Search results for ‘Subject term:"learning disabilities"’ Sort:
Results 1 - 6 of 6
Pregnancy and disability: RCN guide for midwives and nurses
- Author:
- ROYAL COLLEGE OF NURSING
- Publisher:
- Royal College of Nursing
- Publication year:
- 2007
- Pagination:
- 29p.
- Place of publication:
- London
Midwives and nurses have welcomed the publication which will help them to provide high quality, client-led care for disabled women during pregnancy, birth and beyond. The author, herself a disabled mother, writes with the authority of long experience gained in pioneering and running the first specialist midwifery service for disabled women at a large women’s hospital. With her collaborators she gives a thorough description of how others can deliver the kind of service that meets the needs of disabled women by seeing the woman first and her impairment second. The complex issues of what it means to be disabled, with relevant statistics, are discussed in full. The legal background to disability discrimination is well covered, highlighting the new Disability Equality Duty - all public sector pregnancy supplement organisations including the NHS are now positively required to promote equality for disabled people. Case studies of the four broad categories of disability – physical, sensory, learning and long-term mental illness – illustrate vividly the issues for health care workers. These will assist midwives and nurses to consider and plan in advance with disabled clients how their particular needs can be accommodated, working with other agencies and professionals where appropriate.
Disability in pregnancy and childbirth
- Editors:
- MCKAY-MOFFAT Stella, (ed.)
- Publisher:
- Churchill Livingstone
- Publication year:
- 2007
- Pagination:
- 219p.
- Place of publication:
- Edinburgh
This title is directed primarily towards health care professionals outside of the United States. No other book advises midwives on the special needs of mothers with disabilities. Although an increasing number of women with disabilities are having children, the needs of this minority group are not always being effectively met. Disability in Pregnancy and Childbirth provides essential practical information to healthcare professionals working with this group. Contents include: social construction of disability and motherhood; women's health and disability; maternity services and women's experiences; the role of the midwife in maternity service provision; women with intellectual disabilities; midwives skills, knowledge and attitudes; sensory impairment; the interaction between specific conditions and the childbirth continuum.
The experiences of professionals who care for people with intellectual disability who have substance-related problems
- Author:
- MCLAUGHLIN D.F.
- Journal article citation:
- Journal of Substance Use, 12(2), April 2007, pp.133-143.
- Publisher:
- Taylor and Francis
More people with intellectual disability are living independent lives. They can and do experiment with substances that the wider community try, such as alcohol and drugs (both legal and illicit). Unfortunately for some, they develop problems related to their use of these substances. Face-to-face, semi-structured interviews were conducted with 13 professionals who work in Intellectual Disability Services and Alcohol and Drug Services to discover their experiences of caring for people with intellectual disabilities who hazardously use substances. Although small numbers of people presented to these services, many more people with intellectual disabilities used Intellectual Disability Services for support, rather than their local Alcohol and Drug Services. While the numbers may be relatively small, the challenges this client group pose are very perturbing in relation to their physical, emotional and social health. The professionals reported a lack of education in working with this doubly disadvantaged population. Moreover, policies were absent to guide staff to work collaboratively with this often-ignored population. These findings are discussed in light of the innovative practices that are occurring in other parts of the UK regarding the recognition, assessment treatment and long-term management of this population. Intellectual Disability Services and Alcohol and Drug Services need to work more closely together if the needs of this population are to be effectively met.
Staff training in positive behaviour support: impact on attitudes and knowledge
- Authors:
- LOWE Kathy, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 20(1), January 2007, pp.30-40.
- Publisher:
- Wiley
Positive behavioural support is increasingly viewed as the preferred service approach for people who challenge, but skills are insufficiently widespread. The need for effective staff training has been highlighted as a key factor in high quality service provision, with investigators recommending a multidimensional approach to increase effectiveness and produce changes in work performance. Attitudes and knowledge of registered (qualified nurses) and non-registered (unqualified nursing assistants) staff in specialist health care services in and area of South Wales were assessed via self-completion questionnaires before and after the delivery of a newly accredited taught course in PBS and at a 1-year follow-up. Significant increases in knowledge were evident immediately after the training for both groups, with further increases evident over time for the non-registered staff who completed the qualification. Initial changes in attributions immediately after training reverted to baseline levels over time. Enduring change occurred in perceived confidence, which significantly increased both for registered and non-registered staff. The training had a positive effect on knowledge and perceived confidence but little enduring effect on attributions or emotional responses. The importance of training conducted in conjunction with allied changes in organizational systems to ensure ongoing management attention is discussed.
Service user outcomes of staff training in positive behaviour support using person-focused training: a control group study
- Authors:
- GREY Ian M., MCCLEAN Brian
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 20(1), January 2007, pp.6-15.
- Publisher:
- Wiley
Effectively supporting individuals with intellectual disabilities who display challenging behaviours continues to be a priority for service providers. Person-focused training (PFT) is a model of service delivery which provides staff with skills in functional assessment and intervention development. This current study involves the use of a control group of individuals with challenging behaviours matched against those selected for PFT over a 6-month period. Groups were matched on type of challenging behaviour, duration of challenging behaviour, gender and level of disability. Information on the frequency, management difficulty and severity of challenging behaviour was collected pre- and post-training using the Checklist of Challenging Behaviours (CCB) for both groups. Observational data were collected for the target group alone. Rates of psychotropic medication were tracked across the training period. Significant reductions in the frequency, management difficulty and severity of challenging behaviour were found for service users in the target group but not in the control group after 6 months. No significant changes were found in the use of psychotropic medication for either group over the 6-month period. Overall results suggest that PFT is an effective model for providing support to individuals with challenging behaviours.
Impact of extended education/training in positive behaviour support on staff knowledge, causal attributes and emotional responses
- Authors:
- McGILL Peter, BRADSHAW Jill, HUGHES Andrea
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 20(1), January 2007, pp.41-51.
- Publisher:
- Wiley
This study sought to gather information about the impact of extended training in positive behaviour support on staff knowledge, causal attributions and emotional responses. Students completed questionnaires at the beginning, middle and end of a University Diploma course to measure changes in their knowledge of challenging behaviour, their causal attributions and their emotional responses. Students' knowledge significantly increased across the three data points. Students became less likely to attribute challenging behaviour to emotional causes. Changes in respect of making more behavioural attributions varied across different measures. Negative emotional responses reduced especially those related to depression/anger. The training course presented here was associated with changes in student knowledge, attributions and emotional responses that are likely to be associated with better staff performance and better outcomes for people with intellectual disabilities.