Search results for ‘Subject term:"learning disabilities"’ Sort:
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Support for families with a learning disabled child
- Authors:
- DAVIES Jill, WILLIAMS Laura
- Journal article citation:
- Care and Health Magazine, 3.05.05, 2005, pp.34-35.
- Publisher:
- Care and Health
Looks at the findings of a report by the Foundation for People with Learning Disabilities (FPLD) which highlights the lack of support for many parents of children with learning disabilities. During the research families from in different parts of England and Wales, were contacted and their emotional needs from the time of diagnosis until their child was five were explored. Four main areas were examined: how the diagnosis was delivered; the information given immediately after the diagnosis and in following years; the emotional and practical support required; and the impact on family life.
Experiences of families looking for housing for an adult relative with a learning disability
- Author:
- GREY Jill
- Journal article citation:
- Llais, 106, Spring 2013, pp.15-17.
- Publisher:
- Learning Disability Wales
Researchers at Bangor University funded by ESF, Mencap Cymru and Cartreifi Cymru have recently conducted research exploring the experiences of families across Wales who are looking for housing for their adult relative with a learning disabiilty. Parents spoke of their concerns about their own age which would prevent them from fulfilling their caring role. All of the parents involved found the process of looking for accommodation for their adult son or daughter to be time consuming and frustrating. Lack of appropriate housing was one barrier identified to individuals with learning disabilities being offered any real choice. At the end of the article the CEO of Cartrefi Cymru and the Director of Mencap Cymru provide some reflection on the current situation. (Original abstract)
'Don't hold back': transitions to adulthood for young people with learning disabilities
- Author:
- CHILDREN'S COMMISSIONER FOR WALES
- Publisher:
- Children's Commissioner for Wales
- Publication year:
- 2018
- Pagination:
- 40
- Place of publication:
- Cardiff
This report looks at the experiences of young people with learning disabilities in Wales, and as they transition to adulthood. It draws the views of 99 young people with learning disabilities, 187 parents and carers, 43 professionals and the results of an evidence review. The findings cover involvement in care planning; family life and the support needs of parents; accessing services; service quality; friends, social life and transport; and hopes for the future. It results found that the Social Services and Wellbeing (Wales) Act 2014 and the Well-Being of Future Generations (Wales) Act 2015 are failing to deliver the support young people with learning disabilities need. Young people’s participation in planning and decision making about them has been low, and that they face considerable changes in support after eighteen. Families also found it difficult to access the support they need and they are often left with little information about where to go for help. The report makes a number of recommendations, including for young people to play an active and central role in planning their transition to adulthood and for local transition processes to be integrated across health, education and social services. (Edited publisher abstract)
Mental capacity legislation and its impact on parents with learning difficulties involved in childcare and family law proceedings assessments in England and Wales
- Authors:
- WILCOX Daniel T., et al
- Journal article citation:
- Journal of Adult Protection, 20(1), 2018, pp.17-32.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to consider the impact of mental capacity legislation when applied to parents with learning difficulties who lack capacity within childcare and family law proceedings in England and Wales. Design/methodology/approach: The paper relies on a range of material including reports published by independent mental health foundations, official inquiries and other public bodies. It also refers to academic and practitioner material in journals and government guidance. Findings: The paper critically reviews the application of the guidance when assessing mental capacity legislation as applied in England and Wales and offers by way of illustration several case examples where psychological assessments, and the enhancement of capacity, have assisted parents who were involved in childcare and family law proceedings. Research limitations/implications: There has been little published research or governmental reports on the number of cases when parents involved in childcare and family law proceedings have been found to lack capacity. No published prevalence data are available on the times when enhancing capacity has resulted in a change of outcome in childcare and family law proceedings. Practical implications: The duty is on the mental health practitioners assessing mental capacity that they do so in a structured and supportive role adhering to good practice guidance and follow the guiding principles of mental capacity legislation assuming that the individual has capacity unless it is established that they lack capacity. Guidance and training is needed to ensure that the interpretation of the Mental Capacity Act (MCA) and its application is applied consistently. Social implications: For those who are considered to lack mental capacity to make specific decisions, particularly within childcare and family law proceedings, safeguards are in place to better support such individuals and enhance their capacity in order that they can participate more fully in proceedings. Originality/value: While the MCA legislation has now been enacted for over ten years, there is very little analysis of the implications of capacity assessments on parents involved in childcare and family law proceedings. This paper presents an overview and, in places, a critical analysis of the new safeguarding duties of mental health practitioners when assessing for, and enhancing capacity in parents. (Publisher abstract)
Building effective support for learning disabled parents
- Author:
- GORE Nick
- Journal article citation:
- Community Care, 18.11.10, 2010, pp.34-35.
- Publisher:
- Reed Business Information
The study, 'Being a family: parents with learning disabilities in Wales', published by Learning Disability Wales, conducted interviews with eleven parents who had learning disabilities and the professionals who support them. Parents with learning disabilities reported mixed experiences of services. The study also highlighted what parents felt was good support. The article looks at how the findings could inform better practice.
Empowered families and successful children. Does it happen and how does it happen?
- Author:
- WEBB Emma
- Journal article citation:
- Llais, 89, Autumn 2008, pp.8-11.
- Publisher:
- Learning Disability Wales
The Children's Intensive Support Service (CISS) is a specialist behaviour service for parents and carers of children with learning disabilities and challenging behaviours. The children referred to the service are often at risk of being excluded from one or more settings. This article reports on an evaluation of the effectiveness of the Service in Cardiff and the Vale, using focus group analysis of professional and parental views.
First impressions: emotional and practical support for families
- Authors:
- WILLIAMS Laura, DAVIES Jill
- Journal article citation:
- Llais, 76, Spring 2005, pp.6-8.
- Publisher:
- Learning Disability Wales
The research report 'First Impressions' from the Foundation for People with Learning Disabilities revealed that many families of children with learning disabilities are not getting the help, information and support they need. Speaking to families in different parts of England and Wales, the project explored the emotional needs of families from the time of their child's diagnosis until the age of five. This article summarises some of the findings.
Research on the number of children in Wales placed into care from parents with learning disability and the reasons behind their removal
- Authors:
- BIRCH Katy, et al
- Publisher:
- Welsh Government
- Publication year:
- 2019
- Pagination:
- 61
- Place of publication:
- Cardiff
This study, carried out by the Institute of Public Care at the University of Oxford, examines the extent to which parents with a learning disability in Wales are involved with Children’s Social Care Services and the factors driving their involvement. The research includes a rapid research and practice review, an analysis of All Wales data and interviews with parents and professional stakeholders in five local authority areas across Wales. The research found insufficient reliable information to say whether parents with a learning disability in Wales are over-represented within Children’s Social Care Services. Learning disability was rarely the only reason for parents being referred to Children’s Social Care Services. Other common risk factors included parental substance misuse, domestic abuse, parental mental health problems, poor home conditions, or parental vulnerability to abusive adults in the community. It identifies some examples of good practice in providing support to parents with learning disability and areas for improvement. The report makes seven recommendations for the development of practice. These include: developing national guidance and mandatory training for social workers; developing effective protocols between Adults and Children’s Social Care Services to improve joint working; and the promotion of more consistent provision of support for adults with learning disability. (Edited publisher abstract)
Changes and choices: finding out what information young people with learning disabilities, their parents and supporters need at transition
- Authors:
- TARLETON Beth, WARD Linda
- Journal article citation:
- British Journal of Learning Disabilities, 33(2), June 2005, pp.70-76.
- Publisher:
- Wiley
This article provides an overview of the methods and findings of a project, commissioned by the Social Care Institute for Excellence (SCIE), to explore the information needs of young people with learning disabilities, their families and supporters at transition. It describes how a group of young people with learning disabilities were trained in research methods and undertook four focus groups with other young people with learning disabilities in England and Wales. The different kinds of information required are summarized: getting a job, going to college and about the transition process generally, however with different emphaises from each group.