CMG and Pure Innovations is a national non-for-profit employment scheme that helps people with learning disabilities and mental health needs to get into work. This article describes how the scheme worked with and supported one of their clients, who had mild learning disabilities and mental health needs, so he was able to secure a permanent job.
CMG and Pure Innovations is a national non-for-profit employment scheme that helps people with learning disabilities and mental health needs to get into work. This article describes how the scheme worked with and supported one of their clients, who had mild learning disabilities and mental health needs, so he was able to secure a permanent job.
Subject terms:
learning disabilities, mental health problems, service users, employment;
There is currently a shortage of 'step down' or 'step down' services that provide the link between secure hospital or prison settings and independent living. Building Futures, a subsidiary of Turning Point, has developed a programme that involves working with commissioners to build services which fill gaps in care and meet local need. This produces more cost effective, relevant services and prevents out of area placements. The key features of the model are described.
There is currently a shortage of 'step down' or 'step down' services that provide the link between secure hospital or prison settings and independent living. Building Futures, a subsidiary of Turning Point, has developed a programme that involves working with commissioners to build services which fill gaps in care and meet local need. This produces more cost effective, relevant services and prevents out of area placements. The key features of the model are described.
Subject terms:
learning disabilities, mental health problems, supported living, discharge;
Learning Disability Today, 10(1), January 2010, pp.22-23.
Publisher:
Pavilion
Place of publication:
Hove
The article contains an interview with Shaun Gravestock, a full-time consultant psychiatrist at the newly opened Mental Health and Learning Disabilities at the Bethlem Royal Hospital in Beckenham, Kent. This unit caters specifically for people with learning disabilities who need intensive mental health care. It contains 13 beds, 9 funded by local primary care trusts and 4 available to commissioners around the UK. Gravestock argues that mainstream acute mental health units are not the best places for potentially vulnerable people with learning disabilities, as staff may find it difficult to establish rapport, the atmosphere can be volatile, and staff are under pressure to quickly move patients through the system. The Bethlem unit aims to fill this gap for a specialist service for those with learning disabilities and mental health problems.
The article contains an interview with Shaun Gravestock, a full-time consultant psychiatrist at the newly opened Mental Health and Learning Disabilities at the Bethlem Royal Hospital in Beckenham, Kent. This unit caters specifically for people with learning disabilities who need intensive mental health care. It contains 13 beds, 9 funded by local primary care trusts and 4 available to commissioners around the UK. Gravestock argues that mainstream acute mental health units are not the best places for potentially vulnerable people with learning disabilities, as staff may find it difficult to establish rapport, the atmosphere can be volatile, and staff are under pressure to quickly move patients through the system. The Bethlem unit aims to fill this gap for a specialist service for those with learning disabilities and mental health problems.
Subject terms:
hospitals, learning disabilities, mental health care, mental health problems;
Learning Disability Today, 10(5), June 2010, pp.20-21.
Publisher:
Pavilion
Place of publication:
Hove
The author reports that, for many project leads who are working on implementing local “Green Light” action plans to improve mental health support for people with learning disabilities, change is proving difficult and slow to achieve. Green Light is a service improvement toolkit centred on the National Service Framework (NSF) for mental health. It includes a self-assessment checklist to evaluate how well local areas are applying the NSF to meet the specific needs of people with learning disabilities who experience mental health problems. Green Light is designed to help local areas plan action to ensure that people with learning disabilities benefit from improvements in the same way as everyone else. To encourage and support the implementation of Green Light the Care Services Improvement Partnership funded a national programme: Green Light: Making It Happen. The author discusses the themes around the struggle to implement action plans that emerged: a lack of local data; capacity issues and competing priorities; the need to change practices; engagement issues; the challenge of change; and a lack of agreements and pathways. She goes on to consider what helps and list things that appear to have made a real difference in local areas. The New Horizons short briefings series beginning in the Spring of 2010 to inform and update local decision makers is welcomed but the author believes there is still a need for a new Green Light support programme.
The author reports that, for many project leads who are working on implementing local “Green Light” action plans to improve mental health support for people with learning disabilities, change is proving difficult and slow to achieve. Green Light is a service improvement toolkit centred on the National Service Framework (NSF) for mental health. It includes a self-assessment checklist to evaluate how well local areas are applying the NSF to meet the specific needs of people with learning disabilities who experience mental health problems. Green Light is designed to help local areas plan action to ensure that people with learning disabilities benefit from improvements in the same way as everyone else. To encourage and support the implementation of Green Light the Care Services Improvement Partnership funded a national programme: Green Light: Making It Happen. The author discusses the themes around the struggle to implement action plans that emerged: a lack of local data; capacity issues and competing priorities; the need to change practices; engagement issues; the challenge of change; and a lack of agreements and pathways. She goes on to consider what helps and list things that appear to have made a real difference in local areas. The New Horizons short briefings series beginning in the Spring of 2010 to inform and update local decision makers is welcomed but the author believes there is still a need for a new Green Light support programme.
Extended abstract:
Author
COLE Angela, GREGORY Margaret.
Title
Green Light for mental health: a service improvement toolkit.
Publisher
Foundation for People with Learning Disabilities, 2004
Summary
Green Light is a framework and self audit toolkit for improving mental health support services for people with learning disabilities, providing a picture of what services should be aiming to achieve, including quality outcomes, and a self assessment checklist, and aimed at Mental Health Local Implementation Teams and Learning Disability Partnership Boards.
Contents
Part A is a guide to the pack itself and to improving services and support for people with mental health problems who have learning disabilities. Section One introduces Green Light, telling users about the pack and what it's for and giving some ideas about getting the most benefit from the toolkit. Section Two is an easy to read summary designed primarily for use with and by people with learning disabilities. Section Three has two parts which, when added together, give an overall picture of what services should be aiming to achieve. The first gives the national policy context and highlights what the government expects of services in relation to people with mental health problems who have learning disabilities. The second is about quality outcomes for people with mental health problems who have learning disabilities and for their carers, from their own perspectives. Section Four creates a concrete picture of what needs to happen ‘out there' in the reality of services. It highlights key challenges for services in moving towards integrated mental health services for people with learning disabilities; explores what the national policy objectives actually look like in practice, i.e., accessible, integrated mental health support services, using examples from around the UK wherever possible. Section Five is about how to work out what needs to be sustained or changed locally. It introduces the self-assessment checklist and some ready-to-use survey tools which are found in Part B. The self-assessment checklist is at the core of the service improvement toolkit. There is guidance about getting information and evidence to underpin your local self-assessment, and about presenting findings to the Local Implementation Teams and Partnership Board. Part B – the toolkit – has four sections. Section One contains the self-assessment checklist and an action planning proforma. Section Two is a survey of in-patient experience Section Three is a survey of community support experiences. Section Four is a survey of carers' experiences. Throughout the guide there are quotations from the test sites and from people with mental health problems who have learning disabilities, which reinforce points in the text, and references to publications, resources and sources of information. These are listed at the end.
23 references
Subject terms:
learning disabilities, mental health problems, mental health services, social care provision, evaluation;
Reports on the work of the supported housing provider Comfort Care Services. The organisation provides supported accommodation for people with mental illness, learning disabilities and substance misuse problems in Slough, Reading and Maidenhead. It has also developed vital crisis units and an innovative Move On programme which operates a structured, three-tiered approach to support that eventually leads to clients living independently.
Reports on the work of the supported housing provider Comfort Care Services. The organisation provides supported accommodation for people with mental illness, learning disabilities and substance misuse problems in Slough, Reading and Maidenhead. It has also developed vital crisis units and an innovative Move On programme which operates a structured, three-tiered approach to support that eventually leads to clients living independently.
Subject terms:
independence, learning disabilities, mental health problems, substance misuse, supported housing;
British Journal of Learning Disabilities, 34(2), June 2006, pp.82-87.
Publisher:
Wiley
It is now well recognized that people with learning disabilities experience the full range of psychiatric disorders. Public policy in the United Kingdom advocates that people with learning disabilities should access mainstream mental health services. The authors discuss the challenges this policy presents, and then describe the processes they went through to set up a service that properly enabled such access. They describe the service model in some detail, then reflect on overcoming barriers to implementation, and how we maintain the service model. Finally some lessons for future service development initiatives are highlighted.
It is now well recognized that people with learning disabilities experience the full range of psychiatric disorders. Public policy in the United Kingdom advocates that people with learning disabilities should access mainstream mental health services. The authors discuss the challenges this policy presents, and then describe the processes they went through to set up a service that properly enabled such access. They describe the service model in some detail, then reflect on overcoming barriers to implementation, and how we maintain the service model. Finally some lessons for future service development initiatives are highlighted.
Subject terms:
integrated services, learning disabilities, mental health problems, mental health services, service development;
Community Mental Health Journal, 41(1), February 2006, pp.13-24.
Publisher:
Springer
The Special Needs Clinic of the Johns Hopkins Bayview Medical Center in Baltimore, Maryland provides comprehensive treatment for patients with developmental or intellectual disability and psychiatric illness. This report describes the clinical characteristics and service utilization of patients attending this clinic. Factors that support quality mental health services that are both cost-effective and accessible are identified.
The Special Needs Clinic of the Johns Hopkins Bayview Medical Center in Baltimore, Maryland provides comprehensive treatment for patients with developmental or intellectual disability and psychiatric illness. This report describes the clinical characteristics and service utilization of patients attending this clinic. Factors that support quality mental health services that are both cost-effective and accessible are identified.
Subject terms:
learning disabilities, mental health problems, service uptake, community mental health services, group therapy;
Keynote speakers at conferences on disability issues tend not to be disabled. The author reports on a consultancy service in Hampshire, All Inclusive, which is to be owned and managed by people with disabilities and will provide keynote speakers for conferences, disability awareness training and access audits.
Keynote speakers at conferences on disability issues tend not to be disabled. The author reports on a consultancy service in Hampshire, All Inclusive, which is to be owned and managed by people with disabilities and will provide keynote speakers for conferences, disability awareness training and access audits.
Subject terms:
learning disabilities, mental health problems, physical disabilities, training, user participation;
Advances in Mental Health and Intellectual Disabilities, 12(5-6), 2018, pp.153-162.
Publisher:
Emerald
Purpose: The purpose of this paper is to examine the outcome of psychodynamic psychotherapy for people with intellectual disabilities (ID), which has a limited but supportive evidence base. Design/methodology/approach: The study is a systematic open trial of flexible-length psychodynamic therapy offered in an urban community to 30 people with mild and moderate ID, presenting with significant emotional distress on the Psychological Therapies Outcome Scale for people with intellectual disabilities (PTOS-ID). Allocation to therapy was made according to an established stepped care approach according to need, and the mean number of sessions was 22.03 (range 7–47). Treatment fidelity was checked via notes review and cases excluded from analysis where there were other significant psychological interventions. Findings: On both self-report (PTOS-ID) and independent ratings (Health of the Nation Outcome Scales-Learning Disability (HoNOS-LD)) recipients of therapy: did not improve while waiting for therapy; improved significantly during therapy, with large pre–post effect sizes; and retained improvements at six-month follow-up. Research limitations/implications: While it is important to conduct further controlled trials, the findings provide support for previous studies. High rates of abuse and neglect were found in the sample, suggesting that more trauma-informed and relational approaches should be explored for this client group. Originality/value: No other study of this size has been completed which used dedicated standardised outcome measures, with this therapy type, with both waiting list and follow-up control and with account of model fidelity.
(Publisher abstract)
Purpose: The purpose of this paper is to examine the outcome of psychodynamic psychotherapy for people with intellectual disabilities (ID), which has a limited but supportive evidence base. Design/methodology/approach: The study is a systematic open trial of flexible-length psychodynamic therapy offered in an urban community to 30 people with mild and moderate ID, presenting with significant emotional distress on the Psychological Therapies Outcome Scale for people with intellectual disabilities (PTOS-ID). Allocation to therapy was made according to an established stepped care approach according to need, and the mean number of sessions was 22.03 (range 7–47). Treatment fidelity was checked via notes review and cases excluded from analysis where there were other significant psychological interventions. Findings: On both self-report (PTOS-ID) and independent ratings (Health of the Nation Outcome Scales-Learning Disability (HoNOS-LD)) recipients of therapy: did not improve while waiting for therapy; improved significantly during therapy, with large pre–post effect sizes; and retained improvements at six-month follow-up. Research limitations/implications: While it is important to conduct further controlled trials, the findings provide support for previous studies. High rates of abuse and neglect were found in the sample, suggesting that more trauma-informed and relational approaches should be explored for this client group. Originality/value: No other study of this size has been completed which used dedicated standardised outcome measures, with this therapy type, with both waiting list and follow-up control and with account of model fidelity.
(Publisher abstract)
The Get Going Group is a community-based group for people with learning disabilities who have been discharged from NHS inpatient mental health assessment and treatment units. The group aims to build people's confidence to access community groups and social networks that they can then continue to attend independently. It was set up as a pilot project in Newcastle as a way of bringing people with learning disabilities and mental ill health together and to provide peer support and build confidence and resilience. Group members progress through three different groups, and have the option to continue as facilitators in later groups.
(Original abstract)
The Get Going Group is a community-based group for people with learning disabilities who have been discharged from NHS inpatient mental health assessment and treatment units. The group aims to build people's confidence to access community groups and social networks that they can then continue to attend independently. It was set up as a pilot project in Newcastle as a way of bringing people with learning disabilities and mental ill health together and to provide peer support and build confidence and resilience. Group members progress through three different groups, and have the option to continue as facilitators in later groups.
(Original abstract)
Subject terms:
learning disabilities, mental health problems, support groups, resilience, social networks, peer groups, peer support;