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)
“Is it because I’m gormless?” A commentary on “Narrative therapy in a learning disability context: a review”
- Author:
- OLSEN Angela
- Journal article citation:
- Tizard Learning Disability Review, 20(3), 2015, pp.130-133.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to reflect on “Narrative therapy in a learning disability context: a review”. Design/methodology/approach: This commentary reflects on the use of Narrative therapy and considers it in the wider context of assisting people with learning disabilities to develop self-understanding. The commentary makes connections between the use of Narrative therapy and narrative approaches to research reporting. Findings: The use of Narrative therapy can assist in the development of positive personal stories for individuals with learning disabilities. Case study research provides a useful reference point from which to develop future work. Reporting of case studies sometimes omits data that might be useful for others attempting to replicate findings. Originality/value: This paper highlights the need for authors to ensure that the “small details” are included in research reporting. A narrative approach, rich in detail of research participants might enable authors to tell a “thicker” story, thus improving generalisability. (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)
'I am the happiest I have been in years': an evaluation of the Assist Trust in Norwich
- Authors:
- SORENSEN Penny, BAILEY Sue, BELDERSON Pippa
- Publisher:
- University of East Anglia. Centre for Research on Children and Families
- Publication year:
- 2015
- Pagination:
- 77
- Place of publication:
- Norwich
An evaluation of the experiences of staff and members who attend the Assist Trust, a voluntary service for adults with intellectual disabilities. Based across two sites in Norwich, it provides a progression service building on the strengths people have, focusing strongly on social skills, daily living skills and job skills. The evaluation methodology included: photo-elicitation interviews with members; questionnaires for members of staff; observations of activities at both sites; information from assist database; and data analysis. The evaluation found that staff at Assist are led by members and the organisation appears to take a bottom up approach when developing new ideas and services. This is achieved by the sense of ownership generated among staff and members and the constant participation of members in decision-making. Members particularly enjoyed the ability to make friends, the camaraderie and banter with both staff and other members within the Assist community. They valued opportunities to increase their independence, which usually involved travel training, internal or external work placements and a move out of home and into shared supported housing and they portrayed Assist as a gateway to the wider community. (Edited publisher abstract)
Mellow Futures: Parent Pioneers Pilot programme evaluation
- Authors:
- TARLETON Beth, TURNER William
- Publisher:
- University of Bristol
- Publication year:
- 2015
- Pagination:
- 72
- Place of publication:
- Bristol
This report presents the findings from the evaluation of the Mellow Futures programme. The programme includes: adapted pre-birth and post-birth Mellow Parenting programmes for mothers with learning difficulties; and volunteer mentor support. The evaluation found the programme pilot to be beneficial to mothers with learning difficulties and the mentors who supported them. It supported the mothers to make friends, think about the complex issues in their lives and develop practical skills. Their babies were also able to spend time with other babies in the Children’s Group whilst the mothers benefited from the experience of engaging with the Children’s Group workers as well as their mentors and the Mellow facilitators. Supporting mothers with learning difficulties was a valuable learning experience for the volunteers. Involvement in the complex life situations challenged them but enabled them to support mothers in a non-judgemental, independent way which was valued by mothers. This pilot programme has indicated, in accordance with the wider literature, the need for on-going support for these mothers. The mothers were sad when the groups finished and spoke of their social exclusion. The report concludes that further delivery of Mellow Futures programmes would benefit from refinement of the model, with a particular focus on the remit of the mentors and provision of clear guidance regarding a number of issues, such as communication between the various parties and the level of support available to facilitators working with these vulnerable mothers. (Edited publisher abstract)
Costs and economic consequences of Parent Pioneers, a pilot Mellow Futures programme for mothers with learning difficulties
- Authors:
- BAUER Annette, WILLIAMS Gemma
- Publisher:
- Personal Social Services Research Unit
- Publication year:
- 2015
- Pagination:
- 20
- Place of publication:
- London
This report presents estimates of the costs of delivering the pilots of the Mellow Futures programme in Islington and Northumberland, looking at the costs of providing the intervention, the outcomes achieved by the intervention and the economic consequences. The Mellow Futures programme is a group based parenting programme that has been adapted to specifically meet the needs of parents with learning difficulties and consists of two distinct parts: the antenatal group is a six weeks course that aims to help mothers-to-be identify their own needs and to access support in pregnancy and after birth; the postnatal group aims to provide parents with the support they need to develop strong relationships with their newborn babies and lasts 14 weeks. In both localities the costs of the professionally provided programme were only up to one-third of the care package costs. They thus presented a relatively small part of the overall cost of support that these mothers with learning difficulties accessed during the perinatal period. The findings indicate that there could be short-term reductions in costs to public sector because of reduced child welfare activities. (Edited publisher abstract)
A preliminary investigation into the effectiveness of a group-delivered sleep management intervention for parents of children with intellectual disabilities
- Author:
- STUTTARD Lucy
- Journal article citation:
- Journal of Intellectual Disabilities, 19(4), 2015, pp.342-355.
- Publisher:
- Sage
- Place of publication:
- London
Sleep problems are more prevalent and severe among children with intellectual disabilities and autism compared to typically developing children. Training parents in behavioural approaches to manage sleep problems is advocated. However, delivering such interventions via groups is novel. This article reports the findings from a preliminary evaluation of a group-delivered intervention routinely delivered by a Child and Adolescent Mental Health Service Learning Disability team in England. For this purpose, parents (n = 23) of children with intellectual disabilities were recruited. The Children’s Sleep Habits Questionnaire, Parents’ Sense of Competence Scale and parent-set goals captured outcomes at pre-intervention, post-intervention and 3- and 6-month follow-up. Intervention delivery costs were collected. Take-up was high (86%), and no parent dropped out. Statistically significant improvements in night wakings, parent-set goals and parents’ sense of efficacy were observed. The estimated mean cost of delivering each intervention was British (GBP) £1570. Findings suggest the intervention is a low-cost, acceptable service warranting further evaluation. (Publisher abstract)
Choosing autism interventions: a research-based guide
- Authors:
- FLEMING Bernard, HURLEY Elisabeth, THE GOTH
- Publisher:
- Pavilion Publishing
- Publication year:
- 2015
- Place of publication:
- Brighton
Provides an accessible evidence-based overview of the most commonly used interventions for children and adults on the autism spectrum. It summarises best clinical practice from the National Institute for Health and Care Excellence (NICE) and gives a set of tools to help evaluate interventions. The guide meets the requirements of the NHS Information Standard and may be of value to people with autism, their parents and carers and professionals alike. (Edited publisher abstract)
Focus on participation for children and youth with disabilities: supporting therapy practice through a guided knowledge translation process
- Authors:
- ANABY Dana, et al
- Journal article citation:
- British Journal of Occupational Therapy, 78(7), 2015, pp.440-449.
- Publisher:
- Sage
Introduction Participation in community leisure occupations of children with disabilities is important, yet poorly integrated into practice. This knowledge translation strategy tested an intervention to increase clinicians' awareness and to bring about change in practice toward a focus on participation. Method During this qualitative study, 14 clinicians participated in six learning sessions facilitated by a knowledge broker. Three months post-intervention, clinicians were individually interviewed, by drawing on the Professional Evaluation and Reflection on Change Tool, to evaluate potential change in practice. Two researchers independently performed thematic data analysis. Results Impact on practice emerged in both the personal and professional levels (for example, empowerment, validation of clinical wisdom, change in thinking and behaviour). Clinicians suggested strategies for integrating participation in their day-to-day practice, illustrating a substantial intention for change, while describing barriers and facilitators for implementation (for example, organisational mandate). Two additional themes described the overall experience of the intervention: motivation to learn (for example, desire to link research to practice) and elements of the learning environment (for example, meeting informational needs). Conclusion This strategy was effective in redirecting clinicians' focus toward the notion of participation and establishing readiness for change. This shift can potentially facilitate new programmes in occupational therapy that are participation-based and community-focused. (Edited publisher abstract)
An attachment-focused parent–child intervention for biting behaviour in a child with intellectual disability: a clinical case study
- Authors:
- MOHAMED Ahmed Riaz, MKABILE Siyabulela
- Journal article citation:
- Journal of Intellectual Disabilities, 19(3), 2015, pp.251-265.
- Publisher:
- Sage
- Place of publication:
- London
Attachment and attachment-related psychopathology has increasingly gained focus since Bowlby introduced the concept into the clinical repertoire. However, little has been done to explore attachment, or attachment-based interventions, within the context of intellectual disability. Clinical experience, however, has demonstrated significant attachment-related problems in children with intellectual disability. This article explores one such case of a 13-year-old girl with moderate intellectual disability and severe and persistent externalizing behavioural difficulties – biting, in particular. Once the severity of the behaviour was formulated within the framework of attachment, a structured attachment-focused parent–child intervention was designed in order to repair the damaged attachment between mother and daughter as a way of addressing the problematic behaviour. Outcomes demonstrated a sustained – immediately, at 3- and 6-month follow-up – positive impact of the intervention not only on the presenting problem but also on the quality of the relationship between mother and daughter. Research and clinical implications are discussed. (Publisher abstract)