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Psychological interventions in self-injurious behaviour
- Authors:
- HALLIDAY Sabrina, MACKRELL Kelvin
- Journal article citation:
- British Journal of Psychiatry, 172, May 1998, pp.395-400.
- Publisher:
- Cambridge University Press
Psychological approaches to working with people with learning disabilities who self-injure have developed over the past 30 years. In this article the major literature is reviewed and an ecological framework is described which emphasises the importance of environmental, interpersonal and intrapersonal dynamics to understanding the multi-factorial nature of self-injury. Case examples are given. Concludes that persistence of self-injurious behaviour once established, requires an interdisciplinary approach which addresses comprehensively the variety of factors which have contributed to the development and maintenance of self-injury.
People with profound and multiple learning disabilities: a collaborative approach to meeting complex needs
- Editors:
- LACEY Penny, OUVRY Carol
- Publisher:
- David Fulton
- Publication year:
- 1998
- Pagination:
- 268p.,bibliog.
- Place of publication:
- London
Aimed at practitioners working with children and or adults with profound and multiple learning difficulties. Includes chapters on personal and social aspects of complex needs, ways in which learning and development can be encouraged, and the practicalities of including people with profound disabilities in the community. Sets these issues in the context of multidisciplinary and multiagency collaboration, to ensure that a complexity of need does not lead to a fragmented life.
Developing and managing high quality services for people with learning disabilities
- Editors:
- BURTON Mark, KELLAWAY Mike
- Publisher:
- Ashgate
- Publication year:
- 1998
- Pagination:
- 326p.,bibliogs.
- Place of publication:
- Aldershot
Looks at how health and social services can work across boundaries to provide high quality innovative services for people with learning difficulties. Includes sections on: equipping, supporting and leading staff; organisational issues; developing the service; and safeguarding quality.
Interdisciplinary training for staff working with people with profound and multiple learning disabilities
- Author:
- LACEY Penny
- Journal article citation:
- Journal of Interprofessional Care, 12(1), 1998, pp.43-52.
- Publisher:
- Taylor and Francis
Traditionally, teachers, therapists, nurses and social workers have separate training which fits them each for specific and defined roles in their work with people with learning disabilities. In reality, these roles, at least, are complementary and in many cases overlap considerably. Discusses the importance of training members of multidisciplinary teams together and in demonstrating how this was achieved in one university department. Reports on a project set up in aimed at planning, implementing and evaluating and interdisciplinary course for staff who work with people profound and multiple learning disabilities.
Communication skills and adults with learning disabilities: eliminating professional myopia
- Author:
- van der GAGG Anna
- Journal article citation:
- British Journal of Learning Disabilities, 26(3), 1998, pp.88-93.
- Publisher:
- Wiley
Effective communication is of crucial relevance to the quality of life of individuals with learning disabilities. Discusses the development of communication skills, outlining the essential components of a strategy for communication development. Highlights the importance of a multi-disciplinary approach to addressing the communication needs of adults with learning disabilities and stresses the need for agreed standards and procedures; careful co-ordination between health and social service agencies, and on-going monitoring of service provision. Recommends that progressive services incorporate an agreed strategy on how to build communication skills for all services users, in the same way that strategies on housing or employment might be formulated.