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A reflection on PostModernism and the transformation of failure in learning disability services within the independent public sector at the beginning of the 21st Century
- Author:
- DAY Steve
- Journal article citation:
- British Journal of Learning Disabilities, 35(1), March 2007, pp.38-42.
- Publisher:
- Wiley
The author discusses the transformation of learning disability services in light of the postmodern world. He places the transformation of services for people with learning disability, within the context of a global market place. He argues that change in the construction and administration of both the National Health Service and Social Services has, and is, having a profound effect on the lives of people with learning disabilities. Those changes have come about, in part, due to a recognition of past failures. The author has worked in Learning Disability Services for 19 years, and has seen in that time British society slowly begin to recognize people with learning disabilities amongst its population. There is a creaking door opening for people with learning disabilities, providing them recognition within the PostModern construct of fragmented societies. It is argued that against such a backdrop there is a real chance of the failure to meet the needs of people with learning disabilities becoming transformed.
Inclusion or outcomes? Tensions in the involvement of people with learning disabilities in strategic planning
- Authors:
- FYSON Rachel, FOX Liz
- Journal article citation:
- Disability and Society, 29(2), 2014, pp.239-254.
- Publisher:
- Taylor and Francis
Social inclusion is a key principle that underpins the provision of services for people with learning disabilities in England. Learning Disability Partnership Boards, which are responsible for local strategic planning of learning disability services, hold a particular role in promoting inclusion since they are required both to operate inclusively and to achieve inclusive outcomes. This study sought to explore the extent to which these ambitions for inclusion were being achieved. It consisted of three phases: a scoping exercise to elicit the views of key stakeholders; a postal survey of Partnership Boards (response rate 51%); and semi-structured interviews with Partnership Boards members in six local authorities. Findings suggest that Partnership Boards are struggling to fulfil their dual role, with tensions emerging between the desire to operate in fully inclusive ways and the ability to affect strategic change within local services. (Publisher abstract)
Commissioning services for people with learning disabilities in Scotland: linking evidence and practice
- Author:
- CAMPBELL Martin
- Journal article citation:
- British Journal of Learning Disabilities, 37(1), March 2009, pp.28-33.
- Publisher:
- Wiley
This paper describes the development of some practical guidance for people involved in commissioning services for individuals with learning disabilities. A national conference was organised in November 2005 to look at the question of 'What works in learning disability services?', i.e. what approaches have proven effectiveness in the planning, commissioning and provision of services for people with learning disabilities. This was followed by four workshops around Scotland to seek practitioners' views on commissioning, at a strategic and at an individual level. From this, written and online guidelines were devised, based on seven steps with a number of associated key questions. These guidelines aim to inform commissioners about available research and good practice, and provide a method of recording the basis on which commissioners make their decisions for models of care and their experiences in a way that could be shared with others.
Manchester's best-kept secret
- Authors:
- BLYTH Craig, CHAPMAN Rohhss
- Journal article citation:
- Learning Disability Today, June 2008, pp.36-37.
- Publisher:
- Pavilion
- Place of publication:
- Hove
A Learning Disabilities Studies Degree was launched in Manchester in September 2001, aimed at students who were already working, or wanted to begin a career working, with people with learning disabilities. Discusses how service users have been involved in the Steering Group delivering degree.
Responsive services for people with learning disabilities from minority ethnic communities
- Authors:
- CATON Sue, et al
- Journal article citation:
- British Journal of Learning Disabilities, 35(4), December 2007, pp.229-235.
- Publisher:
- Wiley
This article reports the results of a postal questionnaire survey carried out to explore the responsiveness and appropriateness of services for people with learning disabilities from minority ethnic communities in the North West of England. Twenty-one learning disability service commissioners or service providers completed the questionnaire. Results indicated that services were influenced by legislation and guidelines which help services develop specific programmes. Organizational culture also played a role in how services respond. Respondents reported that a variety of new services were currently being developed. Individual staff members and good organizational support were most cited as the factors that facilitate effective policies, practices, and procedures whereas problems regarding funding were most frequently cited as barriers. The respondents detailed evidence of some work being carried out at the grass roots level, but the responses indicate that a core theme is the marginalization of the issue of meeting the needs of people from minority ethnic groups.
Worth target for a Wanless
- Author:
- HONOUR Heather
- Journal article citation:
- Community Care, 9.8.07, 2007, pp.30-31.
- Publisher:
- Reed Business Information
As demand for services for people with learning disabilities grows and suitable services fail to keep pace, the author looks at how a Wanless-style review in the area could be useful.
Parents’ experience of support in Sweden: Its availability, accessibility, and quality
- Authors:
- NOWAK Herawati I., BROBERG Malin, STARKE Mikaela
- Journal article citation:
- Journal of Intellectual Disabilities, 17(2), 2013, pp.134-144.
- Publisher:
- Sage
- Place of publication:
- London
Semi-structured interviews were conducted with six parents of children with intellectual disabilities, in the Western region of Sweden. The aim of the study was to explore and to gain a deeper understanding of parents’ experiences of received support for them and their children with intellectual disabilities. The study focused particularly on their experiences of the availability, accessibility, and the quality of services. Parents in this study were unsure about what the diagnosis meant specifically for their child as well as for their whole family. Moreover, the parents experienced great difficulty in obtaining information about available services, which resulted in feelings of helplessness to some. Parents also reported that although services are available, they were not easily accessible. Lastly, parents felt that the quality of care and support were to some extent inadequate, as no attention was paid by professionals to their actual needs or wishes. (Edited publisher abstract)
All planned out
- Author:
- WILTON Melissa
- Journal article citation:
- Learning Disability Today, 13(2), March/April 2013, pp.28-29.
- Publisher:
- Pavilion
- Place of publication:
- Hove
Learning disability nurses in the Community Assessment and Treatment Service with the Hertfordshire Partnership NHS Foundation Trust have been working in partnership with service users to make care plans more personalised and meaningful. The accessible care planning project redesigns care plan's so they are original and based on an individual's likes, interests and strengths. The project has has resulted in care plans being designed in a number of different formats, for example in the style of newspapers, comic books and on an interactive touchscreen computer. The development of the care plans has also increased the participation of service users working with professionals and the team has also experienced improved completions and achievements within the care plans. The project has been recognised nationally and was shortlisted for the Learning Disabilities Nursing category at the Nursing Times awards 2012. (Original abstract)
The experiences of staff taking on the role of lay therapist in a group-based cognitive behavioural therapy anger management intervention for people with intellectual disabilities
- Authors:
- STIMPSON Aimée, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 26(1), 2013, pp.63-70.
- Publisher:
- Wiley
This study forms part of a wider research trial aiming to evaluate the effectiveness of a manualised cognitive behavioural therapy (CBT) anger management intervention delivered to people with intellectual disabilities by staff in a day service setting. The aim of this study was to explore the experience of staff with regard to their role as ‘lay therapists’ facilitating CBT groups. The staff were trained and supervised by clinical psychologists. Two ‘lay therapists’ facilitated each of the groups without the presence of the clinical psychologist. Nine ‘lay therapists’ were interviewed 2–6 weeks after the last group session. Their experiences were explored by means of interpretative phenomenological analysis (IPA). Several key themes emerged from the interview data: hopes and fears; having a framework; making it work; observing progress; ingredients of success; the therapist role; and taking the group forward. The findings indicate that, although the therapist role had initially appeared daunting, the participants' experiences were perceived as positive for themselves, the service users, as well as the relevant organisation.
Continuing journey
- Author:
- WILLIAMS Anne
- Journal article citation:
- Learning Disability Today, July 2011, pp.12-13.
- Publisher:
- Pavilion
- Place of publication:
- Hove
The vision of the Government strategy Valuing People Now is that all people with learning disabilities are people first with the same right to lead their lives as any others. This article reflects on the ongoing difficulties experienced by people with learning disabilities, the challenge of implementing improvements and opportunities for taking the agenda forward.