Search results for ‘Subject term:"learning disabilities"’ Sort:
Results 1 - 10 of 20
Health professionals working effectively with support workers to enhance the quality of support for adults with intellectual disabilities: a meta-ethnography
- Authors:
- HAINES David, BROWN Alexander
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 31(2), 2018, pp.200-212.
- Publisher:
- Wiley
Background: Paid support workers are often central to the quality of life of adults with intellectual disabilities. Health and social care professionals increasingly carry out interventions indirectly through those support workers and therefore need to understand how best to collaborate. Methods: This article synthesises findings from the qualitative research of others investigating health professionals' work with support staff. From sixty-two articles retrieved from a database and journal search, seven met inclusion criteria and a meta-ethnographic synthesis allowed construction of an interpretive line-of-argument. Results: Thirteen themes within the articles were synthesised into three over-arching constructs, suggesting that professionals should collaborate by providing effective leadership, working in partnership with support workers and managers and recognising the influence of organisational structures and context. Conclusions: As these constructs seem reflective of important components of teamwork, a “line-of-argument” is proposed that it could be helpful for professionals to view themselves as part of a “team” with support workers. (Edited publisher abstract)
Working with persons with an intellectual disability: the transferential process between therapist and client and the systems they inhabit
- Authors:
- COTTER Padraig, HOLLWEY Sara, CARR Alan
- Journal article citation:
- Tizard Learning Disability Review, 22(3), 2017, pp.136-143.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to appraise “transference” and “countertransference” when working with people with intellectual disabilities (PWID). Design/methodology/approach: A review of the literature was conducted, followed by a discussion. Findings: No research articles were found. Potential reasons for this are discussed. Historical influence, complexity of the topic and resistance among professionals may be contributing factors. Despite this, these phenomena are important for several reasons. These include the high levels of trauma these clients experience; the manner in which they have been marginalised by mainstream society; the strong likelihood of PWID evoking difficult countertransference from therapists; and the myriad of coping mechanisms and defences that these clients may employ. Research limitations/implications: Research is needed to further current understanding of these issues. Practical implications: An awareness of these issues amongst practitioners and other key members of a PWID’s system is important. Originality/value: This is the first review and commentary on these issues. (Publisher abstract)
Personalisation and adults with learning disabilities: an annotated guide to the literature
- Author:
- NORTHFIELD John
- Publisher:
- NHS Evidence
- Publication year:
- 2010
- Place of publication:
- London
This literature review identifies and briefly summarises recent literature relevant to supporting adults with learning disabilities in the context of the personalisation agenda in England. It is not a comprehensive or systematic review of the literature, but provides a broad based starting point. It provides links to tools and documents, and helps to explain key concepts and terms.
The prevalence of psychiatric disorders among people with intellectual disabilities: an analysis of the literature
- Authors:
- WHITAKER Simon, READ Stephen
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 19(4), December 2006, pp.330-345.
- Publisher:
- Wiley
It has often been stated that the prevalence of psychiatric disorders in people with intellectual disabilities is greater than it is in the population as a whole. The epidemiological studies on psychiatric disorders in people with intellectual disabilities were reviewed. The results found evidence that the prevalence of psychiatric disorder is greater in children with intellectual disabilities, compared with children with normal IQs, that it is higher in both adults and children with severe intellectual disabilities compared with people with mild or no intellectual disability and that the rate of problematic behaviour is higher in both adults and children having intellectual disabilities, than in their non-disabled peers. There is no sound evidence that the prevalence of psychiatric disorders in adults with mild intellectual disability is greater than in the population as a whole.
Family placement schemes offering long-term care for adults with learning disabilities: a review of the evaluation literature
- Author:
- DAGNAN Dave
- Journal article citation:
- Disability and Society, 12(4), September 1997, pp.593-604.
- Publisher:
- Taylor and Francis
Reviews evaluation studies of family placement schemes offering long-term care for adults with learning disabilities in Britain. The model is widely used, but there is very little research describing such schemes. It is suggested that evaluation is made difficult because the goals of placement schemes for people with learning disabilities are not made clear in the literature. A theoretical structure for education based upon an ecological view of quality of life is suggested and research is reviewed within this model. Where possible, comparisons are made to American literature on similar models of care.
Community based care for people with a mental handicap: a family placement scheme in County Durham
- Authors:
- DAGNAN David, DREWETT Robert
- Journal article citation:
- British Journal of Social Work, 18(6), December 1988, pp.543-575.
- Publisher:
- Oxford University Press
Reviews the research literature and reports on interviews with clients and carers.
Stopping over-medication of people with intellectual disability, Autism or both (STOMP) in England part 1 – history and background of STOMP
- Authors:
- BRANFORD David, et al
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 13(1), 2019, pp.31-40.
- Publisher:
- Emerald
Purpose: The programme – Stopping the over-medication of people with an intellectual disability, Autism or Both (STOMP) is a three-year programme supported by NHS England. Concern about the overuse of antipsychotic drugs has been a constant theme since the 1970s. However, despite a multitude of guidelines the practice continues. The report into the events at Winterbourne View not only raised concerns about the overuse of antipsychotic drugs but of antidepressants and multiple psychotropic drug use. The purpose of this paper is twofold: Part 1 is to present the history and background to the use of psychotropic drugs in intellectual disabilities, autism or both; and Part 2 presents the progress with the STOMP programme. Design/methodology/approach: The review tracks the various concerns, guidelines and attempts to tackle the issue of over medication of people with intellectual disability autism or both. Findings: The review identifies that despite the many studies and guidelines associated with the prescribing of psychotropic drugs for people with an intellectual disability, autism or both the practice is common. Programmes that minimise the use of psychotropic drugs involve a full use of the multidisciplinary team and an availability of alternative methods of managing challenging behaviours. Originality/value: STOMP is part of an English national agenda – Transforming care. The English Government and leading organisations across the health and care system are committed to transforming care for people with intellectual disabilities, autism or both who have a mental illness or whose behaviour challenges services. This review identifies many studies, programmes and guidelines associated with psychotropic drug use for people with an intellectual disability, autism or both. (Publisher abstract)
Prevalence and psychological sequelae of sexual abuse among individuals with an intellectual disability: a review of the recent literature
- Author:
- BYRNE Gary
- Journal article citation:
- Journal of Intellectual Disabilities, 22(3), 2018, pp.294-310.
- Publisher:
- Sage
- Place of publication:
- London
The impact of sexual abuse among those with an intellectual disability is an area in need of further research. The current article provides an in-depth narrative review of the sexual abuse literature relevant to individuals with an intellectual disability. The 29 articles included in this study focused on (a) the prevalence of sexual abuse, (b) the risk factors associated with this population, and (c) the psychological impact of abuse. The findings confirmed that children and adults with an intellectual disability are at a higher risk of sexual abuse than nondisabled peers. Research regarding risk factors is equivocal, with a range of possible factors indicated. Similarly, evidence suggests that there is no single diagnostic trajectory when dealing with the sequelae of sexual abuse among those with an intellectual disability. The article concludes by discussing recommendations for future research and development of policy around this area. (Publisher abstract)
Identifying conceptualizations and theories of change embedded in interventions to facilitate community participation for people with intellectual disability: a scoping review
- Authors:
- BIGBY Christine, ANDERSON Sian, CAMERON Nadine
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 31(2), 2018, pp.165-180.
- Publisher:
- Wiley
Background: Little progress has been made towards community participation of people with intellectual disability despite it being a policy aim since the 1980s. We aimed to identify the features of programmes designed to support community participation. Method: A scoping review was conducted of peer-reviewed literature between 2000 and 2015, about interventions to support community participation for adults with intellectual disability. Results: A small body of evidence relates to the design and effectiveness of interventions to enhance community participation. Seventeen studies reported programmes reflecting three conceptualisations of community participation (as social relationships, as convivial encounter and as belonging) that used strategies such as active mentoring, facilitative support worker practice and arts-based programmes. Conclusions: Studies showed the diverse and person-centred nature of community participation and demonstrated the need for larger-scale studies of promising interventions that include details of costs, and strategies to guide implementation of policies to support community participation. (Edited publisher abstract)
People with intellectual disabilities accessing mainstream mental health services: some facts, features and professional considerations
- Authors:
- STANDEN Penelope Jane, CLIFFORD Adam, JEENKERI Kiran
- Journal article citation:
- Journal of Mental Health Training Education and Practice, 12(4), 2017, pp.215-223.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to provide information for non-specialists on identifying the characteristics, assessment and support needs of people with intellectual disabilities (ID) accessing mainstream services. Design/methodology/approach: A review of relevant policy and research literature is supplemented with observations from the authors’ own experience of working in mental health services for people with ID. Findings: With change in provision of services the likelihood of mainstream staff encountering someone with ID will increase. However, information on whether a person has ID or their level of ID is not always available to professionals in acute mental health services meeting an individual for the first time. Reliance on observational and interview-based assessments can leave people with ID vulnerable to a range of over- and under-diagnosis issues. This is as a result of difficulties with communication and emotional introspection, psychosocial masking, suggestibility, confabulation and acquiescence. For people with poor communication, carers will be the primary source of information and their contribution has to be taken into account. Practical implications: Knowing or suspecting an individual has ID allows staff to take into account the various assessment, diagnosis and formulation issues that complicate a valid and reliable understanding of their mental health needs. Awareness about an individual’s ID also allows professionals to be vigilant to their own biases, where issues of diagnostic overshadowing or cognitive disintegration may be important considerations. However, understanding some of the practical and conceptual issues should ensure a cautious and critical approach to diagnosing, formulating and addressing this population’s mental health needs. Originality/value: This synthesis of a review of the literature and observations from the authors’ experience of working in mental health services for people with ID provides an informed and practical briefing for those encountering people with ID accessing mainstream services. (Publisher abstract)