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Training staff to promote self‐management in people with intellectual disabilities
- Authors:
- SANDJOJO Janice, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 31(5), 2018, pp.840-850.
- Publisher:
- Wiley
Background: People with intellectual disabilities have increasing difficulties managing their daily affairs. This study examined the effectiveness of a staff training, which teaches staff to promote self‐management in people with intellectual disabilities. Method: Effectiveness was assessed with questionnaires addressing clients’ (n = 26) independence and self‐reliance, support needs and challenging behaviour, using a pre–posttest control group design. Additionally, focus groups were conducted with trained staff members 6 months after the training. Results: In the long term, the intervention group showed a significant increase in independence and self‐reliance, in contrast to the comparison group. No effect was found on support needs and challenging behaviour. Trained staff members reported limited benefits of the training, but had noticed changes in their attitude and method of working afterwards. Conclusions: Further self‐management research is required to investigate how independence and self‐reliance can be promoted more effectively in this population. Future training should carefully consider their content, format, and implementation. (Edited publisher abstract)
Positive behaviour support and active support: essential elements for achieving real change in services for people whose behaviour is described as challenging
- Author:
- OCKENDEN John
- Publisher:
- United Response
- Publication year:
- 2014
- Pagination:
- 20
- Place of publication:
- London
The purpose of this resource is to demonstrate the extent to which Active Support underpins the effective implementation of Positive Behaviour Support and the role it can play in supporting people with challenging behaviour. Positive Behaviour Support focuses attention on the development of a constructive, functionally informed approach to providing enhancements in the environment and the capacity of the individual. Consequently it relies on the development of other person centred approaches including Active Support, which aims to provide enough help to enable people to participate successfully in meaningful activities and relationships so that they gain more control over their lives, develop more independence and become more included as a valued member of their community, irrespective of degree of intellectual disability or presence of challenging behaviour. This document examines in details the key aspects that ally these two approaches, including assessment and analysis of the relevance of the behaviour for the individual, the development of an intervention plan, focusing on changing the circumstances and the environment, implementation, with a specific concern with the skills and abilities of mediators in delivering the support people need, and objective and rigorous monitoring and reviewing. (Edited publisher abstract)
Look behind the label
- Author:
- WARDROP Laura
- Journal article citation:
- Learning Disability Today, 9(7), October 2009, pp.24-25.
- Publisher:
- Pavilion
- Place of publication:
- Hove
This short article describes how, with the right support, people with challenging behaviour can live an independent life in the community. The organisation ‘Partners for Inclusion’ is known for supporting people with challenging or difficult behaviour in the community. The article describes how the most difficult aspect is getting the support right, and sticking with a person until a way forward is found. The author uses two case examples to outline how it is important to put together a tailor-made plan drawn from all the people who know the person well, and suggests that in order to best make a difference it is important to consider what doesn’t work, just as much as what does work.
Rock me gently
- Author:
- BOND Henrietta
- Journal article citation:
- Community Care, 27.6.96, 1996, p.29.
- Publisher:
- Reed Business Information
Describes a residential project for children with severe learning difficulties run by the NCH Action for Children in Surrey.
Practice Report
- Author:
- GEORGE Mike
- Journal article citation:
- Community Care, 29.2.96, 1996, p.16.
- Publisher:
- Reed Business Information
Reports on the role played by the Coach House project which steps in when young people with challenging behaviour or slight learning difficulties find themselves homeless.
Day services for people with learning disabilities
- Editor:
- SEED Philip
- Publisher:
- Jessica Kingsley
- Publication year:
- 1996
- Pagination:
- 192p.,diags.
- Place of publication:
- London
Presents longitudinal case studies to illustrate the potential contribution of day services to community care for people with learning difficulties. Examines policy and practice with reference to older service users and older carers, respite, preparation for more independent living, people with profound and multiple disabilities, and people with challenging behaviour. Looks at the advantages of day care and at the challenges of providing day care services in rural areas.
Learning disability today: key issues for providers, managers, practitioners and users
- Editors:
- CARNABY Steven, (ed.)
- Publisher:
- Pavilion
- Publication year:
- 2007
- Pagination:
- 218p.
- Place of publication:
- Brighton
- Edition:
- 2nd ed.
Introduction to some of the central issues in the lives of people with learning difficulties and the people who support them. It provides context, underpinning knowledge and practical strategies for giving care and support that promotes rights, independence, choice and inclusion. Includes understanding approaches to learning disability; policy and legislation; understanding and developing anti oppressive practice; protecting people from abuse; assessing and managing risk; understanding and promoting communication; handling information and keeping records; undertaking assessment and promoting communication; enabling and supporting community involvement; understanding and promoting advocacy and decision making; sexuality; access to health care and supporting healthy lifestyles; working with people with profound and multiple learning difficulties; supporting people with challenging behaviour; mental health; managing change, transition and loss; and supporting older people with learning difficulties.
Learning disability today: key issues for providers, managers, practitioners and users
- Editor:
- CARNABY Steven
- Publisher:
- Pavilion
- Publication year:
- 2002
- Pagination:
- 276p.,illus.,bibliogs.
- Place of publication:
- Brighton
Introduction to some of the central issues in the lives of people with learning difficulties and the people who support them. It provides context, underpinning knowledge and practical strategies for giving care and support that promotes rights, independence, choice and inclusion. Includes chapters on: understanding approaches to learning disability; policy and legislation; understanding and developing anti oppressive practice; protecting people from abuse; assessing and managing risk; understanding and promoting communication; handling information and keeping records; undertaking assessment and promoting communication; enabling and supporting community involvement; understanding and promoting advocacy and decision making; sexuality; access to health care and supporting healthy lifestyles; working with people with profound and multiple learning difficulties; supporting people with challenging behaviour; mental health; managing change, transition and loss; and supporting older people with learning difficulties. Illustrated throughout with case studies.