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Ethical dilemmas in Community Learning Disabilities Nursing
- Author:
- HOLLOWAY Dave
- Journal article citation:
- Journal of Learning Disabilities, 8(3), September 2004, pp.283-298.
- Publisher:
- Sage
Community learning disability nurses (CLDNs) sometimes face ethical dilemmas arising from choices made by people with learning disabilities. This article reports on the results of a postal questionnaire that asked a sample of CLDNs in England and Wales about support available to them to assist in resolving these dilemmas. They were also asked about their knowledge and use of best interests guidelines. Differences were reported in the availability of support, such as policies and procedures, training, and ethical committees, to help in the areas of relationships and lifestyle, finance, and health care. Additional support was identified by respondents, and the most helpful to CLDNs are characterized by the provision of reflective opportunity and the ability to discuss issues with colleagues and other professionals. This support included talking to colleagues, reflective practice, multidisciplinary working, clinical supervision, access to the evidence base, and training.
Caring for children with neurodevelopmental disabilities and their families an innovative approach to interdisciplinary practice
- Editors:
- VARGAS Claudia Maria, PRELOCK Patricia Ann, (eds.)
- Publisher:
- Lawrence Erlbaum Associates
- Publication year:
- 2004
- Pagination:
- 372p.
- Place of publication:
- Mahwah, NJ
The intent of this book is to demonstrate the importance of interdisciplinary practice in addressing the needs of children with neurodevelopment disabilities and their families by sharing the experiences and lessons learned from the Vermont Interdisciplinary Leadership Education for Health Professionals Programme. Children with neurodevelopment disabilities, such as mental retardation or autism, present multiple challenges to their families, their healthcare providers and their teachers. The authors suggest that it is all too easy for each professional consulted to see the problem only from their own perspective resulting in fragmented and potentially ineffective interventions. The model described here is multidisciplinary, family-centred and collaborative and one that has been demonstrated in practice. An important aspect of the approach is culturally competent assessment and adjusting the service to respond to cultural differences. Detailed case studies are used and references, study questions, list of resources and glossaries provided. The book is likely to be of interest to professionals in special education, communication sciences and disorders, clinical and counselling, psychology, neuropsychology and psychiatry, social work and paediatrics as well as programme administrators, students and parents.
Key to the door
- Author:
- HOPKINS Graham
- Journal article citation:
- Community Care, 21.10.04, 2004, pp.46-47.
- Publisher:
- Reed Business Information
A manager of a multi-disciplinary team working with adults with learning difficulties tells how working with providers, councillors and services users has enabled Durham to place one in three people with learning difficulties in their own tenancies.
Care staff awareness training on mental health needs of adults with learning disabilities: results from a Greek sample
- Authors:
- TSIANTIS J., et al
- Journal article citation:
- Journal of Learning Disabilities, 8(3), September 2004, pp.221-235.
- Publisher:
- Sage
The mental health needs of adults with learning disabilities have not been adequately addressed in many European countries. Although carers can play a significant role in identification and referral, they usually lack the expertise necessary to identify signs of mental disorders. This study evaluated a care staff training programme aiming at improving awareness on issues of dual diagnosis in a group of 36 care staff from residential and community centres in Greece. Training was based on the British Mental Health in Learning Disabilities Training Pack and the PAS–ADD Checklist. The overwhelming majority of staff were very satisfied with training. Staff from institutional work settings, with no previous training on dual diagnosis and with a lower level of education, benefited to a significant degree. Changes occurred mostly in their knowledge and attitudes rather than practice. Supervised practical training is vital to transfer, strengthen and maintain positive changes at work.
Service provision for young people with intellectual disabilities and additional mental health needs: service-providers’ perspectives
- Authors:
- SCIOR Katrina, GRIERSON Kate
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 17(3), September 2004, pp.173-179.
- Publisher:
- Wiley
Very little is known about young people with intellectual disabilities who experience additional mental health problems. The perspective of service providers has been highlighted as one unresearched area. Semi-structured interviews were completed with senior service providers. Aims: (1) to explore experiences of working with young people with intellectual disabilities and additional mental health problems and their families; (2) to examine views on services’ ability to meet the needs of this group. Service providers identified a gulf between current policy and the reality for this group, not least in terms of all agencies working in partnership. All agencies described instances when young people in this group fall through gaps between services. Interviewees identified a range of factors that promote good outcomes. The results suggest that the focus of current policies to promote joint working needs to be broadened beyond health and social services to ensure much improved links with education providers and the voluntary sector if the needs of this group are to be met.
Interdisciplinary practice in developmental disabilities
- Authors:
- KROPF Nancy P., MALONE D. Michael
- Journal article citation:
- Journal of Social Work in Disability and Rehabilitation, 3(1), 2004, pp.21-36.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Explores the development of interdisciplinary team practice within the field of development disabilities. Describes various interdisciplinary models, and reviews the role of the social worker. Concludes that as social workers practice as members of teams in a variety of contexts, a greater understanding of an interdisciplinary approach is warranted. (Copies of this article are available from: Haworth Document Delivery Centre, Haworth Press Inc., 10 Alice Street, Binghamton, NY 13904-1580).