Search results for ‘Subject term:"learning disabilities"’ Sort:
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Learning disabilities: applying All Our Health
- Author:
- PUBLIC HEALTH ENGLAND
- Publisher:
- Public Health England
- Publication year:
- 2015
- Place of publication:
- London
- Edition:
- Updated 2018
Evidence and guidance to help healthcare professionals to improve the health and wellbeing of people with learning disabilities. Individuals regardless of their age, gender or label should receive care that is based on their unique needs, that is appropriate in its design and effective in its delivery. A learning disability, not to be confused with a learning difficulty such as dyslexia and dyspraxia, is a label given to a group of conditions that are present before the age of 18. This impacts on the way individuals develop in all core areas, and ultimately how they live their lives and access health care. For simplicity, this document has grouped causes and condition. The causes of a learning disability mainly fall into 3 distinct areas, developed in the prenatal period, perinatal period and postnatal period. The guide outlines key facts relating to health and people with a learning disability; core principles for health professionals; and interventions at population, community, and family and individual levels. (Edited publisher abstract)
Preventing falls in people with learning disabilities: making reasonable adjustments
- Author:
- PUBLIC HEALTH ENGLAND
- Publisher:
- Public Health England
- Publication year:
- 2019
- Place of publication:
- London
This guide contains information to help staff in public health, health services and social care to prevent falls in people with learning disabilities. It is also intended to help falls prevention services to provide support that is accessible to people with learning disabilities. It sets out the findings of research, highlights relevant policy and guidelines, and also provides case studies and examples of reasonable adjustments. It provides links to online resources and where they can be accessed. It will be of use to family carers, friends and paid support staff to help them think about what risks may contribute to falls and how to reduce these risks. It is one of a series of guides looking at reasonable adjustments in different service areas to enable public sector organisations to fulfil their duties to disabled people under the Equality Act 2010. (Edited publisher abstract)
Significant therapy events with clients with intellectual disabilities
- Authors:
- WILLS Sarah, et al
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 12(5-6), 2018, pp.173-183.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to explore significant events in psychotherapy with clients with intellectual disabilities (IDs). Design/methodology/approach: Four therapy dyads, each consisting of one client and one therapist, were recruited. Following the brief structured recall procedure (Elliott and Shapiro, 1988), semi-structured interviews focused on helpful events in psychotherapy, using video of particular sessions as a stimulus to help prompt recall of that session. Findings: Using interpretative phenomenological analysis, five super-ordinate themes were identified: “The Uniqueness of the Therapeutic Relationship”; “Using adaptations to Express Emotions”; “Client Behaviour/Therapist Behaviour”; “Hope and Paternalism”; and “Meaning-Making”. The results provide additional evidence that significant therapy events occur for clients with IDs. Furthermore, the research enabled insights to be gained about the process of therapy for this client group and for exploration of therapeutic factors that may be involved in facilitating a significant therapy event. Research limitations/implications: This study highlights the need for therapists to work in such a way as to facilitate significant events in therapy. Whilst this study was a necessary first step, owing to the non-existence of research in this area, the sample size and qualitative design may limit any wider generalisation of the findings. Originality/value: Significant events have not previously been explored in psychotherapy with clients with IDs. This research could therefore make an important contribution to our understanding of the process of psychotherapy for this client group. (Publisher abstract)
A summary of government initiatives relating to employment for people with learning disabilities in England
- Author:
- BLAMIRES Kate
- Journal article citation:
- Tizard Learning Disability Review, 20(3), 2015, pp.151-165.
- Publisher:
- Emerald
Purpose: This paper provides a synthesis of current and previous government policies and strategies, in relation to people with learning disabilities and employment, to facilitate a better understanding of the current situation and future challenges. Design/methodology/approach: A search was completed to identify government policies relating to the employment of people with learning disabilities. Key policies were identified and their impact was discussed in the paper. Findings: It appears there is a necessity to identify how successful pilot projects can be replicated on a national scale, with clear targets and measures and initial financial support to set up these services. Alongside this there is a need for interventions targeting not just employers, but the general population, educating people about the importance of including and valuing people with learning disabilities in the workforce. Originality/value: It is important that policy is analysed and the impact of it is assessed to determine whether more action is necessary. This paper adds updates to some of the issues discussed in Melling et al.’s (2011) paper about “Supported employment for people with learning disabilities”. (Edited publisher abstract)
IAPT and learning disabilities
- Authors:
- CHINN Deborah, et al
- Publisher:
- King's College London
- Publication year:
- 2014
- Pagination:
- 66
- Place of publication:
- London
This study explores the relationships between the Improving Access to Psychological Therapies (IAPT) programme in England and people with learning disabilities and the people and services that support these service users. It looks at the barriers and facilitators facing people with learning disabilities in accessing IAPT and at the strategies and practices that staff employ to support people with learning disabilities to make good use of IAPT services. It also considers what advances are needed at the level of individual staff capabilities, service delivery models, management, commissioning and policy development to ensure equitable access to IAPT for people with learning disabilities. Study findings were drawn from interviews with staff, service users and carers and a wider national online staff survey. They show that the IAPT programme as a whole has not adequately addressed access issues for people with learning disabilities. Some IAPT services exclude people with learning disabilities from the outset, by specifying eligibility criteria that rule them out. The report argues that IAPT services work best for people for learning disabilities when IAPT staff and learning disability staff have developed good working relationships and can co-ordinate their input. It suggests that claims to eligibility may be promoted in the following ways: clearer statements of inclusion in IAPT services for people with learning disabilities; recording systems that allow for monitoring of people with learning disabilities’ access to IAPT; training for qualification of therapists to include material on working with people with learning disabilities, where possible delivered with the involvement of people with learning disabilities; pathways for joint working between IAPT services and local specialist learning disability services; clear goals and targets regarding use of IAPT by people with learning disabilities specified by commissioners and funded appropriately. (Edited publisher abstract)
Solving a weighty problem
- Author:
- DENBY Nigel
- Journal article citation:
- Learning Disability Today, 13(6), November/December 2013, pp.30-31.
- Publisher:
- Pavilion
- Place of publication:
- Hove
Camphill Milton Keynes Communities (CMKC), a community of adults with learning disabilities, supports residents to make their own choices and become more self-reliant, which includes the opportunity to cook for themselves and choose their own diet. Managers found that new residents to the community gained weight when joining the Buckinghamshire community. A food and nutrition consultancy, Grub4Life, worked with CMKC to discover the problem areas and to present some practical recommendations. The project resulted in series of training sessions for staff and residents; and a Good Food Manual, which included recipes and eating plans. (Original abstract)
The evolution of a therapeutic community for offenders with a learning disability and personality disorder: part two – increasing responsivity
- Author:
- TAYLOR Jon
- Journal article citation:
- Therapeutic Communities: the International Journal of Therapeutic Communities, 34(1), 2013, pp.29-40.
- Publisher:
- Emerald
Purpose – The purpose of this paper is to describe practices introduced to a therapeutic community (TC) to promote responsivity for men with learning disability and personality disorder. Design/methodology/approach – This is a descriptive paper. Findings – The paper describes modifications to the working practices of a therapeutic community which have been found to increase the ability of offenders with a learning disability to engage in treatment. Originality/value – The literature describing interventions for offenders with learning disability and personality disorder is sparse. This paper provides an overview of practices that have supported offenders with a learning disability to engage in treatment designed to address both their risk and their interpersonal styles of relating. (Publisher abstract)
Supporting people to a better future
- Author:
- COTTIS Tamsin
- Journal article citation:
- Learning Disability Today, December 2012, pp.16-18.
- Publisher:
- Pavilion
- Place of publication:
- Hove
The issues around young people with learning disabilities who display sexually harmful behaviour (SHB) are complex, and studies consistently show that young people with learning disabilities who sexually abuse others are over-represented. But there services being developed to address this issue. Respond Young People’s Service recently secured funding to develop a new service – Circles of Support and Accountability (CoSA) for young people aged 12 to 19 who have learning disabilities and SHB. This article describes how CoSA works, and presents a discussion of the benefits it provides.
An evaluation of an alcohol awareness group for learning disabled offenders in a secure setting
- Authors:
- BURNS John, ASPINALL Charlotte, MATTHEWS Chris
- Journal article citation:
- Journal of Learning Disabilities and Offending Behaviour, 2(4), 2011, pp.159-166.
- Publisher:
- Emerald
Alcohol dependencies have been linked with offending behaviour, especially those with learning disabilities (LD). However, there is evidence that interventions for alcohol problems are effective at mitigating this effect. This study explored pre and post assessment scores from an alcohol awareness group (AAG) that were collected over 12 sessions from 34 service users with LD or a dual diagnosis of LD and mental health problems. Findings revealed that clients' level of knowledge and self-efficacy increased after programme completion. Post group, those with a lower IQ had gained a greater level of alcohol-related knowledge compared to those with a higher IQ. Clients with a learning disability alone scored slightly higher than those with a dual diagnosis. The authors concluded that the AAG was successful in increasing motivation to change drinking behaviour, knowledge of problems related to alcohol, and safe drinking practice. These outcomes were achieved across a wide range of cognitive abilities suggesting that those with an IQ below 60 could also benefit from this type of intervention. Implications for practice are discussed.
Self-harm among people with intellectual disabilities living in secure service provision: a qualitative exploration
- Authors:
- BROWN Jessica, BEAIL Nigel
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 22(6), November 2009, pp.503-513.
- Publisher:
- Wiley
This study explored the experiences and understanding of self-harm among people with intellectual disabilities living in secure accommodation. Interventions associated with this behaviour were also explored. Semi-structured interviews were carried out with nine people who self harm, had intellectual disabilities and had been placed in secure accommodation. Interpretative Phenomenological Analysis yielded three master themes. The first related to the interpersonal context of self-harm and included sub themes relating to past experiences of abuse and loss, and current issues of control and protection. The second master theme related to the emotional experience of self-harm, which varied throughout the process of self-harm and was characterized by anger, frustration, hopelessness, relief, guilt and regret. The third master theme related to the management of self-harm. Participants had experience of helpful individual and collaborative strategies, as well as interventions that were experienced as controlling, unhelpful or ridiculing. The emerging themes are considered in relation to the wider-self-harm literature and current psychotherapeutic models. A number of limitations to the study are noted and the use of this methodology with people with intellectual disabilities was discussed.