Search results for ‘Subject term:"learning disabilities"’ Sort:
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A guide for advocates: supporting people with learning disabilities who are described as having challenging behaviour
- Author:
- CHALLENGING BEHAVIOUR FOUNDATION
- Publisher:
- Challenging Behaviour Foundation
- Publication year:
- 2010
- Pagination:
- 77p.
- Place of publication:
- Chatham
A practical guide providing key information about best practice in supporting people living with challenging behaviour in England and Wales. The resource is written for both professional advocates and family carers advocating on behalf of people with learning disabilities who are described as having challenging behaviour. The characteristics of good support are identified, with suggested questions for advocates to ask around personalisation, activities and opportunities, staff training and communication skills. The guide also looks at issues such as the use of medication, physical intervention, barriers and seclusion, sectioning under the mental health act and alleged offending. Key bullet points identify the issues that may be encountered, checklists and case studies and a charter for challenging behaviour are included.
The treatment of autistic people and people with learning disabilities: fifth report of session 2021-22
- Author:
- GREAT BRITAIN. Parliament. House of Commons. Health and Social Care Committee
- Publisher:
- Great Britain. House of Commons
- Publication year:
- 2021
- Pagination:
- 50
- Place of publication:
- London
This report sets out the findings of an inquiry into the treatment of autistic people and people with learning disabilities. There are over 2,055 people in secure institutions today where they are unable to live fulfilled lives and are too often subject to treatment that is an affront to a civilised society. This is often because autistic people and those with learning disabilities are treated as if their condition is an illness instead of a fundamental part of their identity: the tragic result of this fatal misunderstanding is that they often do then develop mental or physical illnesses which are used to justify their continued detention. The Committee reviewed international best practice, such as the Trieste model of care, in order to identify where necessary change needs to be implemented. We have also assessed how the wellbeing of autistic people and people with learning disabilities can be improved in any setting, whether inpatient or community, and the need for independent reviews into the deaths of autistic people and people with learning disabilities. The report addresses the following key areas: Chapter 1 – community support, reducing the number of autistic people and people with learning disabilities in inpatient facilities, and the benefits of the Trieste model; Chapter 2 – the use of restrictive practices in inpatient facilities and wider concerns relating to the appropriateness and continued use of such facilities; and Chapter 3 – the wellbeing of and accountability for autistic people and people with learning disabilities including the creation of a new role, the Intellectual Disability Physician, and the need for independent reviews into the deaths of autistic people and people with learning disabilities. (Edited publisher abstract)
Dignity in health care for people with learning disabilities
- Author:
- HARDY Steve
- Publisher:
- Royal College of Nursing
- Publication year:
- 2017
- Pagination:
- 26
- Place of publication:
- London
- Edition:
- 3rd ed.
This guidance aims to improve dignity in health care for people with learning disabilities. It is designed primarily to support the nursing workforce but may also be useful for other health care and social care staff. The publication focuses on the experiences of people with learning disabilities, areas for improvement in relation to dignity, practical ideas on what nurses can do to improve dignity and sources of further information and support. It covers the importance of understanding people's health needs, respecting individuals, getting to know the person, having choices making decisions, feeling safe and communication. It also includes information relating to the particular health needs that people with learning disabilities may have, and provides guidance on working in collaboration with other service providers. It also includes good practice examples. The guide has been developed with the involvement of people with learning disabilities who use health care services in South East London, who shared their experiences at 3 focus group meetings. (Edited publisher abstract)
Helping me to 'do my thing': tips for Kirkless health and social care professionals supporting people with a learning disability and/or autism
- Author:
- COMMUNITY CATALYSTS
- Publisher:
- Community Catalysts
- Publication year:
- 2017
- Pagination:
- 6
- Place of publication:
- Harrogate
This document forms one part of the legacy of Do Your Thing, a project with a focus on people with a learning disability and/or autism who don’t use social care services. The document takes the approaches developed by Do Your Thing and the lessons learned and turns them into top tips. These tips are designed for health and social care professionals who are supporting people with a learning disability and/or autism to set up their own group, develop their own enterprise or more generally ‘do their thing’. Key tips include: find a way to connect with me; don’t judge me just on my case notes or history; don’t underestimate me; focus on things I am good at; show me the possibilities and potential; help me think things through and plan; work at my pace; help me find people who will support me; and capture stories, outcomes and impact. (Edited publisher abstract)
A review of the literature concerning learning disability, challenging behaviour and social work
- Authors:
- TILLEY Elizabeth, LEDGER Sue, BARDSLEY Janet
- Publisher:
- The College of Social Work
- Publication year:
- 2015
- Pagination:
- 73
- Place of publication:
- London
This literature review outlines the key findings and 'headlines' from the empirical research on learning disability and challenging behaviour, contextualised within significant policy developments. The review covers: value base and best practice in supporting people with learning disabilities; best practice in mental health in relation to people whose behaviour is labelled as challenging and including links with mainstream mental health services; supporting people with Autistic Spectrum Disorders (ASDs) and challenging behaviour; engaging with the perspectives of and understanding the experiences of people with challenging behaviour; the experiences of family carers of people with challenging behaviour; person-centred planning with people with challenging behaviour; self-directed support (SDS) and challenging behaviour; the practice of out-of-area placements and returning people to their local area; transition and learning disability; the organisational context for social workers in supporting people with learning disabilities and challenging behaviour; quality of life, wellbeing and learning disability; building community capacity for inclusion of people with challenging behaviour; and good practice guidance prepared by other professional bodies of relevance to the social work role with people with challenging behaviour. (Edited publisher abstract)
Reaching out to people with learning disabilities and their families from black and minority ethnic communities
- Authors:
- POXTON Richard, et al
- Publisher:
- Foundation for People with Learning Disabilities
- Publication year:
- 2012
- Pagination:
- 32p.
- Place of publication:
- London
People with learning disabilities and their families from Black and Minority Ethnic (BME) communities continue to experience inequalities in health and social care despite various efforts to improve engagement. The aim of the Reaching out to Families project was to find new ways of addressing this issue - with particular attention to the role of third sector organisations and the use of action learning techniques in order to identify examples of good practice. Four areas agreed to become ‘development sites’: two London boroughs and two English cities, all with very diverse populations. The project used a broad action learning approach, supporting participants to work together to solve real work-based problems, acknowledging and building on actions already being taken in each site. A number of themes were identified through analysis of the interviews with families and in-depth discussion about the issues: effective identification of the needs, concerns and aspirations of different local communities; making sure that people understand what’s available and how local systems work; getting to grips with ‘personalisation’; developing local responses with community organisations; a competent workforce; working together; and being able to measure the impact of policies and practices on different BME communities. This report focuses on these aspects.
Person centred planning: advice for professionals
- Author:
- GREAT BRITAIN. Department of Health
- Publisher:
- Great Britain. Department of Health
- Publication year:
- 2010
- Pagination:
- 22p.
- Place of publication:
- London
This succinct booklet contains information to help professionals introduce person-centred planning approaches into their practice so the people they work with can have more control over their health and support. Valuing People and Valuing People Now set out specific requirements to develop health action plans to focus on the health needs of people with learning disabilities. This resource shows how health action plans and one-page health profiles are equally important for people with long-term conditions or continuing care needs; by setting out the actions required to keep them healthy and well, these planning aids can show how to provide the best support for someone. The guidance is set out under the following headings: what is expected of you?; person-centred thinking, planning and health; professionals and reviews; person-centred thinking, planning and personal budgets; integrating person-centred thinking and planning into daily practice and team work; learning from person-centred thinking, planning and reviews to inform change; and how will you know if you are being successful. Key points are highlighted, examples of good practice outlined and case studies described throughout.
Models of disability, quality of life, and individualized supports: implications for professional practice in intellectual disability
- Authors:
- BUNTINX Wil H. E., SCHALOCK Robert L.
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 7(4), December 2010, pp.283-294.
- Publisher:
- Wiley
In the past decade, new models have emerged with respect to the constructs of intellectual disability, quality of life, and supports. These models have implications both for understanding the underlying phenomena as for validating professional practices. This article describes the context and key components of models of human functioning and disability (American Association on Intellectual and Development Disabilities, and International Classification of Functioning, Disability, and Health), quality of life, and supports, and demonstrate how these models are related by synthesising their similarities and differences. From this it discusses the implications for professional clinical and service good practice. It is argued that these models offer relevant frames of reference for guiding and integrating activities of medical, behavioural, and social disciplines in the field of intellectual disability services. It is also argued that knowledge of these models and their relationships facilitates communication among professionals and between professionals and policy makers.
Facing the commissioning challenge: responding effectively to people whose behaviour is challenging
- Author:
- BERING Sandy
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 4(2), June 2010, pp.4-12.
- Publisher:
- Emerald
Securing better health and better care outcomes for people by effective use of public resources is at the heart of the commissioning agenda. Commissioning should ensure that the needs and wishes of people are well understood, and the market managed, so there are a range of local supports and provision available at a reasonable price. This is particularly important for people with intellectual disability whose behaviour is challenging, where effective clinically informed leadership is essential. Although models of good practice have been demonstrated for more than 20 years, making this happen on a wider scale remains the real challenge. Common wisdom about positive practice is not common practice in meeting identified needs. This paper aims to demystify the elements of effective commissioning roles, processes and the relationship of this work to positive outcomes in intellectual disability services, and to challenging behaviours. It highlights the case for a change in current common practice, explores some of the key barriers that must be addressed, and suggests key ways to achieve better outcomes.
How best to support individuals with IDD as they become frail: development of a consensus statement
- Authors:
- OUELLETTE‐KUNTZ Helene, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 32(1), 2019, pp.35-42.
- Publisher:
- Wiley
Background: While higher rates and earlier onset of frailty have been reported among adults with intellectual and developmental disabilities (IDD), research on how best to support these individuals is lacking. Method: An international consultation relied on three consensus building methods: the Nominal Group Technique, an NIH consensus conference approach, and a Delphi survey. Results: There is agreement that person‐centered planning and aging in place should be guiding principles. Frailty must be considered earlier than in the general population with the recognition that improvement and maintenance are viable goals. Intersectoral collaboration is needed to coordinate assessments and actions. Safety and planning for the future are important planning considerations, as are the needs of caregivers. Ongoing research is needed. Conclusion: The statement offers guidance to respond to frailty among adults with IDD and fosters ongoing exchange internationally on best practice. As new evidence emerges, the statement should be revisited and revised. (Edited publisher abstract)