Search results for ‘Subject term:"learning disabilities"’ Sort:
Results 1 - 10 of 30
Zero tolerance; measured response: responding to violence in mental health or learning disability care settings
- Author:
- MENTAL WELFARE COMMISSION FOR SCOTLAND
- Publisher:
- Mental Welfare Commission for Scotland
- Publication year:
- 2012
- Pagination:
- 16p.
- Place of publication:
- Edinburgh
Although workplace violence is unacceptable, when it relates to mental ill-health within a care setting the issues are complex. Staff may be caught between providing appropriate and sensitive care for people whose mental disorder results in violence, and reporting significant incidents to the police in order to protect the person, other service users and themselves. This guidance looks at best practice in responding to incidents of violence in learning disability and mental health settings. It reflects the findings of a national consultation with a wide range of stakeholders using a number of anonymised case examples. The guidance questions the traditional idea of ‘zero tolerance’ and aims towards developing a more measured response. The 2 essential outcomes from all incidents of violence in mental health and learning disability care settings are: ensuring the safety of all persons; and ensuring that the needs of the person for care and treatment (and the needs of any others affected by the incident, including staff) continue to be met in a safe and appropriate care setting. A number of recommendations are provided on the development of policies in response to violent incidents. [An updated version titled 'Responding to violence in a mental health or learning disability care setting' was published in 2017].
STOMP: top tips for advocates
- Author:
- VOICEABILITY
- Publisher:
- Voiceability
- Publication year:
- 2018
- Pagination:
- 12
- Place of publication:
- Cambridge
A guide, developed in partnership with NHS England, which explains how advocates can help prevent the over use of psychotropic medication in people with a learning disability, autism or both. The guide will help advocates to understand their role in relation to medication and supporting people to have a better life. This includes ensuring that the views about their medication are heard, that people's rights are upheld and they are supported to make their own choices and enjoy a good life. It also explains why people with a learning disability or autism are more likely to be given psychotropic medications than other people, the negative side effects it can cause and provides information on best practice in supporting people whose behaviour challenges. (Edited publisher abstract)
Consenting adults?: guidance for professionals and carers when considering rights and risks in sexual relationships involving people with a mental disorder
- Author:
- MENTAL WELFARE COMMISSION FOR SCOTLAND
- Publisher:
- Mental Welfare Commission for Scotland
- Publication year:
- 2010
- Pagination:
- 40p.
- Place of publication:
- Edinburgh
Sexual expression, sexual relationships, marriage and children are a natural and expected part of a person’s life experience. People with a mental illness, learning disability or other mental disorder, have the same personal and sexual needs and rights as anyone else. At the same time people with a mental disorder can be at particular risk of abuse or exploitation. Balancing those rights and risks raises a host of legal and moral dilemmas. This guidance has been produced in response to the legal, ethical and practical issues concerning sexual relationships involving adults with a mental disorder. It is intended to provide a framework for discussion of the general issues that need to be considered when assessing risk and considering the need for intervention in a person’s sexual life. In assessing and deciding on the need for intervention, this guidance looks at a number of significant questions for practitioners. These include: assessment of capacity; issues of consent; knowledge of the person’s background and past and present wishes; the nature of the mental disorder; different forms of sexual expression; potential risks as against benefits; staff attitudes, knowledge and training; assistance given by staff; family attitudes; cultural and religious beliefs; the person’s living situation; statutory duties and professional and organisational responsibilities to investigate, including issues of confidentiality and disclosure; and intervention that may be required.
Autonomy, benefit and protection: how human rights can protect people with mental health conditions or learning disabilities from unlawful deprivation of liberty
- Author:
- PATRICK Hilary
- Publisher:
- Mental Welfare Commission for Scotland
- Publication year:
- 2008
- Pagination:
- 52p.
- Place of publication:
- Edinburgh
This paper considers how the law and practice in Scotland relating to the care and treatment of people with mental health issues or learning disabilities respects their right to liberty and security guaranteed by Article 5 of the European Convention of Human Rights (ECHR). In recent years the law has changed, with the Adult Support and Protection (Scotland) Act 2007 clarifying the rights of local authorities to make community care arrangements for adults who are incapable of making such arrangements themselves. Helpful guidance from the Scottish Government (the s13ZA guidance) highlights good practice issues. The s13ZA guidance is clear that it is not appropriate to use the new provisions of the Social Work (Scotland) Act where care arrangements may constitute a ‘deprivation of liberty’ within Article 5 ECHR. This paper aims to build on the guidance from the Scottish Government. It deals with areas that the Scottish Government does not cover, for example patients in hospital and people living in their own homes, and outlines areas where further good practice advice could be helpful. The paper is in 5 parts. Part 1 looks at what is meant by deprivation of liberty and the requirements of ECHR law. Parts 2 and 3 look at deprivation of liberty in context and discusses how the rules operate in specific situations. Part 4 considers how the principles of Adults with Incapacity Act law and ECHR law can help form a framework for decision making in these difficult situations and Part 5 draws some conclusions.
Working with an interpreter: toolkit: improving communication for people who use mental health and learning disability services in Scotland
- Author:
- MENTAL WELFARE COMMISSION FOR SCOTLAND
- Publisher:
- Mental Welfare Commission for Scotland
- Publication year:
- 2006
- Pagination:
- 42p.
- Place of publication:
- Edinburgh
Practical advice and guidance is provided for people who need to use, or who provide, interpreting or translation services in a mental health setting, such as a meeting with a psychiatric nurse in hospital or in someone’s home. The first section is aimed at mental health practitioner or interviewers, and comprises: detailed guidance and information for every stage of working with an interpreter; and a checklist designed to help achieve the most out of working with an interpreter and to guide if things go wrong. The second section is aimed at users of mental health and learning disability services and advises: how to use a professional interpreter; rights before, during and after an interview with an interpreter; and how to complain. The final part is aimed at interpreters and highlights: ethical issues that need to be considered; and practical advice and guidance for interpreting during an interview.
Resettling prisoners with mental health needs or a learning disability
- Author:
- NACRO
- Publisher:
- NACRO
- Publication year:
- 2010
- Pagination:
- 80p.
- Place of publication:
- London
The successful resettlement of offenders is vital in order to reduce both reoffending and social exclusion. Yet meeting the often complex resettlement needs of offenders with a mental health problem or learning disability can be extremely challenging. This guide aims to give practitioners from a range of agencies and organisations a thorough understanding of resettlement issues and interventions so they can better help members of this group to successfully reintegrate into the community following release from custody. The guide seeks to emphasise that resettlement is not an abstract notion, but something which should be undertaken in consultation with the offender. The chapters of the guide mirror the reducing reoffending pathways laid down in the government's Reducing Reoffending National Action Plan looking at: accommodation; education, training and employment; accessing mental healthcare or learning disability services; drugs and alcohol; benefits, finance and debts; families and children; and attitudes, thinking and behaviour. The guide sets out good practice and guidance, as well as identifying a number of useful organisations which can assist further with the task.
Briefing note on establishing multi-agency protocols for responding to mental ill health and learning disabilities
- Author:
- NATIONAL POLICING IMPROVEMENT AGENCY
- Publisher:
- National Policing Improvement Agency
- Publication year:
- 2010
- Pagination:
- 5p.
- Place of publication:
- London
This briefing note is designed for police officers and staff when developing joint protocols with partner agencies to govern the response to people with mental ill health or learning disabilities. Multi-agency protocols help to ensure effective referrals and improved service delivery; they also contribute to the appropriate and efficient use of police resources and that of other agencies. Multi-agency protocols between the police and other agencies may need to cover situations that arise in a criminal justice capacity – where the person with mental ill health or learning disability is a victim of crime, a witness to crime or suspected of or known to have committed a crime. Also, situations arising in a health care capacity where police may be: acting in support of healthcare agencies dealing with someone experiencing a mental health crisis; supporting a person experiencing mental ill health until healthcare professionals are involved; responding to families and carers of people with mental ill health or learning disabilities who have concerns about them; and responding to members of the public seeking a service from the police in relation to suspected mental ill health or learning disabilities on the part of an individual.
Housing provision and the Mental Capacity Act 2005
- Editors:
- GARWOOD Sue, (ed.)
- Publisher:
- Care Services Improvement Partnership. Housing Learning and Improvement Network
- Publication year:
- 2007
- Pagination:
- 20
- Place of publication:
- London
This factsheet and accompanying information sheets are intended to offer information about the law in relation to those likely to lack capacity concerning arrangements for housing.
Guidelines for services for young people (14-25 years) with learning difficulties / disabilities and mental health problems / challenging behaviours: quick reference guide (QRG)
- Authors:
- DEB Shoumitro, LE MESURIER Nick, BATHIA Niyati
- Publisher:
- University of Birmingham
- Publication year:
- 2006
- Pagination:
- 28p.
- Place of publication:
- Birmingham
These Guidelines concern people with learning difficulties/disabilities with mental health problems and behaviour problems/challenging behaviour that have a Statement of Special Educational Need (SSEN), for each of whom there exists a prescribed programme of planning for transition from year 9 (age 14), the SEN Code of Practice (DfES 2001). It is expected that schools and the local education authorities to be aware of this population.
A voice of their own: a toolbox of ideas and information for non-instructed advocacy
- Author:
- LAWTON Annie
- Publisher:
- British Institute of Learning Disabilities
- Publication year:
- 2006
- Pagination:
- 85p.
- Place of publication:
- Kidderminster
This toolbox is a place to come for ideas, suggestions and contact details to help you ensure your advocacy partner has a voice, is listened to and is taken seriously by others who can bring about change. It is particularly useful for anyone advocating for a person with high support needs by which we mean anyone who does not communicate using words, has significant barriers to communication and/or complex physical, health or emotional needs and requires lots of extra support as a result. This could include people who have a learning disability with sight or hearing difficulties or those with a mental illness or autism. There is no one ‘right’ way to advocate. The important thing is to collect together a number of different tools and use these in whatever combination will produce the required results.