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Implementing person-centred planning by developing person-centred teams
- Author:
- SANDERSON Helen
- Journal article citation:
- Journal of Integrated Care, 11(3), June 2003, pp.18-25.
- Publisher:
- Emerald
Person-centred planning in central to Valuing People. Developing person-centred teams is a key to implementing plans. This article presents a model for developing person-centred teams. The model is based on research on providing support to people with learning difficulties in supported housing. The research generated ideas about how teams need to become person-centred to become more effective. Examples of how teams worked to implement plans are show to illustrate this process and clarify why it requires a change in thinking as well as a change in practice.
Keys to citizenship: a guide to getting good support services for people with learning difficulties
- Author:
- DUFFY Simon
- Publisher:
- Paradigm
- Publication year:
- 2003
- Pagination:
- 157p.,bibliog.
- Place of publication:
- Birkenhead
A better way of thinking about the organisation of service delivery to people with learning difficulties is offered by the Citizenship Model of service delivery. This model assumes that the starting point for our thoughts must be the individual living as a member of their community. The role of both the provider and purchaser of services is to enable the individual to play a full part in the community and not to cut the individual off from their community. It has the following features: the individual is an active part of their community and is supported by that community; the purchaser and the provider are "off-stage" providing support or finance and at times leadership, but without disabling the community; there is a balance of power between the different legitimate interests of the individual, the purchaser and the provider; the individual negotiates with the purchaser and the provider to agree a fair level of resources and appropriate professional inputs; and the community provides the purchaser with the resources to enable it to give individuals the resources they are entitled to.
Classification of support needs in a residential setting
- Author:
- RICHES Vivienne Catherine
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 28(4), December 2003, pp.323-341.
- Publisher:
- Taylor and Francis
A supports classification and assessment system is required in residential settings that enables accurate classification and resource allocation in the context of limited resources. In developing such a system, the American Association on Mental Retardation intensities of supports framework was used and consultation with all stakeholders resulted in a process and instrument that examined support needs in a community living environment across key domains. In all, 116 clients who had an intellectual disability were assessed and classified during 1999. The instrument was favourably received by all stakeholders and validity and reliability results were sound. A multidimensional scoring model and multiple regression analyses were used to evaluate how well the five domain scales and the risk profile predicted current support, measured by current staff hours per 24-hour period. Results are reported along with recommendations for future research and development.
Deconstructing normalisation: clearing the way for inclusion
- Authors:
- CULHAM Andrew, NIND Melanie
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 28(1), March 2003, pp.65-78.
- Publisher:
- Taylor and Francis
This paper considers two major movements affecting the lives of people with an intellectual disability: normalisation and inclusion. The authors look back at the normalisation movement, reviewing its aims, processes and outcomes, and explore its relationship and compatibility with inclusion. In looking forward to the realisation of the inclusion agenda they ask whether normalisation is a suitable platform on which to build inclusion, or whether a process of deconstruction is needed. They discuss what lessons can be learnt from normalisation for the inclusion movement.
A survey of self-advocacy groups for people with learning disabilities in an English region: part II
- Author:
- McNALLY Steve
- Journal article citation:
- Journal of Learning Disabilities, 7(3), September 2003, pp.231-250.
- Publisher:
- Sage
This article is on the development, implementation and analysis of a survey of self-advocacy groups for people with learning disabilities in the midlands region of England. One hundred questionnaires were posted to groups and 53 were completed — a good response for remote work with groups whose members may not read. In postal surveys non-response can be overestimated because ineligible or unreachable respondents may be regarded as refusals. Three respondents identified themselves as ineligible; therefore the response rate was no less than 54 percent. Groups provided information about their origins, structure and functioning. Among the key findings were the consistency of the issues identified as important, and the willingness to engage in research. The overwhelming majority of groups indicated that they would participate further in the project. Participatory research paradigms from the social model of disability can enhance our understanding of self-advocates' experience.
Cognitive decline in high-functioning older adults: reserve or ascertainment bias?
- Authors:
- TUOKKO H., et al
- Journal article citation:
- Aging and Mental Health, 7(4), July 2003, pp.259-270.
- Publisher:
- Taylor and Francis
The detection of mild cognitive impairment and dementia in high-functioning older adults can be difficult. It has also been observed that high-functioning persons show a lower prevalence of dementia than low-functioning persons. Three alternative explanations for this observation have been proposed in the literature: brain reserve capacity (BRC), cognitive reserve, and ascertainment bias. With data from a prospective, population-based study of incident dementia, the Canadian Study of Health and Aging (CSHA), we classified participants as being high- (HF) or low-functioning (LF) in three ways: educational and occupational attainment, and estimated premorbid IQ. We observed that fewer HF older adults were diagnosed with dementia after five years, which is in accordance with both the BRC and cognitive reserve models. Contrary to expectations, no difference on rate of memory deterioration was observed between those HF and LF persons who exhibited mild cognitive impairment at CSHA-1. However, HF persons who subsequently were diagnosed with dementia (CSHA-2) showed more rapid decline on five of the six memory measures over time than did LF persons diagnosed with dementia at CSHA-2. When performance on measures of memory functioning at CSHA-1 was examined for highly educated older adults, significantly more of those with dementia at CSHA-2 (n¼59) had scores falling within or below the average range in comparison to normative standards than those who continued to show no cognitive impairment (n¼145). Our findings suggest that the lower incidence of dementia for HF persons may be primarily the result of ascertainment bias, not underlying differences in brain or cognitive reserve.
Staff reactions to self-injurious behaviours in learning disability services: attributions, emotional responses and helping
- Authors:
- JONES Cheryl, HASTINGS Richard P.
- Journal article citation:
- British Journal of Clinical Psychology, 42(2), June 2003, pp.189-203.
- Publisher:
- Wiley
This study explores an amended version of Weiner's helping behaviour model potentially more specific to the context of care staff working with people with learning disabilities and challenging behaviours. Key elements of the helping model (causal attributions, affective responses and helping behaviour) were assessed using self-report questionnaires. Helping behaviour was conceptualised as behaviour likely to reinforce challenging behaviour rather than as willingness to expend extra effort helping. 123 care staff in adult services viewed one of two videos depicting a person with learning disabilities engaging in self-injurious behaviour. Staff completed self-report scales after viewing the video material. Results found little evidence for the predicted associations between causal attributions and both positive and negative afffect. The study found no evidence that Weiner's model could be amended to account for staff working with challenging behaviour. Discusses the potential utility of alternative models in addition to methodological and conceptual issues.
Choice biography and the importance of the social
- Authors:
- SMALL Neil, PAWSON Nicole, RAGHAVAN Raghu
- Journal article citation:
- British Journal of Learning Disabilities, 31(4), December 2003, pp.159-165.
- Publisher:
- Wiley
Recent European Union and Economic and Social Research Council (ESRC) funded research has scrutinized the concept of choice and future orientation in those undergoing transitions into adulthood. The focus of interest has been on the interplay of social structure and individual agency. Draws on initial findings from a Department of Health funded study to critique these new ways of thinking. Asks in what ways do people with learning disabilities manifest the same attitudes to choice and risk evident in recent studies of young people. Explores, via three case study examples, the tension between individual agency and family attitudes to future possibilities. Argues that advances in the sociology of youth are in danger of assuming that the individualised 'choice biography' is the predominant model of transition. This does not reflect the importance of social networks and family relationships in young people with learning disability. For them, risk-management and the pursuit of well-being are pursued in the social domain.
Working with people with learning disabilities: theory and practice
- Authors:
- THOMAS David, WOODS Honor
- Publisher:
- Jessica Kingsley
- Publication year:
- 2003
- Pagination:
- 288p.,bibliog.
- Place of publication:
- London
The authors of this guide bring together the relevant theory for social workers, nurses, teachers and others working with people with learning disabilities. They provide the theoretical understanding needed to inform good practice and help to improve the quality of life of the person with a learning disability. They discuss both psychological and practical theories, including: cognitive and behavioural approaches; systems approach; task centred approach; and role theory. Emphasising empowerment and inclusion of those with learning disabilities, they relate theory to issues such as loss and bereavement, sexuality and stigma. They also give a guide for practitioners on social policy and legislation and advise on crisis intervention, advocacy and joint agency work.
The challenges of European comparative research
- Author:
- WEYTES Arabella
- Journal article citation:
- Social Work in Europe, 10(1), 2003, pp.1-8.
- Publisher:
- Russell House
Discusses the language difficulties that had to be overcome by the author when undertaking a comparative study of the experience of children in state care in Belgium (the region of Flanders), Great Britain (England), Spain (the Autonomous Community of the Basque Country) and Norway (the region of Hedmark). The countries were selected for the study as they represent specific welfare models. Basque County represents the 'Mediterranean model', England the 'neo-liberal welfare model', Flanders the 'corporatist-conservative' model and Hedmark the 'social-democratic model'. Reference is made to the difficulties of translating concepts rooted in historic and cultural traditions that have shaped current policies and styles of service delivery. Also examines the ways in which the different origins of welfare and social work practices have led to distinct ways of service delivery. To illustrate these factors practitioners were asked to assess what would happen to the child and the family in their country by answering a series of questions. Finally discusses how the use of a common framework to identify needs, set thresholds, chart services and assess outcomes across the countries can be useful for making meaningful international comparisons.