An interprofessional exploration of nursing and social work roles when working jointly with families
- Authors:
- BENNETT Elaine, et al
- Journal article citation:
- Journal of Interprofessional Care, 30(2), 2016, pp.232-237.
- Publisher:
- Taylor and Francis
Ngala, an early parenting not-for-profit organisation in Western Australia, has provided services to families with young children since 1890. Child health nurses and mothercraft nurses were the primary workforce until the 1980s when a social worker was employed and a new era of interprofessional collaboration began. Evidence to date has focused on nursing workforce, interprofessional education, and interprofessional teams. Little is known about the roles of nursing and social work when working jointly with families. A new service commenced in 2012 for families with children with developmental delays. Social workers and child health nurses were employed for this service model. The study's aim was to explore the perceptions of how nurses and social workers work together with a family providing psychosocial support across a new service. The study was conducted alongside implementation of this new service. An exploratory case study approach was adopted to generate an in-depth understanding of the roles of nurses and social workers. In total, 22 semi-structured interviews and one focus group across the first year of implementing the new service were undertaken. Analysis of these data revealed four major themes. Findings presented in this article will inform further reflection and consideration into the future interprofessional workforce priorities and requirements for Early Parenting Services. (Edited publisher abstract)
Feeling down: improving the mental health of people with learning disabilities.
- Author:
- BURKE Christine-Koulla
- Publisher:
- Foundation for People with Learning Disabilities
- Publication year:
- 2014
- Pagination:
- 36
- Place of publication:
- London
This report is aims to raise awareness among policy makers, commissioners and health and social care services and promote positive mental health of people with learning disabilities. It draws on a literature review, a national survey and focus groups, and real life case studies. The report begins by providing the context of the mental health needs of people with learning disabilities, drawing on the findings of a literature review. It then presents the results from a national survey and focus groups which look at the experiences of people with learning disabilities, their families, friends and staff when accessing support for their mental well-being. The final sections of the report provide recommendations for improving the mental health of people with learning disabilities. The report found that people with learning disabilities experience high levels of mental health problems. It also found that access to mental health services, assessment and treatment for this group needs to be improved. (Edited publisher abstract)
Supporting parents with learning disabilities and difficulties: stories of positive practice
- Author:
- WORKING TOGETHER WITH PARENTS NETWORK
- Publisher:
- Norah Fry Research Centre
- Publication year:
- 2009
- Pagination:
- 20p.
- Place of publication:
- Bristol
This booklet tells the stories of 6 families headed by a parent or parents with learning disabilities or difficulties who have been enabled, with the right support from professionals, to look after their children and safeguard their welfare. The stories aim to give an insight into the complexities of the real lives of parents with learning disabilities and difficulties, and illustrate the positive impact of professionals who provide appropriate, positive, flexible and coordinated support. The stories show that if parents are given support tailored to their particular learning styles and their family’s needs, they can parent effectively, despite the negative expectations and difficulties they face. The work of the services and staff described in these stories illustrates how the aims and provisions of the Children Act 1989 (for England and Wales ) and the Children Act ( Scotland ) 1995 can be put into practice.
The importance of family: a case report
- Authors:
- BERNARD Sarah H., GRATTON Suzannah, MOMCILOVIC Natasa
- Journal article citation:
- Advances in Mental Health and Learning Disabilities, 4(1), March 2010, pp.17-19.
- Publisher:
- Emerald
This article, describing a case study of a young person with a complex neurodevelopmental disorder with co-morbid physical health problems, highlights the importance of the role of the family in supporting a young person with a developmental disability. The authors outline how the patient’s family have coped with a number of events in her life, ensuring that she has always had their support and understanding, and at the time of transition there is a risk of failure to understand the complexities of the role of the family in CR's life. In conclusion the authors suggest that families can essentially act as behavioural therapists, as long as they are given the necessary professional support, and that the families should always be involved with transitional planning.