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LDIF provides opportunities for people with learning disabilities
With funding from the Welsh Government's Integrated Care Fund Pembrokeshire Association of Voluntary Services (PAVS) co-produced the Learning Disabilities Innovation Fund (LDIF) with support from the Dream Team and Pembrokeshire People First (PPF). The Learning Disabilities Innovation Fund (LDIF) was established in 2021, providing an opportunity for people with learning disabilities to come up with ideas for new activities and services and access funding to test them out in practice. LDIF offered an opportunity for third sector organisations and statutory bodies to apply for funding to run a truly co-produced project with and for people with learning disabilities across Pembrokeshire, Carmarthenshire and Ceredigion. The key priorities for the Fund were: all projects must be co-devised, produced and delivered by people with learning disabilities; all projects need to be innovative; all projects need to specifically take forward the aims of the LD Charter. (Edited publisher abstract)
Co-producing in Rhondda Cynon Taf
The RCT Learning Disability Transformation Programme is a project within Rhondda Cynon Taf Council. It is aimed at changing and improving the way learning disability and autism services are designed and delivered within the county. The project has a Project Board with representatives from all key local stakeholders, which is led by a learning-disabled person. The Board oversees the work of the various workstreams within the project, one of which is solely focussed on ensuring co-production is embedded throughout the project. The workstreams all have representation from various council departments, third sector organisations, private sector organisations, interest groups and people with lived experience. (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)
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.
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.
Cynon Taf County Borough Council’s My Day My Way project
Myday Myway is a new way of delivering learning disability services by Rhondda Cynon Taf County Borough Council. An evaluation report has been done differently. People with learning disabilities in the area, who draw on day provision services, have done the research and made the evaluation report in the form of a really accessible film. (Edited publisher abstract)
A proposed framework for using the life-coaching process to enhance the quality of life of individuals with intellectual and developmental disabilities: a case study
- Author:
- SHPIGELMAN Carmit‐Noa
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 16(3), 2019, pp.150-159.
- Publisher:
- Wiley
People with intellectual and developmental disabilities (IDD) often find themselves excluded from community participation due to environmental barriers, especially stigma. These barriers can negatively affect their psychological well‐being and quality of life. Life‐coaching as a short‐term and action‐prone process can increase goal attainment in various life‐domains and lead to enhanced quality of life. Nevertheless, to date, few life‐coaching interventions have targeted individuals with IDD. This case study article aimed to demonstrate the feasibility of a conceptual framework for practicing life‐coaching with individuals with IDD, by describing two cases of individuals with IDD who participated in a life‐coaching intervention. Life‐coaching, based on the proposed framework, can be a potential intervention to enhance the capability set, self‐determination skills, and overall quality of life of people with IDD. It appears that in order for the life‐coaching process to successfully address psychosocial aspects of the quality of life concept among people with IDD, it must be tailored to their needs and competences. (Publisher abstract)
An open trial of psychodynamic psychotherapy for people with mild-moderate intellectual disabilities with waiting list and follow up control
- Authors:
- SKELLY Allan, McGEEHAN Caoimhe, USHER Robert
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 12(5-6), 2018, pp.153-162.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to examine the outcome of psychodynamic psychotherapy for people with intellectual disabilities (ID), which has a limited but supportive evidence base. Design/methodology/approach: The study is a systematic open trial of flexible-length psychodynamic therapy offered in an urban community to 30 people with mild and moderate ID, presenting with significant emotional distress on the Psychological Therapies Outcome Scale for people with intellectual disabilities (PTOS-ID). Allocation to therapy was made according to an established stepped care approach according to need, and the mean number of sessions was 22.03 (range 7–47). Treatment fidelity was checked via notes review and cases excluded from analysis where there were other significant psychological interventions. Findings: On both self-report (PTOS-ID) and independent ratings (Health of the Nation Outcome Scales-Learning Disability (HoNOS-LD)) recipients of therapy: did not improve while waiting for therapy; improved significantly during therapy, with large pre–post effect sizes; and retained improvements at six-month follow-up. Research limitations/implications: While it is important to conduct further controlled trials, the findings provide support for previous studies. High rates of abuse and neglect were found in the sample, suggesting that more trauma-informed and relational approaches should be explored for this client group. Originality/value: No other study of this size has been completed which used dedicated standardised outcome measures, with this therapy type, with both waiting list and follow-up control and with account of model fidelity. (Publisher abstract)
Adults with intellectual disabilities: case studies using everyday technology to support daily living skills
- Authors:
- GOLISZ Kathleen, et al
- Journal article citation:
- British Journal of Occupational Therapy, 81(9), 2018, pp.514-524.
- Publisher:
- Sage
Introduction: Adults with intellectual developmental disorders may have difficulties undertaking activities of daily living. This study aimed to identify changes in independence in activities of daily living following learning support using individualised everyday technologies. Method: A double-baseline case study design explored the use of everyday technology applications and devices to support functional performance of three men aged 32, 33, and 55 years, with mild to moderate intellectual disabilities. Performance of selected tasks was video-recorded and analysed on four occasions for each participant. Baselines were recorded twice before intervention to ensure the participant’s performance of the selected task was consistent. The intervention video was recorded at the midpoint of the participant’s engagement in the study. Post-intervention video was recorded approximately 1 month after the intervention ended. Results: All three participants’ functional performance of an activity of daily living task improved in accuracy and efficiency as cues from support workers were gradually faded. After the learning support ceased, technology continued to provide environmental support of participants’ ongoing independence and efficient performance of the activity. Conclusion: Everyday technology applications and devices can be utilised together with a guided and structured client-centred approach and task-specific training with individuals with disability and learning difficulties. (Edited publisher abstract)
Training a family in physical interventions as part of a positive behaviour support intervention for challenging behaviour
- Authors:
- HEWITT Olivia, KEELING Natalie
- Journal article citation:
- British Journal of Learning Disabilities, 44(2), 2016, p.159–166.
- Publisher:
- Wiley
Between 10% and 15% of people with a learning disability have behaviour that challenges others, and half of these people live within the family home (Emerson et al., Research in Developmental Disabilities, 2001; 22, 77). Current best practice in managing challenging behaviour combines person-centred planning, functional analysis, and proactive and reactive strategies, and teaching alternative skills to manage behaviour in a way that keeps both service user and carers safe (positive behaviour support). This study considers the case study of a young man who lives with his parents in their family home. Reactive strategies including physical interventions have been taught to the family which has allowed them to manage their son's behaviour effectively and allowed him to remain living with his family. Frequency and intensity of challenging behaviour reduced, and family confidence in managing challenging behaviour was increased. (Publisher abstract)