Search results for ‘Subject term:"learning disabilities"’ Sort:
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Supporting older carers of people with learning disabilities: planning for the future
- Author:
- MAGRILL Dalia
- Journal article citation:
- Housing Care and Support, 2(4), December 1999, pp.25-29.
- Publisher:
- Emerald
The Sharing Caring Project (SCP) in Sheffield supports carers between the age of 55 and 96 years who are known to be still caring at home for a person with learning disabilities. Many of these carers now have needs of their own as well as being carers. They need help to maintain the care they give and to plan for the future. This article describes one approach.
Life Skills Group: increasing foundation knowledge and motivation in offenders with a learning disability
- Authors:
- PATTERSON Christy, THOMAS Cathy
- Journal article citation:
- Journal of Intellectual Disabilities and Offending Behaviour, 5(1), 2014, pp.4-13.
- Publisher:
- Emerald
Purpose: Offenders with a learning disability present with greater clinical need than those without a learning disability. However, for this client group, access to and engagement with psychological and criminogenic interventions are often limited. The purpose of this paper is to discuss a potentially useful approach to this issue. Design/methodology/approach: A single case study design was used to evaluate an introductory group programme, delivered over 12 weekly sessions, in a forensic learning disability service. Semi-structured interviews were used alongside psychometric measures, which were completed prior to, and following completion of, the group, in order to assess the individual's experience of the group, their emotional understanding and difficulties, and readiness to change. Findings: Readiness to change and emotional understanding improved following completion of the programme. Self-reported emotional difficulties showed improvement, although not all staff reports corroborated this. Notably, the service user reported a positive experience, with increased confidence and motivation to attend further groups. Research limitations/implications: Generalisation from the results of single case studies is limited. Although results suggest that motivation to engage further has increased, more research is required to assess whether this impacts on actual ability to engage. Practical implications: Offering an introductory programme prior to further, more criminogenically focused intervention may be more effective than offering these interventions as the first stage of treatment. Originality/value: An introductory group programme may be potentially helpful in providing the foundation knowledge, confidence and motivation necessary to attend further intervention focusing on criminogenic need for offenders with a learning disability. (Publisher abstract)
A systematic review of interventions to promote social support and parenting skills in parents with an intellectual disability
- Authors:
- WILSON S., et al
- Journal article citation:
- Child: Care, Health and Development, 40(1), 2014, pp.7-19.
- Publisher:
- Wiley
The family support needs of parents with an intellectual disability (ID) are relatively unknown. This paper reviewed two types of intervention for parents with ID: those designed to strengthen social relationships and those teaching parenting skills. A literature search was conducted using electronic databases and a limited number of evaluative studies were found. The evidence for interventions aimed at strengthening social relationships was inconclusive; although positive changes were observed, there were limitations in study design which restricted the generalizability of the results. The evidence for parental skills teaching suggested that behavioural based interventions are more effective than less intensive forms such as lesson booklets and the provision of normal services, although these studies also had limitations. There is a need for further large scale controlled studies in this area to provide clearer evidence and to explore additional factors relating to child, parent and family which may impact on outcomes. (Publisher abstract)
Educational programmes for children with special needs in Jordan
- Author:
- HADIDI Muna S.Z.
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 23(2), June 1998, pp.147-154.
- Publisher:
- Taylor and Francis
Describes the development of educational programmes for children with special need in Jordan. An overview of historical highlights and main problems and needs is presented. Provides information about current concerns and trends related to development of special education in Jordan, training of special education teachers, family problems, early intervention, and attitudes to mainstreaming.
Death and people with learning disabilities: interventions to support clients and carers (part 1)
- Author:
- CATHCART Fiona
- Journal article citation:
- Bereavement Care, 15(1), Spring 1996, pp.7-9.
- Publisher:
- Cruse Bereavement Care
The needs of people with learning disabilities who are bereaved have been acknowledged in the last decade. There is more understanding of ways to meet these needs. Carers need training and support when working with people who are dying or bereaved. This article reviews the relevant literature, offers guidelines for practice and highlights areas for further development.
No specialists needed?
- Author:
- RICHARDSON Malcolm
- Journal article citation:
- Nursing Times, 23.3.94, 1994, p.67.
- Publisher:
- Nursing Times
Raises concern that privately run homes for people with learning disabilities living in the community sometimes neglect nursing interventions and skills.
Children and young people with intellectual disability in residential childcare: prevalence of mental health disorders and therapeutic interventions
- Authors:
- AGUILA-OTERO Alba, et al
- Journal article citation:
- International Journal of Social Welfare, 27(4), 2018, pp.337-347.
- Publisher:
- Wiley
Children with intellectual disability are more likely to suffer abuse and neglect. Therefore, they are over‐represented among children in childcare interventions, particularly in residential childcare. The main goal of this article was to explore the correlates of mental health diseases in a sample of 169 children (6–18 years old) in residential care with intellectual disability compared with a group of 625 children, also in residential care but without disability. Results show that the prevalence of intellectual disability in residential childcare in Spain is about 19%, which is significant due to their special needs. In addition to this disability, they have a higher frequency of clinical problems in the scales of withdrawal‐depression, thought problems, attention problems and, above all, social problems than do their peers in residential care. They are also referred more frequently to therapeutic services, in particular to psychiatric intervention and they receive more pharmacological treatments.337-347
The profile of the children and young people accessing an NSPCC service for harmful sexual behaviour: summary report
- Author:
- HOLLIS Vicki
- Publisher:
- NSPCC
- Publication year:
- 2017
- Pagination:
- 40
- Place of publication:
- London
This summary report looks at the characteristics and needs of girls, boys under the age of 12, and children and young people with a learning difficulty displaying harmful sexual behaviour (HSB) and looks at what works to support them. It draws on the experience of an NSPCC service set up specifically to help these children and the views of professions working with them. Information was collected on all of the 198 children and young people accessing the service between March 2013 and August 2015. Of these, 14 per cent were female, one-third were males aged 11 and under; and half were males with a learning difficulty. A total of 31 interviews were also carried out with managers and practitioners. The analysis identified differences between the girls, younger males, and males with a learning difficulty in their relationship to their victims; the children and young people had a range of emotional, behavioural and peer-related difficulties alongside their HSB; and that many children had experienced some trauma. To support these children the report recommends a holistic, multi-agency approach to intervention that takes account of the views of children and young people, their parents/carers, and professionals in their wider network. Any intervention may also need to be tailored specifically for children or young people with a learning disability. (Edited publisher abstract)
A call for the integration of trauma-informed care among intellectual and developmental disability organizations
- Author:
- KEESLER John M.
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 11(1), 2014, pp.34-42.
- Publisher:
- Wiley
Research exploring the occurrence of trauma among adults with intellectual and developmental disabilities (I/DD) has grown over the past decade. Yet there is a dearth of literature investigating the impact of organisational factors on the trauma experience despite this population's need for organisational supports. Trauma-informed care (TIC), a systems-focused model for service delivery, is a fast-developing interest among the broader field of trauma in the general population. It recognises the prevalence and impact of trauma, and creates a culture of safety, trustworthiness, choice, collaboration, and empowerment. The author synthesised relevant literature from both the intellectual and developmental disabilities areas and integrated this with TIC and trauma literature drawn from the general population. Explored are the implications of organisations for service delivery and the potential assimilation of TIC within I/DD organisations. The effectiveness of TIC applications and their potential barriers are discussed and related to the philosophy of quality of life and organisational culture. The author notes that some individuals with I/DD comprise a vulnerable subgroup of the population that in large part relies upon the support of organisational services to foster quality of life. Given the implications of the focus on quality of life, he posits that TIC presents as a viable response for organisations, complimenting and augmenting current efforts. (Edited publisher abstract)
The stories of older parents of adult sons and daughters with autism: a balancing act
- Authors:
- HINES Monique, BALANDIN Susan, TOGHER Leanne
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 27(2), 2014, pp.163-173.
- Publisher:
- Wiley
Background: Researchers acknowledge the importance of understanding how families of children with autism cope. Yet, little is known about the experiences of older parents of adults with autism. Materials and Methods: In-depth interviews were conducted with 16 older parents of adults with autism. Narrative analysis was used to gain insights into their lived experiences. Results: Participants' narratives reflected the notion that much of their experience was a delicate balancing act as they attempted to manage their offspring's symptoms of autism whilst achieving a degree of fulfilment in their own lives. Parents did not believe that formal services had adequately supported their ability to provide care whilst meeting other needs within the family context. Conclusions: The findings have implications for services that attempt to support older parents' abilities to provide care, including the need for tailored intervention strategies that match each family's unique needs. (Publisher abstract)