Search results for ‘Subject term:"learning disabilities"’ Sort:
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Examples of individual supported living for adults with intellectual disability
- Authors:
- COCKS Errol, et al
- Journal article citation:
- Journal of Intellectual Disabilities, 20(2), 2016, pp.100-108.
- Publisher:
- Sage
- Place of publication:
- London
Background: This article provides a qualitative account of four models of support for adults with intellectual disability in individual supported living (ISL) arrangements. Materials and Methods: Completion of the first 50 evaluations of 150 arrangements for the third phase of the ISL project provided the examples. Results: Four approaches are described: living alone, co-residency, relationship and host family. Within each type, wide variations occur particularly based on security of tenure, formal and informal support and management variations. Conclusion: Fifty evaluations so far illustrated a wide range of approaches to ISL, providing evidence of the critical importance of the formal and informal support environment and reinforcing the contention that ISL is appropriate for people with high support needs. (Publisher abstract)
Relapse prevention with intellectually disabled sexual offenders
- Authors:
- KEELING Jenny A., ROSE John L.
- Journal article citation:
- Sexual Abuse a Journal of Research and Treatment, 17(4), October 2005, pp.407-423.
- Publisher:
- Sage
This paper discusses the sexual offending characteristics and pathways of intellectually disabled sexual offenders. From a review of the literature, the authors suggests that intellectually disabled sexual offenders may be most likely to offend via the automatic pathway or the avoidant-passive pathway. The potential treatment implications of the self-regulation model for intellectually disabled sexual offenders is discussed, as well as the need for empirical evaluation with regards to the application of this model to the intellectually disabled sexual offender population.
Learning difficulties
- Author:
- WARD Linda
- Journal article citation:
- Research Matters, 3, April 1997, pp.10-12.
- Publisher:
- Community Care
Controversy is still raging over whether village communities for people with learning difficulties are a better option then living within mainstream society. New research evaluates and compares the different accommodation options. Also looks at how help is at hand for researchers to help them share their knowledge with people with learning disabilities themselves.
The INTOGAL Project: an evaluation of a model of service for adults with a severe and profound mental handicap; a final report
- Authors:
- CONNEALLY Sean, BOYLE Grainne
- Publisher:
- Galway County Association for Mentally Handicapped Children
- Publication year:
- 1989
- Pagination:
- 148p., tables, bibliog.
- Place of publication:
- Galway
Reports on a research project which aimed to improve the quality of life of a group of severely and profoundly mentally handicapped adults through training and employment opportunities and the development of two small group homes in the community.
The use of an implementation science theoretical framework to inform the development of a region wide Positive Behavioural Support Workforce Development approach
- Authors:
- MCKENZIE Karen, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 34(3), 2021, pp.675-683.
- Publisher:
- Wiley
Background: Concern about the poor care of some people with an intellectual disability has highlighted the need for systemic, large‐scale interventions to develop a skilled workforce. Method: We outline how an implementation science theoretical model informed the development of a region‐wide Positive Behavioural Support (PBS) Workforce Development (WFD) approach. Results: We provide an example of the application of the model in practice and demonstrate how this enabled us to understand the competencies and development needs of the workforce; engage effectively with stakeholders; and develop, deliver and evaluate a PBS WFD model. Conclusion: The application of the model helped us to identify, prioritise, and address the multiple and complex factors that were relevant to the implementation of the PBS WFD approach. (Edited publisher abstract)
Supporting volunteering activities by adults with intellectual disabilities: an explorative qualitative study
- Authors:
- WICKI Monika T., MEIER Simon
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 13(4), 2016, p.320–326.
- Publisher:
- Wiley
A large number of adults with and without disabilities engage in volunteering activities, allowing them to meet new people, providing them with the opportunity to learn new skills, to build their confidence, and to contribute to society. However, in previous studies of volunteers with intellectual disabilities (ID), it has been shown that this group is rarely involved in volunteering. This study explores the challenges, opportunities, and support needs of such volunteers and develops a heuristic model to support volunteering by people with ID in Switzerland. Semistructured interviews were conducted with a convenience sample of six volunteers with ID. The analysis was based on reflexive grounded theory. Volunteering is one way in which people with ID can participate in society and receive recognition for their engagement. Basic needs, personal motivation, and social recognition are central for volunteers with ID. A heuristic model to support volunteering based on personal and social reasons of individuals with ID is developed. By receiving the appropriate support, people with ID can thus contribute by volunteering on the same terms as volunteers without disabilities. The present findings shed some light on ways to increase the rate of volunteering by people with ID. While the present model can help to identify the type of support appropriate for people with disabilities, future research should aim to verify the outcomes of this study in a larger sample. (Publisher abstract)
An exploration of community learning disability nurses’ therapeutic role
- Author:
- MARSHAM Marian
- Journal article citation:
- British Journal of Learning Disabilities, 40(3), September 2012, pp.236-244.
- Publisher:
- Wiley
The aim of this study was to explore the therapeutic role from the perspective of Community Learning Disability Nurses. The participants were 7 practicing Community Learning Disability Nurses with 2 or more years experience managing an adult caseload. Semi-structured interviews, based on Critical Incident Technique and descriptive phenomenological methodology were adopted to elicit data amenable to systematic content analysis. This resulted in the identification of 6 inductive categories: therapeutic optimism; maximising support networks; time as a therapeutic tool; creative communication; understanding learning disability; and initiating learning. Three deducted categories were also derived from relevant literature: nature of the events; outcomes of therapeutic role; and therapeutic relationship. The findings indicate that Community Learning Disability Nurses experience a multicomponent therapeutic role in with therapeutic relationship is key. A conceptual model is developed indicating the multicomponent and interconnected nature of the therapeutic role.
Mutual Support: a model of participatory support by and for people with learning difficulties
- Authors:
- KEYES Sarah E., BRANDON Toby
- Journal article citation:
- British Journal of Learning Disabilities, 40(3), September 2012, pp.222-228.
- Publisher:
- Wiley
Mutual Support is a model of support in which people with learning difficulties, through engaging in meaningful peer support, are empowered to challenge oppression and discrimination. The model was constructed by and for people with learning disabilities through a participatory research process. The research comprised the collection of individual narratives from people with learning difficulties in 2 settings (an independent theatre company and a medium secure unit) where people with learning disabilities were already working together. These narratives were then brought together to form the Mutual Support model. This paper outlines the detailed research process and positions the collective model of support within the self-advocacy and involvement movements. It considers: what mutual support is; who is involved in it; when it happens; how it happens; and what effect it has. Direct quotes from people with learning difficulties illustrate the different aspects of the multifaceted model. The positive effects of Mutual Support are also outlined. These include people being able to participate more fully, ambitions being fulfilled, people who have been mentored becoming mentors themselves, and dignity and respect being reclaimed.
Developing a comprehensive research agenda for people with intellectual disability to inform policy development and reform
- Author:
- TOWNSEND Clare Elizabeth
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 8(2), June 2011, pp.113-124.
- Publisher:
- Wiley
There is a consensus in the literature that more research is required to inform the development and reform of policy and service systems for people with intellectual disability (ID). Currently, there are concentrations and gaps in the research knowledge in this area. Strategically developed research agendas underpinned by a strict adherence to human rights principles can optimally inform policy and service development and reform. This article describes the development of a framework to facilitate the conceptualisation of a comprehensive and structured research agenda for ID that can underpin policy. The framework is informed by templates developed in mental health and health and consists of external parameters and internal domains and elements. The external parameters are human rights, national and state priorities, research knowledge, and research capacity. The internal domains are context, resources, provision, and outcomes. The framework is applicable in a range of settings and can be used to prioritise and optimise research efforts and resources in the area of ID.
A comparison of the application of the self-regulation model of the relapse process for mainstream and special needs sexual offenders
- Authors:
- KEELING Jenny A., ROSE John L., BEECH Anthony R.
- Journal article citation:
- Sexual Abuse a Journal of Research and Treatment, 18(4), October 2006, pp.373-382.
- Publisher:
- Sage
The self-regulation model of the relapse process (Ward & Hudson, 2000) has been developed and empirically validated on general sexual offender populations (Bickley & Beech, 2002), but not on specific sexual offender populations. This paper aims to investigate whether special needs offenders, as compared to mainstream sexual offenders, can be categorized into the offence pathways described in the model. In addition, this paper aims to evaluate the application of the self-regulation model in highlighting the treatment needs of the special needs group. Special needs sexual offenders are defined as a treatment population that includes individuals with lower functioning, limited social and communication skills, and literacy deficits. Participants were classified into the self-regulation model using a method developed by Bickley and Beech (2002). Demographic and offence information were collected and comparisons made between the special needs and mainstream groups. The results showed that the sexual offenders with special needs could be reliably classified into the offence pathways of the self-regulation model. The largest group of special needs offenders was in the approach-automatic group, followed by the approach-explicit group. The results indicated no significant differences in representation in the offence pathways between the special needs and mainstream sexual offenders. The results also indicate that the special needs group would benefit from a responsive approach to treatment, which incorporates appropriate treatment targets identified by the self-regulation model.