Search results for ‘Subject term:"learning disabilities"’ Sort:
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'My great hope in life is to have a house, a family and a daughter’: relationships and sexuality in intellectually disabled people
- Authors:
- ROJAS Susana, HAYA Ignacio, LAZARO-VISA Susana
- Journal article citation:
- British Journal of Learning Disabilities, 44(1), 2016, pp.56-62.
- Publisher:
- Wiley
Within the framework of broader qualitative research carried out in Spain, some partial results of an ongoing study aimed at finding out what a group of adults with learning disabilities see as important in different areas of their lives are presented. Through the personal narratives of 16 intellectually disabled people, this paper explores some of their ideas and demands about sexuality and their sexual lives. Most of the people interviewed expressed their desire to have a partner and to live as a couple. There is no doubt that many intellectually disabled people have greater control over their lives and the decisions that affect them, but as they tell us, the presence of old ideas can hinder them from securing their fundamental rights. (Edited publisher abstract)
Supporting people with learning disabilities to develop sexual and romantic relationships
- Authors:
- HARFLETT Naomi, TURNER Sue
- Publisher:
- National Development Team for Inclusion
- Publication year:
- 2016
- Pagination:
- 23
- Place of publication:
- Bath
This short literature review looks at the barriers facing people with learning disabilities wanting to develop sexual and romantic relationships and what works to support then. The review conducted searches of research evidence and of resources to support people with learning disabilities, parents/carers and staff to enable people with learning disabilities to develop relationships. This report summarises the findings of these two searches. The review highlighted that people with learning disabilities face a number of barriers to developing sexual or romantic relationships, in particular: attitudinal barriers, barriers related to support and access to information; and additional barriers for specific groups, such as LGBT people. Although a lack of information was highlighted as a barrier in the research evidence, the review of the resources found a number of resources freely available on the internet and organisations providing training around sex and relationships aimed at people with learning disabilities, staff and parents. The report includes links to resources. (Edited publisher abstract)
Learning disability and human rights: a practitioner's guide
- Author:
- BRITISH INSTITUTE OF HUMAN RIGHTS
- Publisher:
- British Institute of Human Rights
- Publication year:
- 2016
- Pagination:
- 16
- Place of publication:
- London
This booklet provides information for practitioners about using a human rights approach in learning disability settings. It is aimed at professionals working in the community but is relevant for those working in learning disability services of all kinds. It focuses on three key issues for learning disabilities services: responding to behaviours of concern, which includes a decision making flowchart; responding to breakdown in care arrangements; and working with learning disabled people in relationships where risk is a factor, such as a potentially abusive partner. Each section outlines the main human rights issues that practitioners may encounter; offers suggestions for taking a human rights approach; provides information about the key rights most likely to be relevant to that area of practice; and worked examples. It is one of eight booklets developed as part of the British Institute of Human Rights (BIHR) project ‘Delivering Compassionate Care: Connecting Human Rights to the Frontline’, which aims to place human rights at the heart of mental health services and ensure frontline staff have the knowledge and skills uphold the dignity and human rights of the people using their service. The booklet is aimed at both qualified and unqualified staff. It also contains information that may be useful for people using services, their family, carers or advocates. (Edited publisher abstract)
Inclusion for people with developmental disabilities: measuring an elusive construct
- Authors:
- NEELY-BARNES Susan Louise, ELSWICK Susan E.
- Journal article citation:
- Journal of Social Work in Disability and Rehabilitation, 15(2), 2016, pp.134-149.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
The philosophy of inclusion for people with intellectual and developmental disabilities (IDD) has evolved over the last 50 years. Over time, inclusion research has shifted from a focus on deinstitutionalisation to understanding the extent to which individuals with IDD are meaningfully involved in the community and social relationships. Yet, there has been no agreed on way to measure inclusion. Many different measurement and data collection techniques have been used in the literature. This study proposes a brief measure of inclusion that can be used with family members and on survey instruments. The measure of inclusion was designed for the research study based on a review of literature and was tested using a survey of 136 parents and caregivers. (Edited publisher abstract)
What does good look like? A guide for observing services for people with learning disabilities and/or autism
- Authors:
- BEADLE-BROWN Julie, MURPHY Bev
- Publishers:
- United Response, University of Kent. Tizard Centre
- Publication year:
- 2016
- Pagination:
- 38
- Place of publication:
- Wimbledon
This guide outlines what good support looks like in services for people with learning disabilities and/or autism and provides a set of observable practices that can indicate that a service is implementing person centred approaches. The definition of ‘good’ is based on both research and good practice and emphasises the nature and quality of the support needed to ensure good quality of life outcomes for people with learning disabilities and/or autism. The guide focuses on four different elements: support for engagement in meaningful activities and relationships; support for communication; autism friendly support; and support for individuals who display challenging behaviour. For each of these four elements the guide outlines what good practice looks like and why each element is important. The observable practices include: observations of what the individuals being support are doing, observations of what staff are doing, observations of what managers are doing, and systems and processes that are in place through records and talking to those present during the visit. It also provides advice on the observation process, with information on what to look for and how to evaluate the service. A checklist to help observers to record and rate the support being provided is also included. (Edited publisher abstract)
The role of gender in violence experienced by adults with developmental disabilities
- Authors:
- PLATT Laura, et al
- Journal article citation:
- Journal of Interpersonal Violence, 32(1), 2017, pp.76-100.
- Publisher:
- Sage
Violence against people with developmental disabilities is a highly prevalent yet understudied phenomenon. In particular, there is a paucity of literature surrounding the role of gender and the experiences of men. Using a cross-sectional study design, the authors surveyed 350 people with diverse developmental disabilities about experiences of abuse, perpetrators of abuse, and their physical and mental health status. These data were analysed to determine whether gender influenced these domains. Statistical methods included chi-square, independent t tests, logistic regression, and hierarchical multiple regressions. Male and female participants reported abuse at high rates, with 61.9% of men and 58.2% of women reporting abuse as children and 63.7% of men and 68.2% of women reporting abuse as adults. More women than men reported adult sexual abuse, but there was no gender difference in the prevalence of any other form of abuse. Women were more likely than men to identify an intimate partner as their abuser, although intimate partners represented the minority of abusers for both men and women. Violence was associated with worse health status regardless of participant gender. These findings confirm that violence is an important issue for both men and women with developmental disabilities. Although some expected gender differences arose, such as higher rates of adult sexual abuse and intimate partner violence against women, these differences were less pronounced than they are in the general population, and the overall picture of abuse was one of gender similarities rather than differences. (Edited publisher abstract)
Citizenship: a guide for providers of support
- Authors:
- SLY Sam, TINDALL Bob
- Publisher:
- Centre for Welfare Reform
- Publication year:
- 2016
- Pagination:
- 48
- Place of publication:
- Sheffield
This guide outlines the 7 keys to citizenship and explains how they can be used by service providers to improve the lives of people with disabilities and their families and can also build quality into services. It believes that these 7 keys can help people to take action on three levels: personal change; local change in communities; and political change. Sections look at each of the seven principles in turn, and outline how they can provide a framework for improving the lives of people with disabilities. The 7 keys to citizenship are: purpose – having goals, hopes and dreams and a structure for life and a plan to achieve this; freedom – having control and the ability to be heard; money – having enough money to live a good life and control over how that money is spent; home – having a place that belongs to us; help – having good help that enhances our gifts, talents and skills; life – making an active contribution to our communities; Love – having loving relationships. (Edited publisher abstract)