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Mediation and mental incapacity: a case study
- Author:
- LEWIS Jackie
- Journal article citation:
- Family Law, 36, April 2006, pp.327-329.
- Publisher:
- Jordan
This article reports on the case study of a women with learning disabilities who is removed from her parents home to sheltered housing by social services. The parents take legal action to get their daughter returned to their care. After a long process mediation is suggested as an alternative. The article briefly describes the process of mediation and the different parties positions.
The court and your child: when mum and dad split up
- Authors:
- HAWKINS David, LYNCH Sarah Jane
- Publisher:
- Wake Smith; Barristers at Bankhouse
- Publication year:
- 2006
- Pagination:
- 39p.
- Place of publication:
- Sheffield
This booklet is part of the project of Working together with Parents for better support for parents with learning disabilities and their children. It presents an easy read version of rights and duties in divorce.
Parents' use of physical interventions in the management of their children's severe challenging behaviour
- Authors:
- ALLEN David, COOPER Viv
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 19(4), December 2006, pp.356-363.
- Publisher:
- Wiley
Although training staff supporting people with challenging behaviour in physical interventions has become accepted practice, parents are often left to fend for themselves while managing equivalent behaviours. The study explores parents' experience of managing severe challenging behaviours, their use of physical interventions and access to training in reactive strategies. A postal survey methodology was employed that utilized a novel 20-item questionnaire. The questionnaire yielded both quantitative and qualitative data concerning the types of challenging behaviour displayed by the children, frequency of use and nature of physical interventions, types of training received and any difficulties experienced in obtaining training. The sample was drawn from the membership of the Challenging Behaviour Foundation, a UK charitable organization, and comprised of 72 respondents. The majority of respondents had experienced major episodes of challenging behaviour. The emotional impact of living with such behaviours was apparent. Although the vast majority of respondents had employed restrictive physical interventions, few had received any formal training in such strategies. There was evidence that a number of high-risk physical interventions were sometimes being employed. Accessing training appeared more problematic for parents when compared with paid care staff. In this specific sample, parental use of physical intervention was high while parent training in physical intervention was uncommon. Impediments to parent training in physical intervention are discussed, as are wider issues concerning parental support.
You are not alone: caring for a son or daughter with a learning disability and emotional difficulties
- Author:
- FOUNDATION FOR PEOPLE WITH LEARNING DISABILITIES
- Publisher:
- Foundation for People with Learning Disabilities
- Publication year:
- 2006
- Place of publication:
- London
These guidelines have been written for parents and carers of young people with learning disabilities who want to know what help is available if their son or daughter develops an emotional health problem, and how they might go about getting that help.
Everyday activity settings, natural learning environments, and early intervention practices
- Authors:
- DUNST Carl J., et al
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 3(1), March 2006, pp.3-10.
- Publisher:
- Wiley
Findings from two American studies examining the parent and child outcomes associated with different ways of conceptualizing natural learning environment early intervention practices are presented. One sample in each study was asked to indicate the extent to which early intervention practitioners implemented their interventions in everyday family or community activities, and one sample in each study was asked to indicate the extent to which everyday family or community activities were used as sources of child learning opportunities. Results from both studies showed that using everyday activities as sources of children's learning opportunities were associated with positive benefits, whereas practitioners' implementing their interventions in everyday activities showed little or no positive benefits, and in several cases, had negative consequences. Results are discussed in terms of the need to carefully consider how and in what manner natural learning environment practices are operationalized by early intervention practitioners.
Japanese culture and the philosophy of self-advocacy: the importance of interdependence in community living
- Author:
- TSUDA Eiji
- Journal article citation:
- British Journal of Learning Disabilities, 34(3), September 2006, pp.151-156.
- Publisher:
- Wiley
This article explores the relationship between the philosophy underpinning self-advocacy and Japanese culture. It considers the variety of self-advocacy groups that have grown in Japan, and the context in which they have emerged. Elements of Japanese culture present a specific set of challenges for the values and ideas driving the global self-advocacy movement. The article examines the ways in which these ideas may need to be negotiated in order to support greater community living for people with learning difficulties.
Special parenting and the combined skills model
- Authors:
- YOUNG Sadie, HAWKINS Tim
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 19(4), December 2006, pp.346-355.
- Publisher:
- Wiley
The Exeter Child and Special Parenting Service provides flexible assessment, long-term domiciliary support and home-based teaching to intellectually disabled parents. It provides key coordination between the Learning Disability Service and the Children's Service with focussed parenting assessments, where issues of child care and protection proceedings arise. This article evaluates the Child and Special Parenting Service by examining the views of the recipient parents and the professionals who had referred to the service. A high level of consumer satisfaction was found and assessment reports were highly rated. The service is seen to help prevent family breakdown, to meet user needs and to be supportive and non-threatening by the parents. The combined skills model proposes a small, specialized service that acts as a linchpin for complex cases that require skills from both child and learning disability workers. The Child and Special Parenting Service receives an increasing demand for assessment. It is highly valued by the users and works strongly from an inter-agency standpoint, coordinating complex packages of domiciliary assessment and support, and is a good practice model.
An evaluation of a family-centred support service for children with a significant learning disability
- Authors:
- TRUESDALE-KENNEDY Maria, et al
- Journal article citation:
- Child Care in Practice, 12(4), October 2006, pp.377-390.
- Publisher:
- Taylor and Francis
Services for families caring for a child with a learning disability are changing to become more family-centred, focusing not only on the child's needs but on those of the whole family. This article reports on the evaluation of a newly developed Families Project in one Health and Social Service Trust area in Northern Ireland. The evaluation aimed to identify the impact on parents and ways in which it could become more effective. Families participating in the project (n=19) were contrasted with two other groups of parents recruited form the same Health and Social Services Trust (n=25) and from an area served by a different Health and Social Services Trust (n-25). Participant parents spoke highly of the project and reported benefits to their child, to themselves and to other children in the family. In comparison with the other two groups they had higher scores on a measure of family functioning and reported greater levels of support. However, there were no improvements on measures of parental health and stress. Person-centred planning was welcomed by most, but not all, families.
Family carers of adult persons with intellectual disabilities on the island of Ireland
- Authors:
- BARRON Steve, McCONKEY Roy, MULVANY Fiona
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 3(2), June 2006, pp.87-94.
- Publisher:
- Wiley
Many families provide lifelong support to their relative with an intellectual disability. However, relatively little information is available for national populations on the characteristics of the people for whom these families care and the supports they receive or need. A database of all persons in receipt of intellectual disability services has been operating in the Republic of Ireland since 1995 and records details of those living with family carers. In Northern Ireland, regional databases provide similar information. Using both sources, data were obtained on over 12,500 people living with family carers; half of whom lived with two parents, around 30% with a lone parent, and just under 20% with another relative. More people in Northern Ireland were identified as living with family carers, which was attributed mainly to less available residential alternatives. Only a minority of carers received respite breaks and domiciliary supports although higher proportions required them. The authors conclude that family care arrangements have received relatively little attention within government policy making, and hence service provision has been largely reactive. Future research should focus on the changing needs of carers over time and how they can be better supported in their role.
Help is just a phone call away
- Author:
- BARTLETT Sarah
- Journal article citation:
- Community Care, 23.03.06, 2006, p.30.
- Publisher:
- Reed Business Information
Support for new parents who are disabled is rare. This article reports on the Disabled Parents Network’s Support Service, the winner of Community Care's 2005 Maureen Oswin Memorial Award.