Search results for ‘Subject term:"learning disabilities"’ Sort:
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Lost in transition?: how to find your way through: an overview of recent transitions research for parents and practitioners
- Author:
- EVERITT Gabriella
- Publisher:
- Dimensions
- Publication year:
- 2007
- Pagination:
- 100p.
- Place of publication:
- Theale
The lack of effective support for young adults with a learning difficulty at transition has been highlighted as a key issue in the learning difficulty sector. Yet, although everybody seems to be talking about it, nothing seems to be changing. It seems we’re still wary of taking the plunge and developing the right kind of services to meet the needs of young people with a learning difficulty today.
The use of family therapy for people with learning disabilities
- Author:
- BAUM Sandra
- Journal article citation:
- Advances in Mental Health and Learning Disabilities, 1(2), June 2007, pp.8-13.
- Publisher:
- Emerald
The application of the systemic approach in working with people with learning disabilities, their families and their support systems has grown over the last decade in the UK. The way in which the family, support system and wider contexts interact with each other may affect how the person with learning disabilities presents for help to services, and will also affect engagement, expectations and possible solutions to crises. If the relationship in focus is the person's behaviour in a family setting, family therapy may be useful to explore relational difficulties within the family. This article considers the issues that might benefit from using this model, explains how to included the adult with learning disabilities in the process, and summarises the evidence of its effectiveness.
No one knows: offenders with learning difficulties and learning disabilities: the prevalence and associated needs of offenders with learning difficulties and learning disabilities
- Author:
- LOUCKS Nancy
- Publisher:
- Prison Reform Trust
- Publication year:
- 2007
- Pagination:
- 8p.
- Place of publication:
- London
No One Knows is a UK-wide programme led by the Prison Reform Trust that aims to effect change by exploring and publicising the experiences of people with learning difficulties and learning disabilities who come into contact with the criminal justice system. The programme runs until October 2008, it is supported by The Diana, Princess of Wales Memorial Fund and is chaired by the Rt Hon the Baroness Joyce Quin, former Prisons Minster for England and Wales. This briefing paper outlines a larger review of prevalence and associated needs compiled to provide background information for No One Knows.
No one knows: offenders with learning difficulties and learning disabilities: easy read version
- Author:
- PRISON REFORM TRUST
- Publisher:
- Prison Reform Trust
- Publication year:
- 2007
- Pagination:
- 4p.
- Place of publication:
- London
No One Knows is a UK-wide programme led by the Prison Reform Trust that aims to effect change by exploring and publicising the experiences of people with learning difficulties and learning disabilities who come into contact with the criminal justice system. The programme runs until October 2008, it is supported by The Diana, Princess of Wales Memorial Fund and is chaired by the Rt Hon the Baroness Joyce Quin, former Prisons Minster for England and Wales. This paper details the work of the Prison Reform Trust and outlines the prevalence and associated needs compiled to provide background information for No One Knows.
FraX-E: underdiagnosed, undertreated, under-researched and misunderstood
- Authors:
- FREEMAN Laura, TURK Jeremy
- Journal article citation:
- Advances in Mental Health and Learning Disabilities, 1(3), September 2007, pp.40-51.
- Publisher:
- Emerald
This article focuses on the consequences of having FraX-E, a variant of fragile X syndrome. The authors provide some background on the condition and report on recent research and evidence. Three case reports are outlined and the specific behavioural aspects of the syndrome are considered. The authors argue that it is important that the behavioural phenotype for FraX-E is clearly identified and defined in order to give those with the condition relevant psychological and educational support in the future.
Policy and learning disabilities: a Scottish perspective
- Author:
- BROWN Michael
- Journal article citation:
- Advances in Mental Health and Learning Disabilities, 1(1), March 2007, pp.22-25.
- Publisher:
- Emerald
This article outlines the development of legislative and policy frameworks in Scotland with a particular focus following political devolution. The impact of these changes and developments on the lives of people with learning disabilities are discussed.
Parental learning disability and children's needs: family experiences and effective practice
- Authors:
- CLEAVER Hedy, NICHOLSON Don
- Publisher:
- Jessica Kingsley
- Publication year:
- 2007
- Pagination:
- 141p., bibliog.
- Place of publication:
- London
Parents with a learning disability face a high risk of losing their children, and current support for them is inadequate. This book, based on original research, looks into current social care practice and the support systems available to parents with learning disabilities, evaluating their effectiveness and examining their impact on the families affected. This book will aid understanding of how to effectively assess children in families where one or more parent has a learning disability without sidelining them in the process. The authors present many case studies and point out perceived shortcomings, along with suggestions to improve current social care practice and promote the welfare of children in need.
Investigating staff knowledge and attitudes towards working with adults with learning disabilities and mental health problems
- Authors:
- ROSE Nikki, O'BRIEN Alex, ROSE John
- Journal article citation:
- Advances in Mental Health and Learning Disabilities, 1(3), September 2007, pp.52-59.
- Publisher:
- Emerald
Government policy in the UK suggests a shift in service provision so that the treatment of people with a learning disability who have mental health problems should be undertaken by mainstream mental health services rather than specialist learning disability services. Staff members from both specialist and mainstream services took part in a series of focus groups to discuss their experiences and attitudes about working with this group of people. Findings form the study suggest that staff with mainstream services currently feel that they are inadequately trained to deal with the often complex mental health needs of this group. Conversely, staff in learning disability services expressed concern about loosing their specialist skills in generic services. The implications of the themes are raised are discussed, particularly in relation to future service provision.
Mental health, learning disabilities and adolescence: a developmental perspective
- Authors:
- HASSIOTIS Angela, BARRON Diana Andrea
- Journal article citation:
- Advances in Mental Health and Learning Disabilities, 1(3), September 2007, pp.32-39.
- Publisher:
- Emerald
This article presents the results of a survey of a community-based sample of adolescents with learning disabilities. The aims were to describe a cohort of adults with learning disabilities in one catchment area and explore the prevalence of mental disorders and their association with socio- demographic and clinical variables. The hypothesis was that adolescents with learning disabilities as a group have high rates of mental health problems when compared with published rates of mental disorders in adolescents without mental health disorders.
End-of-life and palliative care for people with intellectual disabilities who have cancer or other life-limiting illness: a review of the literature and available resources
- Authors:
- TUFFREY Irene, HOGG James, CURFS Leopold
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 20(4), July 2007, pp.331-344.
- Publisher:
- Wiley
This paper reviews the literature around the need of people with intellectual disabilities for palliative care. A range of databases and the World Wide Web were searched for relevant papers, book chapters, training and information materials, unpublished materials and policy guidelines. Publications from 1995 to 2005 are included. Although there has been a steady increase in published materials in recent years, research data around the palliative care needs of people with intellectual disabilities remain scarce. Case reports are the most prevalent method of exploring pertinent issues. The paper presents an overview of issues identified in the literature, with a particular focus on pain and symptom assessment, ethical issues, service planning and training needs. The authors conclude there are significant gaps in current knowledge and make recommendations for future areas of research and development.