Search results for ‘Subject term:"learning disabilities"’ Sort:
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Using person centred thinking in continuing care
- Author:
- HELEN SANDERSON ASSOCIATES
- Publisher:
- Helen Sanderson Associates
- Publication year:
- 2010
- Pagination:
- 4p.
- Place of publication:
- Stockport
This case study describes how person centred thinking tools are being used in Wiltshire Primary Care Trust to help managed the health care of people with learning disabilities in a more person-centred way. The tools used include one page profiles, decision making agreements, learning logs, communications charts and risk assessments.
The impact of organizational supports on the person‐centered health of people with intellectual and developmental disabilities
- Authors:
- FRIEDMAN Carli, RIZZOLO Mary C., SPASSIANI Natasha A.
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 17(1), 2020, pp.70-78.
- Publisher:
- Wiley
People with intellectual and developmental disabilities (IDD) have significantly poorer health than the general population. A key threat to health programs for people with IDD is commitment from stakeholders, especially service organizations. The aim of this study was to explore the role disability service organizations play in promoting the best possible physical and mental health of people with IDD. To do so, this study analyzed secondary Personal Outcome Measures® data from 1,341 people with IDD in the United States using binary logistic regressions. The findings revealed that organizational supports can play a key role in promoting the health of people with IDD. By paying attention to all of these aspects of health and supports, especially discrepancies in supports, service organizations can work to counteract health disparities in those they support. (Edited publisher abstract)
Dignity in health care for people with learning disabilities
- Author:
- HARDY Steve
- Publisher:
- Royal College of Nursing
- Publication year:
- 2017
- Pagination:
- 26
- Place of publication:
- London
- Edition:
- 3rd ed.
This guidance aims to improve dignity in health care for people with learning disabilities. It is designed primarily to support the nursing workforce but may also be useful for other health care and social care staff. The publication focuses on the experiences of people with learning disabilities, areas for improvement in relation to dignity, practical ideas on what nurses can do to improve dignity and sources of further information and support. It covers the importance of understanding people's health needs, respecting individuals, getting to know the person, having choices making decisions, feeling safe and communication. It also includes information relating to the particular health needs that people with learning disabilities may have, and provides guidance on working in collaboration with other service providers. It also includes good practice examples. The guide has been developed with the involvement of people with learning disabilities who use health care services in South East London, who shared their experiences at 3 focus group meetings. (Edited publisher abstract)
All Wales Care Bundle
- Author:
- GRIFFITHS Chris
- Journal article citation:
- Llais, 110, Spring 2014, pp.3-5.
- Publisher:
- Learning Disability Wales
The All Wales Care Bundle for improving hospital care for people with learning disabilities was launched in January 2014. It sets out key steps at various stages of a patient's stay which if carried out consistently for all patients will reduce vulnerability of their stay in hospital. The author provides an overview. (Original abstract)
Reaching out to people with learning disabilities and their families from black and minority ethnic communities
- Authors:
- POXTON Richard, et al
- Publisher:
- Foundation for People with Learning Disabilities
- Publication year:
- 2012
- Pagination:
- 32p.
- Place of publication:
- London
People with learning disabilities and their families from Black and Minority Ethnic (BME) communities continue to experience inequalities in health and social care despite various efforts to improve engagement. The aim of the Reaching out to Families project was to find new ways of addressing this issue - with particular attention to the role of third sector organisations and the use of action learning techniques in order to identify examples of good practice. Four areas agreed to become ‘development sites’: two London boroughs and two English cities, all with very diverse populations. The project used a broad action learning approach, supporting participants to work together to solve real work-based problems, acknowledging and building on actions already being taken in each site. A number of themes were identified through analysis of the interviews with families and in-depth discussion about the issues: effective identification of the needs, concerns and aspirations of different local communities; making sure that people understand what’s available and how local systems work; getting to grips with ‘personalisation’; developing local responses with community organisations; a competent workforce; working together; and being able to measure the impact of policies and practices on different BME communities. This report focuses on these aspects.
Understanding and working with people with learning disabilities who self-injure
- Authors:
- HESLOP Pauline, LOVELL Andrew, (eds.)
- Publisher:
- Jessica Kingsley
- Publication year:
- 2012
- Pagination:
- 160p.
- Place of publication:
- London
The aim of this book is to provide information and resources for those supporting people with learning disabilities who self-injure, to help them to provide appropriately individualised care. It is intended as a resource for social workers, psychologists, counsellors, learning support workers, nurses and social and health care students. It synthesises behavioural and psychological approaches to understanding self-injury and draws on psychoanalytic and social theory to provide practical guidelines for effective support. It discusses motivations for self-injury and suggests person-centred techniques that encourage communication and recovery, using case examples. It covers a range of specific needs, including people with autism who self-injure, and explores the views of people with learning disabilities and their families about what has worked best and why.
Integrated care - foundation trust or social enterprise?
- Author:
- HILL Rachel
- Journal article citation:
- Journal of Integrated Care, 15(1), February 2007, pp.20-23.
- Publisher:
- Emerald
The journey to find the right vehicle for delivering learning disability services is set in the context of foundation trust and social enterprise options being introduced into the wider NHS. The Ridgeway Partnership shares the challenges it is facing as an integrated service that is caught in the middle of these options. The Ridgeway Partnership is one of only two specialist learning disability NHS trusts in the country.
Better health and care for all: health and care services for people with learning disabilities
- Authors:
- NIHR DISSEMINATION CENTRE, WALLACE Louise M., CLARKE-HARRIS Rebecca, LAMONT Tara
- Publisher:
- National Institute for Health Research
- Publication year:
- 2020
- Pagination:
- 53
- Place of publication:
- London
This thematic research review brings together NIHR-funded research on health and social care services for people with learning disabilities and their families. It features 23 recent studies and includes summaries of findings. The review covers the themes: understanding learning disability and services; identifying health risks; keeping well in the community; staying well and safe in hospital and preventing avoidable deaths; services supporting positive behaviour; and conducting research together. It also highlights studies that show examples of good practice in involving people with lived experience of learning disabilities in doing research. It also includes the views of people with lived experience around the issues covered by the research. The research finds that more work is needed to improve care for people with learning disabilities, who experience poorer health and die earlier than the general population. Many of these deaths could be prevented by public health interventions or better access to high quality care. It includes important findings for those who commission, deliver, work in and use these services. (Edited publisher abstract)
“I don't want to take any risks even if it's gonna mean this service‐user is gonna be happier”: a thematic analysis of community support staff perspectives on delivering Transforming Care
- Authors:
- CLIFFORD Adam, STANDEN P.J., JONES Jo
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 31(6), 2018, pp.1209-1218.
- Publisher:
- Wiley
Background: Transforming Care is making mixed progress in supporting people with intellectual and developmental disabilities, and complex needs, move to more appropriate specialist accommodations closer to home. Community support staff often spend greatest amounts of time with service‐users, yet are some of the least heard voices about why placements succeed and fail to varying extents. Method: Managers and support staff (n = 13), working in ostensibly “specialist” community placements, were interviewed about perceived barriers and facilitators to implementing Transforming Care. Transcripts were subjected to thematic analysis. Results: Participants identified difficulties balancing people's rights, safety and quality of life needs, and felt the system's expectations of them are hard to deliver within the resources, legislation, values and support models provided them. Multidisciplinary expertise was highly valued for both emotional and practical support, but was least valued when perceived as overly blaming or inspectorial. Specialist health input was seen to withdraw prematurely for this particular client group. Conclusion: Recommendations are provided for how staff perspectives should inform Transforming Care in interests of service‐users. (Publisher abstract)
The Government response to the Learning Disabilities Mortality Review (LeDeR) programme second annual report
- Authors:
- GREAT BRITAIN. Department of Health and Social Care, NHS ENGLAND
- Publisher:
- Great Britain. Department of Health and Social Care
- Publication year:
- 2018
- Pagination:
- 23
- Place of publication:
- London
Sets out a plan for action for the nine recommendations of the Learning Disabilities Mortality Review (LeDeR) 2nd annual report, which was published in May 2018. The recommendations included to: strengthen collaboration and information sharing between different care providers or agencies; advance electronic integration of health and social care records; for Health Action Plans to be shared with relevant health and social care agencies involved in supporting the person; for all people with learning disabilities with two or more long-term conditions to have a local, named health care coordinator; and for health and care staff should have access to learning disability awareness training. The recommendations of the annual report were based on the evidence from 103 reviews of deaths of people with learning disabilities. (Edited publisher abstract)