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Hate crime against people with learning difficulties: the role of the Crime and Disorder Act and No Secrets in identification and prevention
- Author:
- PERRY Joanna
- Journal article citation:
- Journal of Adult Protection, 6(1), April 2004, pp.27-34.
- Publisher:
- Emerald
Considers the experiences of people with learning difficulties as victims of hate crime. Looks at how the Crime and Disorder Act and No Secrets can help identify and prevent hate crime, looks at the role of the Human Rights Act 1998, contrasts the legislative approach of the United States and examines an example of good practice designed to produce an effective response.
Home at last?: the same as you?: National Implementation Group report of the short-life working group on hospital closure and service reprovision
- Author:
- SCOTLAND. Scottish Executive. Community Care Division. National Implementation Group
- Publisher:
- Scotland. Scottish Executive,|Stationery Office
- Publication year:
- 2004
- Pagination:
- 63p.
- Place of publication:
- Edinburgh
The same as you? review of services for people with learning disabilities was published in May 2000. A key recommendation was that all long-stay learning disability hospitals should close by 2005. People should not have a hospital as their home. In order to achieve this successfully, appropriate arrangements have to be in place in the community, not just for people leaving hospital, but also for those who in the past would have relied on hospitals for support. The needs of all people with learning disabilities should be considered as part of the hospital closure strategy. This recommendation is only one of 14 recommendations that relate directly to hospital closures, and implementation of these other recommendations impact on this programme. This report starts with a brief look at the role of learning disability hospitals in Scotland. It goes on to describe the work of the short-life working group, the information gathered, and the recommended action to ensure successful implementation by the end of 2005. It includes real stories from people with learning disabilities and carers. Their views and experiences have influenced the key objectives in setting out what now needs to happen.
Respecting diversity: a report from the Mental Welfare Commission's race and culture themed visit programme 2003/04
- Author:
- MENTAL WELFARE COMMISSION FOR SCOTLAND
- Publisher:
- Mental Welfare Commission for Scotland
- Publication year:
- 2004
- Pagination:
- 12p.
- Place of publication:
- Edinburgh
This report comes out of a programme by the Mental Health Commission for Scotland which aimed to find better ways of communicating with service users from black and minority ethnic (BME) communities and to develop awareness of BME issues. During 2003-04 the Commission visited 5 national and 15 local organisations across Scotland with a specific focus on BME issues. This document is based on issues emerging from these visits. The aim of the report is to contribute to awareness and debate of issues affecting BME service users, leading to more culturally appropriate services for individuals. A number of key areas for service development are identified within the report, including: the need for more pro-active mainstreaming of services for BME people with mental disorder; improved access to interpreting services for patients; and more appropriate care settings, especially in relation to single sex accommodation. The report provides examples of good practice, and recommendations for actions for the Commission itself and for the range of providers, inspectorates and other agencies involved in ensuring the quality of mental health and learning disability services.
A new kind of trainer: how to develop the training role for people with learning disabilities
- Authors:
- OWEN Katherine, BUTLER Gary, HOLLINS Sheila
- Publishers:
- Gaskell, St. George's Hospital Medical School
- Publication year:
- 2004
- Pagination:
- 63p.
- Place of publication:
- London
This book tells the story of a service user (with a learning disability) through each stage of obtaining his job as a training adviser at a Medical School, what the job involves, and shows how he continues to develop in the role. There is an increasing expectation that service users will be involved in preparing health and social care professionals to work with people with learning disabilities, following a recommendation in the Valuing People Government White Paper. This book provides an introduction and guide for both service users and employers. It is based on more than 10 years experience of employing people with learning disabilities as training advisors in a Medical School to train staff and students. It will assist service users with both how to find a job initially, providing accessible materials which are easy to understand, and in developing their role as trainers. It will also assist organisations (particularly universities and colleges) by providing good practice guidance together with many pointers about preparing a disability friendly environment that will help them to employ users with learning disabilities as trainers.
Health care and the autism spectrum: a guide for health professioanls, parents and carers
- Author:
- MORTON-COOPER Alison
- Publisher:
- Jessica Kingsley
- Publication year:
- 2004
- Pagination:
- 128p.,bibliog.
- Place of publication:
- London
Communication difficulties, sensory overload and extreme discomfort with physical contact are all traits common in autism that make basic patient care and routine medical procedures extremely difficult. In a patient who is exquisitely sensitive to touch, how do you go about taking blood pressure or dressing a wound? How can you be sure that your autistic patient has given 'informed' consent to treatment if you aren’t sure that they have really understood the implications? What do you do about it? Equally, for people with autism, or the parent or carer of someone on the spectrum, healthcare issues loom very large in daily concerns.
Support for people with learning difficulties in residential settings who develop dementia
- Author:
- JOSEPH ROWNTREE FOUNDATION
- Publisher:
- Joseph Rowntree Foundation
- Publication year:
- 2004
- Pagination:
- 4p.
- Place of publication:
- York
What happens when someone with learning difficulties develops dementia? This study explored the experience of 18 people with learning difficulties living in small-scale, community-based residential homes. It also looked at the knowledge and experience of service providers, staff, fellow residents and relatives. Lack of planning led to ad hoc arrangements that often failed to meet the needs of people with dementia, fellow residents and staff. Lack of coherent strategies and resources resulted in people being moved inappropriately to nursing homes for older people. When people did move to another setting, residential home staff continued to play a vital role in maintaining basic care for the individual. There was a lack of coherent, consistent practice in relation to diagnosis and follow-up care. Where baseline assessments were established there was a marked improvement in early diagnosis. The use of consistent, good quality, practice-based training was critical in determining the type of care given and the likelihood of someone remaining 'at home'. Staff often provided unpaid or underpaid support. They played down the increased complexity of individual care needs because they feared requesting additional help might result in the person being moved. Waking night staff were essential not only for dealing with night-time disturbances but also for providing one-to-one support. This also had a positive impact on fellow residents' ability to accept and cope with the person with dementia. In particular, staff in all settings struggled with pain management and helping people to eat well. Dementia-friendly built environments were rare. But in some cases staff had been imaginative and resourceful, demonstrating that such changes do not have to be expensive.
The importance and availability of peer support for people with learning difficulties accessing direct payments
- Author:
- JOSEPH ROWNTREE FOUNDATION
- Publisher:
- Joseph Rowntree Foundation
- Publication year:
- 2004
- Pagination:
- 4p.
- Place of publication:
- York
New regulations which came into force in 2003 in England (and similar measures in Wales in 2004) mean that local authorities do not just have the power to offer direct payments; they now have a duty to offer them to eligible people. In theory, this should mean far higher numbers of people receiving direct payments, including people with learning difficulties. But key to take-up of direct payments is the availability of effective support to access and manage them. There are very few independent direct payments support schemes run by and for people with learning difficulties. Most independent direct payments support is provided by existing disabled people's organisations or direct payments schemes set up for the purpose. There are some very good examples but most independent direct payments support schemes have limited or no involvement by people with learning difficulties. There are different views and expectations about what 'independent' support means. The quality of support is crucial, not just its independence from statutory services. Assumptions about consent and ability to manage direct payments can block people with learning difficulties from accessing support and these can be held equally by independent support schemes as by statutory services. Sometimes an individual with appropriate attitudes, information and experience, whether based in independent support agencies or within social services, can have more effect in enabling people with learning difficulties to access direct payments than an independent contract that is given to those with little knowledge or experience about including people with learning difficulties. Local issues and assumptions around funding, tendering and contracts have a big influence on whether people with learning difficulties are included in support schemes and whether contracts are given to groups of people with learning difficulties.
Disabled parents and schools: barriers to parental involvement in children's education
- Author:
- MORRIS Jenny
- Publisher:
- Joseph Rowntree Foundation
- Publication year:
- 2004
- Pagination:
- 43p.
- Place of publication:
- York
This book deals with barriers experienced in terms of dealing with/relationship with schools (physical barriers, attitudinal barriers, inaccessible information etc) . It gives examples of good practice: where e.g. a school or education professional had facilitated a disabled parent to play the role that any parent would expect to play in their child's education. The term 'disabled parents' includes those with physical and/or sensory impairments, learning disabilities, mental health support needs, long-term illness, HIV/AIDs.
Quality measures for befriending services
- Author:
- HESLOP Pauline
- Publisher:
- Shared Care Network
- Publication year:
- 2004
- Pagination:
- 62p.
- Place of publication:
- Bristol
To date, there has been a lack of research evidence about the effectiveness of befriending services and little guidance about what good practice should entail.This is despite a proliferation in befriending services, their growing popularity and government recognition of their importance to families of disabled children. Key areas include; the aims of the service, publicising the service, referrals, assessment , training, matching befrienders to befriendees, support and supervision arrangements, serviceuser involvement, resources, policies, breaks and endings and evaluation.
Working lives: the role of day centres in supporting people with learning disabilities into employment
- Authors:
- BEYER Stephen, et al
- Publisher:
- Corporate Document Services; Great Britain. Department for Work and Pensions
- Publication year:
- 2004
- Pagination:
- 161p.
- Place of publication:
- Leeds
The qualitative research took place in nine Local Authorities across England, to obtain the perspectives of users of day services, their carers, managers and staff of days services, and managers of employment-related providers, both within the Local Authority and independent of it. Key findings include: the majority of people interviewed who worked were paid. Most people earned only the minimum wage or just above; most people worked for less than five hours per week, some worked five to 15 hours, and a small minority worked more than 16 hours; carers were more critical of day services than were people with learning disabilities; carers views on employment varied widely, but many carers were powerful advocates for employment. Many carers we talked to valued work highly and felt that being employed was beneficial to their relative; day centres varied greatly in the emphasis they placed on achieving paid employment outcomes. Some focused on employment and understood good practice in the area, while other were imprecise about how their activities helped people to get jobs; it is easier for people to find and stay in work if they receive specifically targeted support in which employment of their choice is assumed to be a goal; evidence suggests that a comprehensive range of work exploration, work placement and support services are required to help a greater number of people into paid jobs; the reason people work few hours is mainly due to the perceived and potentially real loss of earnings due to Income Support rules which acts as a disincentive, rather than due to limits deriving from health and support needs.