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Development of services for people with a learning disability or mental illness: eleventh report prepared pursuant to section 10 of the Disabled Persons (Northern Ireland) Act 1989
- Author:
- NORTHERN IRELAND. Department of Health, Social Services and Public Safety
- Publisher:
- Stationery Office
- Publication year:
- 2005
- Pagination:
- 7p.
- Place of publication:
- Belfast
Annual Statement prepared pursuant to Section 10 of the Disabled Persons (NI) Act 1989
Dual diagnosis public policy in a federal system: the Canadian experience
- Authors:
- GOUGH Heather, MORRIS Susan
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 9(3), September 2012, pp.166-174.
- Publisher:
- Wiley
This article defines dual diagnosis as having both mental health needs and developmental disabilities. Individuals with dual diagnosis can have significant problems accessing appropriate and integrated care. Regional or national public policy is necessary for establishing effective mental health services for these individuals. The aim of this research was to review provincial/territorial statutes and regulations related to developmental disabilities and mental health/illness within the context of Canadian federal and national policy. A legislative scan was performed, encompassing statutes and regulations, followed by a search of government ministerial Web sites to identify policy. In addition, relevant persons within ministries were contacted for clarification and further information. The findings indicate that no province or territory within Canada currently has legislation regarding dual diagnosis; 4 have policies addressing dual diagnosis care. Some policies exclude people with disabilities from qualifying as having a psychiatric disorder, and some policies exclude people with certain types of psychiatric disorders. The patchwork of regional legislation and policy in Canada suggests that dual diagnosis care would be better facilitated if rights to such were enshrined within legislation.
Mental health officer services: structures and supports
- Author:
- SCOTLAND. Scottish Executive. Social Research
- Publisher:
- Scotland. Scottish Executive. Social Research
- Publication year:
- 2003
- Pagination:
- 99p.
- Place of publication:
- Edinburgh
The role of the Mental Health Officer (MHO) in Scotland has evolved in recent years as a consequence both of changes in the patterns of service provision for people with mental health problems or a learning disability and in response to changes and developments in legislation affecting these groups. The changing legislative and service landscape in mental health and learning disability poses significant challenges relating to the capacity and capability of current MHO services in Scotland.
Homes not hospitals: the role of the social worker and legal literacy
- Author:
- BASW England
- Publisher:
- BASW England
- Publication year:
- 2021
- Pagination:
- 10
- Place of publication:
- Birmingham
This document is for social workers in a range of settings and roles who are supporting people with learning disabilities and/or autistic people (who may also have mental health problems), their families and carers. Social workers have a key role in upholding and safeguarding human rights to challenge situations with poor quality care, prevent abuse and ensure that the appropriate action is taken. It is essential that social workers are equipped with the right skills and knowledge underpinned by the profession’s values and ethics, to ensure they offer the best response that supports and safeguards the rights of individuals they are working with. This document sets out what we mean by legal literacy and highlights the learning from the Named social worker pilots which were initiated through the Government’s response to the public consultation No Voice Unheard, No Right Ignored. The role description, skills, knowledge and values have been reviewed and are presented here for social workers and organisations to use in a range of roles and settings to strengthen practice. The document sets out the key legislation and guidance that is relevant to social workers involved with people with a learning disability and autistic people; this statement sits alongside tools and resources to support effective, rights based social work practice giving social workers confidence and knowledge to support legal rights; it provides links to further resources, information and advice. (Edited publisher abstract)
Bournewood briefing sheet
- Author:
- GREAT BRITAIN. Department of Health
- Publisher:
- Great Britain. Department of Health
- Publication year:
- 2006
- Pagination:
- 7p.
- Place of publication:
- London
This briefing results from the shortcomings, the ‘Bournewood gap’, revealed by the recent case of a man with autism who was found to have been unlawfully held in hospital. The Mental Capacity Act 2005 is to be amended in response to this case in order to provide legal safeguards for those vulnerable people who lack the capacity to consent, but for whom detention under the Mental Health Act is inappropriate. The majority of people to which it is expected to apply are expected to be those with significant learning disabilities or with dementia. The briefing sets out the underlying principles, including care in the least restrictive regime, and details the requirement to apply to a supervising body for authorisation of deprivation of liberty.
Federal confidentiality laws as barriers to communication between the juvenile justice system and the child welfare system
- Authors:
- POLLACK Daniel, FRISINO Joseph M.
- Journal article citation:
- Social Policy Journal, 4(2), 2005, pp.39-50.
- Publisher:
- Haworth Press
- Place of publication:
- Binghamton, New York
Adolescents at risk may be served by the following systems: juvenile justice, child welfare, mental health, education, or mental and learning disabilities. Each of these systems has its own points of entry and exit, funding, mandates, history, service orientation and credentialing and, very importantly, overlapping legal and regulatory requirements. This article examines the structural barriers that inhibit cross-system collaboration and communication between these various systems due to the differing legal and regulatory environments inherent in each of these distinct systems.
What are children's trusts?; early findings from a national survey
- Authors:
- BACHMANN M. O., et al
- Journal article citation:
- Child: Care, Health and Development, 32(2), March 2006, pp.137-147.
- Publisher:
- Wiley
The Children Act 2004 and National Service Framework for Children, Young People and Maternity Services require fuller integration of health, education and social services for children and young people in England and Wales. The UK government supported the establishment of 35 experimental children's trust pathfinders (henceforth called children's trusts) in England. A questionnaire was completed by managers in all 35 children's trusts a year after their start. Children's trust documents were examined. Census and performance indicators were compared between children's trust areas and the rest of England. Children's trust areas had demographic and social characteristics typical of England. All children's trusts aimed to improve health, education and social services by greater managerial and service integration. All had boards representing the three sectors; other agencies' representation varied. Two-thirds of children's trusts had moved towards pooling budgets in at least some service areas. At this stage in their development, some had prioritized joint procurement or provision of services, with formal managerial structures, while others favoured an informal strategic planning, co-ordination and information sharing approach. The commonest priorities for services development were for disabled children (16 children's trusts), followed by early intervention (11) and mental health services (8). The diverse strategies adopted by these 35 children's trusts during their first year is due to their own characteristics and to the way government strategy developed during this period. Whilst some prioritized organizational development, joint financing and commissioning, and information sharing, others laid more emphasis on mechanisms for bringing front-line professionals closer together. Their experiences are of value to others deciding how best to integrate children's services.
Mental health in learning disabilities: a training pack for staff working with people who have dual diagnosis of mental health needs and learning disabilities
- Editors:
- HOLT Geraldine, BOURAS Nick
- Publisher:
- Pavilion
- Publication year:
- 1997
- Pagination:
- 192p.
- Place of publication:
- Brighton
- Edition:
- 2nd
Teaching pack aimed at all staff working with people with learning difficulties and mental health problems. Contains material on: the aetiology of learning difficulties; individual, family and social adjustment; emotional disorders; the use of behavioural strategies; challenging behaviour; commonly used medication; mental health service factors; epilepsy in people with learning difficulties; stress and burnout; and legal and ethical issues.
The legal context of practice 1: consent to treatment
- Author:
- -
- Journal article citation:
- Mental Health Care, 1(5), January 1998, pp.171-174.
- Publisher:
- Pavilion
This first unit in the journal's bi-monthly 'Directions' professional development and continuing education series explores aspects of the law relating to mental health and learning disability nursing practice. This unit looks specifically at the laws governing consent to treatment.
The voice of the child: a handbook for professionals
- Editors:
- DAVIE Ronald, UPTON Graham, VARMA Ved
- Publisher:
- Falmer
- Publication year:
- 1996
- Pagination:
- 184p.,bibliog.
- Place of publication:
- London
Handbook aimed at all professionals working with children. Includes papers on: the law in relation to the wishes and feelings of the child; listening to children in educational contexts; a social work perspective; eliciting children's views - the contribution of psychologists; the voice of the child in mental health practice; learning to listen to children; listening to children with disabilities and special educational needs; listening to and communicating with young children; gender issues; and race and the child's perspective.