Search results for ‘Subject term:"learning disabilities"’ Sort:
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Following up Fighting Fit: the long-term impact of health practitioner input on obesity and BMI amongst adults with intellectual disabilities
- Authors:
- CHAPMAN Melanie J., CRAVEN Michael J., CHADWICK Darren D.
- Journal article citation:
- Journal of Intellectual Disabilities, 12(4), December 2008, pp.309-323.
- Publisher:
- Sage
- Place of publication:
- London
This article presents findings on the long-term impact of health practitioner input to reduce obesity amongst adults with intellectual disabilities. Body mass index (BMI) was measured for an input group (N = 33) and a comparison group (N = 40) 6 years after the input group first received input. Data on BMI were collected at baseline, 6 months, 1 year and 6 years. Mean BMI for the input group reduced steadily over 6 years. Mean BMI in the non-input group rose initially, stabilized and then decreased (although remaining higher than at baseline). The input group demonstrated improvements in obesity levels and lost more weight than the non-input group. However, the differences between groups did not reach statistical significance. This and the improvements in BMI within the non-input group may be due to the relatively small sample size, effect size and the impact of other local initiatives.
An evaluation of the implementation of Safewards on an assessment and treatment unit for people with an intellectual disability
- Authors:
- DAVIES Bronwen, et al
- Journal article citation:
- Journal of Intellectual Disabilities, 25(3), 2021, pp.357-369.
- Publisher:
- Sage
- Place of publication:
- London
This study evaluates the implementation of Safewards on an assessment and treatment unit (ATU) for people with an intellectual disability. There are no previous studies evaluating this model in this context and previous research has focused largely on acute mental health services. The ‘Patient–Staff Conflict Shift Report’ was used at baseline for 1 month and 1 year later, after all the interventions had been implemented, to evaluate the impact of Safewards. Significant reductions were found in conflict and containment measures used within the service after the implementation of Safewards. Staff who led on the interventions were also asked to give feedback on their experiences, the challenges they faced and how they would like to move forward. Safewards was generally seen as a positive approach by the team. Limitations of this study are highlighted and suggestions for future research are made. (Edited publisher abstract)
Review of interventions to enhance the health communication of people with intellectual disabilities: a communicative health literacy perspective
- Author:
- CHINN Deborah
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 30(2), 2017, pp.345-359.
- Publisher:
- Wiley
Background: Communicative health literacy is a term relating to the range of competencies and capabilities patients bring to the task of seeking information about their health and sharing it with others. This exchange can be problematic for people with intellectual disabilities. The aim of this review was to synthesize findings from interventions designed to improve health communication for people with intellectual disabilities. Materials and method: Available evidence was systematically reviewed, and findings from 14 articles were synthesized in a narrative review. Results and conclusions: Interventions addressed communicative aspects of health consultations, taking into account emotional factors and social context. Questions remain about how such interventions might impact on real-life health consultations and how issues of power might be resolved. (Publisher abstract)
‘Planning live’: using a person-centred intervention to reduce admissions to and length of stay in learning disability inpatient facilities
- Authors:
- BARTLE Janet, CROSSLAND Tom, HEWITT Olivia
- Journal article citation:
- British Journal of Learning Disabilities, 44 (4), 2016, pp.277-283.
- Publisher:
- Wiley
Background: Recent government policy has focused on reducing the number of people with a learning disability receiving treatment for challenging behaviour or mental health difficulties in hospitals (including in assessment and treatment units; ATU). People with a learning disability should be supported to remain in their community when receiving support for challenging behaviour or mental health difficulties whenever possible. Methods: This study considered a novel intervention based on person-centred planning practice, which aimed to coordinate a person's support, identify outstanding needs and increase communication. This intervention intended to reduce rates of inpatient admission, and support the person to remain in their community, whilst ensuring their needs are met. This intervention was assessed by considering the number of people admitted to the inpatient services before and after the intervention, the length of inpatient admissions before and after the intervention, and by analysing qualitative feedback from participants in the intervention. Results: ‘Planning Live’ meetings were held for 102 people. Forty-five meetings were held retrospectively following an emergency admission. Following the ‘Planning Live’ meeting, five people had a planned admission and 52 people did not have an inpatient admission. The median length of inpatient stay fell from 143.5 days before the introduction of ‘Planning Live’ to 66 days (a statistically significant reduction). Qualitative feedback shows that the process was largely seen as helpful by professionals, families and individuals taking part in the meetings. Conclusions: The results suggest this person-centred intervention contributed towards a reduction in the amount of time individuals stayed in hospital. However, the total number of hospital admissions rose following the intervention. (Publisher abstract)
Can active support improve job satisfaction?
- Authors:
- Rhodes Jennifer A., TOOGOOD Sandy
- Journal article citation:
- Tizard Learning Disability Review, 21(2), 2016, pp.54-60.
- Publisher:
- Emerald
Purpose: Active support (AS) influences the way staff support people with intellectual disabilities to take part in everyday activities. Changes in work practices may affect job satisfaction. The impact of AS on job satisfaction has not, however, been widely studied. Job satisfaction is linked with levels of staff turnover and the overall quality of services provided to people with intellectual disabilities (Coomber & Barriball, 2007; Hatton et al., 2001). The purpose of this paper is to describe an evaluation of job satisfaction amongst 38 direct care staff working in intellectual disability services before and after AS was implemented. Design/methodology/approach: A single group, repeated-measures design was used. In total, 38 members of direct care staff received AS training. Data on job satisfaction were collected before, and after, AS was implemented. In total, 19 members of staff took part in a follow-up 12 weeks later. Findings: There was a significant increase in reported job satisfaction following the implementation of AS. Subscale analysis revealed that the most significant increases in job satisfaction were related to areas directly targeted by AS, including satisfaction with skill level and satisfaction with amount of time spent with service users. Originality/value: Implementing AS may provide an added benefit for direct care staff, who feel more satisfied at work. While a significant number of papers have been published focusing on the benefits of AS, no papers have specifically looked at the impact that the intervention can have on job satisfaction. (Publisher abstract)
The development and accreditation of a treatment model for prisoners with a learning disability and personality disorder
- Authors:
- TAYLOR Jon, et al
- Journal article citation:
- Journal of Learning Disabilities and Offending Behaviour, 3(1), 2012, pp.44-51.
- Publisher:
- Emerald
With the exception of the adapted sex offender treatment programme in the United Kingdom, there have been few available interventions for offenders with a learning disability in the criminal justice system. This paper provides an overview of both the process of accreditation and the development of the current accredited therapeutic community model for this population. The article describes the development of a therapeutic community for prisoners with a learning disability in Rampton Hospital, Nottinghamshire, and suggested methods for increasing responsivity of the programme for this population. It seeks to highlight how programme responsivity can be enhanced by incorporating flexibility into the design and delivery of programmes.
Positive goals for positive behavioural support: interventions to improve the quality of life for people with learning disabilities whose behaviour challenges
- Authors:
- FOX Peter, EMERSON Eric
- Publisher:
- Pavilion
- Publication year:
- 2010
- Pagination:
- 80p., CD ROM
- Place of publication:
- Brighton
This resource is written to help with the selection and evaluation of outcomes of intervention for people with learning disabilities whose behaviour presents challenges for services. The authors cover a range of potential outcomes, enabling selection of those which are most relevant in order to evaluate progress towards achieving those outcomes. They look at both the personal and social consequences of the person's challenging behaviour and the effect of interventions on these quality of life factors, rather than simply focusing on attempting to reduce the challenging behaviour itself. The book is designed to act as an addition to existing assessment and intervention processes and documentation, and can be adapted to suit individual circumstances. Sections include: positive goals and positive behavioural support (PBS); development of positive goals; and how to use positive goals. It is aimed at carers, clinical psychologists, psychiatrists, behaviour therapists, community learning disability nurses, social workers, care managers, members of community learning disability teams and members of challenging behaviour teams. The resource is presented in ring-bound format with a CD-rom containing video clips and photo stories.
Management of children with attention deficit/hyperactivity disorder and learning disabilities: a survey of paediatric occupational therapists in the United Kingdom
- Author:
- SPILIOTOPOULOU Georgia
- Journal article citation:
- Mental Health and Learning Disabilities Research and Practice, 6(1), April 2009, pp.6-19.
- Publisher:
- South West Yorkshire Mental Health NHS Trust and University of Huddersfield
The aim of this study was to identify the interventions used by paediatric occupational therapists in the United Kingdom with children with attention deficit/hyperactivity disorder (ADHD)and explore the rationale for their use. The purpose was to provide baseline data to inform multidisciplinary team approaches for the management of these children. A survey, based on postal questionnaires, was conducted among 100 paediatric occupational therapists in the United Kingdom. The effective rate of response was 42%. Both qualitative and quantitative data were gathered and analysed. The findings suggested that therapists tended to use more than one method/ approach in the rehabilitation of these children. The sensory integration approach and the perceptual-motor training were more popular among therapists. A variety of other approaches, used on an individual needs basis, were reportedly used. Future studies to test the effectiveness of reported practices with children with both ADHD and LD are recommended.
`It's OK for people to feel angry': the exemplary management of imminent aggression
- Author:
- DUPEROUZEL Helen
- Journal article citation:
- Journal of Intellectual Disabilities, 12(4), December 2008, pp.295-307.
- Publisher:
- Sage
- Place of publication:
- London
Ward managers working in a medium secure learning disability service were asked to identify members of staff who they believed to be superior in the management of violent and aggressive individuals. A grounded theory approach was used to interview staff about their management of imminent aggression. The participants explained their strategies in terms of the following eight themes, which were common to all interviews: safety and de-escalation, attribution and control, relationships, understanding and empowerment, anticipating reactions, creating a facade, communication, and humour. The participants described the importance of building up trusting relationships with clients when trying to understand the reasons for the client's behaviour. They also explained how they offer a `get-out clause' to the client, a way for the client to decide to calm down without losing face. The participants also reported that creating the appearance of being in control can help, as does the use of humour to aid communication.
Experiences of running an anxiety management group for people with a learning disability using a cognitive behavioural intervention
- Authors:
- DOUGLASS Sarah, PALMER Katherine, O'CONNOR Chris
- Journal article citation:
- British Journal of Learning Disabilities, 35(4), December 2007, pp.245-252.
- Publisher:
- Wiley
An anxiety management group utilizing a cognitive behavioural intervention, of 12 weeks duration, for six people with mild to moderate learning disabilities is described. A number of techniques to assist in developing clients’ understanding of their anxiety, cognitive and behavioural coping strategies and maximizing generalizability of skills learnt were implemented. Outcome measures demonstrated that two participants showed a clinically significant reduction in anxiety levels. Qualitative feedback from both participants and carers suggested that all group members developed coping strategies. Measures also indicated that carers demonstrated a better understanding of the individual's difficulties and were able to support them more effectively. Adopting a cognitive behavioural approach proved valuable and recommendations for future interventions are made.