Search results for ‘Subject term:"learning disabilities"’ Sort:
Results 11 - 20 of 155
What's in working together?
- Authors:
- LOFTHOUSE DI, BARNES Laura, MENDONCA Pat
- Publisher:
- Great Britain. Department of Health
- Publication year:
- 2006
- Pagination:
- 31p.
- Place of publication:
- London
‘Keys to Partnership’ is the name of a new report written by the Department of Health. It is about everyone working together to make life better for people with learning difficulties and their families. Keys to Partnership aims to provide practical ideas and suggestions on developing partnerships in adult services for people with learning disabilities. Much of the content will also be of relevance to children's services.
Can we turn this vision into reality
- Author:
- TOWELL David
- Journal article citation:
- Community Living, 19(3), February 2006, pp.6-8.
- Publisher:
- Hexagon Publishing
'Our health, our care, our say', the White Paper on community services, promises integrated health and social care, closer to people's homes, improved health, independence and better support for people with long term needs. The author looks at what this should mean for people with learning difficulties.
‘It's about a dialogue...’ Working with people with learning difficulties to develop accessible information
- Authors:
- WARD Linda, TOWNSLEY Ruth
- Journal article citation:
- British Journal of Learning Disabilities, 33(2), June 2005, pp.59-64.
- Publisher:
- Wiley
Examines the importance of targeting information needs to match that of people with learning disabilities. It is argued that a partnership between 'expert' or experienced information user and those new to the area can be forged, but that it needs to occur throughout every stage of information production. Evaluating the information after it is produced is also highlighted as important. In conclusion the author reviews how working in partnership has both costs and benefits. The article is based on experience from the Information for All project.
Have we learned the lessons from Steven Hoskin's murder?
- Author:
- SOCIAL CARE INSTITUTE FOR EXCELLENCE
- Publisher:
- Social Care Institute for Excellence
- Publication year:
- 2020
- Pagination:
- 12 mins
- Place of publication:
- London
This film focuses on the lessons learned from Steven Hoskin’s murder. Steven Hoskin was tortured and murdered by people who targeted him because of his learning disabilities. The serious case review into Steven’s murder found there had been serious failings by the agencies that should have been protecting him, but they had subsequently made significant improvements. Professor Michael Preston-Shoot and Hugh Constant indicate that although we have moved forward, many of the problems still persist. They say for real progress, we should be addressing key themes for development: information sharing and joint working; partnership working; legal literacy and proper training; and convening the system. Getting it right at strategic level, is absolutely key to ensuring every other level, in each partner agency, is able to contribute to good-quality multi-agency working. Key messages for practice are included. (Edited publisher abstract)
Covid-19 Insight: issue 11
- Author:
- CARE QUALITY COMMISSION
- Publisher:
- Care Quality Commission
- Publication year:
- 2021
- Pagination:
- 14
- Place of publication:
- Newcastle upon Tyne
Initial findings from a provider collaboration review exploring the care for people with a learning disability who live in the community, and what impact the COVID-19 pandemic has had on them and the services they receive. Many of the issues emerging from review are not new. In a lot of cases, the pandemic has simply served to shine a light on pre-existing challenges, gaps and poor-quality care. There are some approaches to care delivery that can provide people with the care that they need, in a way that enables them to lead their best lives. For example: giving people choice, control and independence; access to the right care and support at the right time; and collaboration between services, and with the person and their families. The findings of this provider collaboration review support our wider ambitions to improve our regulation of services for people with a learning disability and autistic people. The document also updates data on: the number of deaths of people in care homes; and the number of deaths of people detained under the Mental Health Act. (Edited publisher abstract)
Commentary on a “unified approach to behaviours that challenge”: implementing evidence-based practice – a clinician’s perspective
- Author:
- CARNABY Steven
- Journal article citation:
- Tizard Learning Disability Review, 25(3), 2020, pp.163-167.
- Publisher:
- Emerald
Purpose: This paper aims to provide a commentary on papers in this special edition concerning the implementation of evidence-based practice from a clinician’s perspective. Design/methodology/approach: The commentary makes a number of points drawing on both recent literature and the author’s own experience working as a clinician with children and adults with learning disabilities including those who are autistic whose behaviours can challenge themselves, their parents, carers and support networks. Findings: Effective implementation requires clinical expertise to operate within a context of collaboration and partnership working, where co-production with those who have lived experience ensures that what clinicians offer resonates and contributes to improvements in quality of life for all. Originality/value: The paper will be of value to clinicians working alongside children and adults with learning disabilities and their families, particularly clinical psychologists and behaviour specialists, and to other stakeholders wanting to enable and facilitate the development of high-quality support. (Edited publisher abstract)
“Power together”: professionals and parents of children with disabilities creating productive partnerships
- Authors:
- COHEN Ayala, MOSEK Atalia
- Journal article citation:
- Child and Family Social Work, 24(4), 2019, pp.565-573.
- Publisher:
- Wiley
Disparity of power and authority in the relationship between parents and professionals has been shown to be a major challenge in creating a successful partnership in caring for children with disability. The goal of this article was to evaluate workshops attended by professionals and parents of children with disability by raising awareness to barriers related to incompatible expectations and role definitions. The research explored the experiences of the participants in order to identify factors that facilitated or impeded their collaborations. Data were collected from three workshops attended by 22 mothers of children with disability and 24 professionals (most of them are social workers). This qualitative research used interpretative phenomenological analysis to investigate the participants' experiences. Findings showed that parents and professionals joined forces to create a productive working relationship by taking advantage of power over and power together relationships. This mutual process required participants to be aware, empathic, and respectful of one another's needs and limitations; acknowledge the contribution of experiential and professional knowledge; and co‐operate in overcoming the effects of ineffective bureaucratic service systems. Interventions geared to contain emotional burden, acknowledge differential knowledge and experience, and structure the use of power are suggested. (Publisher abstract)
Evaluation of Building the Right Support: survey results, December 2017: final report
- Authors:
- BATTYRE Fraser, et al
- Publishers:
- NHS Midlands and Lancashire Commissioning Support Unit. The Strategy Unit, ICF Consulting, University of Birmingham, British Institute of Learning Disabilities
- Publication year:
- 2017
- Pagination:
- 57
- Place of publication:
- West Bromwich
A summary of the findings of a survey undertaken as part of the evaluation of Building the Right Support, a national plan to provide better support for people with a learning disability or autism, whose behaviour challenges services or who have mental health problems. The survey, which ran in November 2017, analysed 232 survey responses from 45 Transforming Care Partnerships (TCPs) on how well were functioning. The results found that views of TCPs were generally positive, with the majority of respondents agreeing that their TCP is helping to improve the quality of care and support. There was agreement that TCPs had resulted in better health services, but there was less consensus on whether TCPs had made a difference to wider aspects of people’s quality of life, e.g. housing, leisure or employment. Qualitative feedback suggests that both people and providers are more involved in co-producing care and support. (Edited publisher abstract)
Provision of mental health care for adults who have a learning disability
- Authors:
- HARDY Steve, CHAPLIN Eddie, WOODWARD Peter
- Publisher:
- Royal College of Nursing
- Publication year:
- 2013
- Pagination:
- 44
- Place of publication:
- London
- Edition:
- 3rd ed.
First published in 2007, this publication provides guidance for nurses and nursing students in mental health services in delivering high-quality health care to people with learning disabilities. It continues the RCN Learning Disability Nursing Forum’s work to ensure that people with learning disabilities have equal access to high-quality health care services. It aims to provide nursing professionals with a better understanding of the mental health needs of adults with learning disabilities and of their communication needs. It highlights the vulnerability of people with learning disabilities to mental health problems, how they present, and are assessed and treated. It gives examples of good practice and partnership working. Also included is a summary of key reports and inquiries since 2006. (Edited publisher abstract)
Joint strategic needs assessments: how well do they address the needs of people with learning disabilities?
- Authors:
- BAINES Susannah, et al
- Publisher:
- Improving Health and Lives: Learning Disabilities Observatory
- Publication year:
- 2013
- Pagination:
- 13
- Place of publication:
- London
The Local Government and Public Involvement in Health Act 2007 requires Primary Care Trusts and local authorities to produce a Joint Strategic Needs Assessment (JSNA) of the health and wellbeing of their local community. This review of currently available JSNAs suggests that, in many areas of England, JSNAs are failing to take due account of the health needs of people with learning disabilities, especially children with learning disabilities. While four out of five JSNAs do make some mention of people with learning disabilities, only 46% contain a specific section of the JSNA that is devoted to adults with learning disabilities, 9% to children with learning disabilities, and 8% to older adults with learning disabilities. Analysis of the type of information on learning disabilities contained in JSNAs suggests that they are unlikely to be of value in planning future services. (Edited publisher abstract)