Search results for ‘Subject term:"learning disabilities"’ Sort:
Results 1 - 9 of 9
Choice, autonomy and the reality
- Author:
- ROBENS Sarah
- Journal article citation:
- Social Work Matters (e-Magazine), March 2014, Online only
- Publisher:
- The College of Social Work
Drawing on the results of a recent scoping review by David Sims and Sandra Cabrita, the author looks at how personalisation is having an impact on people with learning disabilities and transforming the role of the social worker. It focuses on the areas of: choice and control, and autonomy and independence. Additional relevant resources published by Research in Practice for Adults are also highlighted. (Original abstract)
Quality in social care: achieving excellence in supported living services
- Author:
- SOCIAL CARE INSTITUTE FOR EXCELLENCE
- Publisher:
- Social Care Institute for Excellence
- Publication year:
- 2014
- Place of publication:
- London
In this film we see several examples of excellence in supported living settings. The film shows people with learning disabilities and mental health problems finding employment, developing skills, and becoming more independent, and looks at the role of social care staff in supporting people to improve their lives. The examples are analysed by a panel of service users and social care academics and they discuss how the services demonstrate concepts of excellence in social care in their day-to-day work. This film was previously available under the title 'Defining excellence: residential settings: supported living' which was revised in 2014.
Are we Valuing People's choices now? restrictions to mundane choices made by adults with learning difficulties
- Author:
- HOLLOMOTZ Andrea
- Journal article citation:
- British Journal of Social Work, 44(2), 2014, pp.234-251.
- Publisher:
- Oxford University Press
In the UK, Valuing People ( Department of Health, 2001, 2010b) has shaped services for people with learning difficulties for the past decade. Promoting choices and independence are two of the four key principles that underpin this White Paper and its subsequent delivery plans. This paper assesses the impact that these changes had on the availability of mundane choices. It draws on empirical evidence from interviews with adults with learning difficulties. First impressions of the findings indicate that individuals are indeed able to make an increased range of decisions. At closer inspection, it does however become apparent that not all of these decisions are based on an infinite spectrum of options. Under the guise of choice-based policy rhetoric, some people with learning difficulties are at times presented with a pre-arranged ‘menu of choices’. For instance, a person may be free to choose activities at their day centre, but they may have limited control when deciding whether to attend the service in the first place. The wider implications that tokenistic choice-making processes have for the development of personal autonomy are highlighted. It is argued that a lack of control in respect to mundane choices is disempowering and leads to learned passivity. (Publisher abstract)
Launching: the experiences of two young adults with intellectual disability and their families in transition to individual supported living
- Authors:
- ISAACSON Naomi C., COCKS Errol, NETTO Julie A.
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 39(3), 2014, pp.270-281.
- Publisher:
- Taylor and Francis
Background: A major milestone in the transition to adulthood is leaving the parental home, known as launching. This study explored the experiences of 2 young people with intellectual disability during launching into individual supported living, including the impact of a Western Australian (WA) funding approach. Method: Two case studies employed interviews, documentation review, and observations. Three staff members of the WA Disability Services Commission participated. Results: The transition period was stressful for parents. Gaining independence occurred gradually for the young adults and was influenced by parent involvement. All parents desired more formal support. Social isolation was a major issue for the young adults. Conclusions: Families need long-term assistance to prepare for launching, and parents may need reassurance as they withdraw from their caring role. More consideration is needed into how young people with intellectual disability may be best supported to develop friendships. (Publisher abstract)
Ready and able
- Author:
- GORMAN Ruth
- Journal article citation:
- Learning Disability Today, 14(1), January/February 2014, pp.28-29.
- Publisher:
- Pavilion
- Place of publication:
- Hove
New Reablement Journeys a short-term reablement pilot service for people with learning disabilities implemented by the charity Imagine, Act and Succeed (IAS) for Oldham Council. The service offers short-term, person-centred support to people for up to six weeks and helps to develop independence, social inclusion and encourages people with learning disabilities to use more community-based supports. Although the service can only support up to 10-12 people at one time, it has helped over 60 people to become more independent since its inception. This article describes how the service works and presents a short example of how the service has helped one person to live in their own flat with minimum support. (Original abstract)
Safeguarding adults: an independent life after abuse
- Author:
- SOCIAL CARE INSTITUTE FOR EXCELLENCE
- Publisher:
- Social Care Institute for Excellence
- Publication year:
- 2014
- Pagination:
- 8 minutes 55 seconds
- Place of publication:
- London
The film focuses on the personal story of Philip who suffered physical, financial and emotional abuse in the family home for many years. Philip has learning disabilities and cerebral palsy. When Philip finally disclosed the abuse, he was supported to leave the family home. Since then he has gone from strength to strength. He married and, although his wife unfortunately died some years after their marriage, Philip continues to live a full and independent life. Warning: This film contains strong language. This film was previously available under the title: Safeguarding adults: an independent life after long-term abuse within the family.' (Publisher abstract)
Regional SEN Transition to Employment Initiative (Real Opportunities): impact of the Real Opportunities project
- Authors:
- BEYER Stephen, et al
- Publisher:
- Real Opportunities
- Publication year:
- 2014
- Pagination:
- 36
- Place of publication:
- Ystrad Mynach
An evaluation of the Real Opportunities project, which set out to address gaps in the support for young people with a learning disability, severe and complex needs and/or an Autistic Spectrum Disorder going through transition, by providing services designed to tackle the problems directly. The project provided a broadly integrated service approach linked to schools, driven by a person centred approach, with the availability of hands-on support to deliver selected transition goals. The report presents an overview of the project and the key problems in transition and considers the impact of this intervention in relation to: transition key workers, person centred planning, supported work experience, inclusion work, independence, and engaging peer mentors. (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)
A scoping review of personalisation in the UK: approaches to social work and people with learning disabilities
- Authors:
- SIMS David, GULYURTLU Sandra S. Cabrita
- Journal article citation:
- Health and Social Care in the Community, 22(1), 2014, pp.13-21.
- Publisher:
- Wiley
This article discusses a study carried out to explore the impact of personalisation on people with learning disabilities and the role of social workers to support this. A scoping review of the UK literature from 1996 to 2011 was conducted using databases, search engines and websites. It was found that there has not been a significant amount of empirical research in this area. Some studies, such as reports by InControl, have suggested that when implemented well, personalisation can have a positive impact on the lives of people with learning disabilities. Other literature highlighted the limitations and critiques of personalisation. Without the right support to manage budgets and autonomy, people with learning disabilities could be left vulnerable. In respect of the social workers, the finding of the review was that there was a lack of guidance on how to implement personalisation and a perceived threat to their traditional practice role, resulting in barriers to implementation. Although the literature emphasises the need for choice, control and autonomy in personalisation, the conclusion of this study is that more research needs to be carried out into how professional roles fit into and can support this process. (Edited publisher abstract)