Search results for ‘Subject term:"learning disabilities"’ Sort:
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All planned out
- Author:
- WILTON Melissa
- Journal article citation:
- Learning Disability Today, 13(2), March/April 2013, pp.28-29.
- Publisher:
- Pavilion
- Place of publication:
- Hove
Learning disability nurses in the Community Assessment and Treatment Service with the Hertfordshire Partnership NHS Foundation Trust have been working in partnership with service users to make care plans more personalised and meaningful. The accessible care planning project redesigns care plan's so they are original and based on an individual's likes, interests and strengths. The project has has resulted in care plans being designed in a number of different formats, for example in the style of newspapers, comic books and on an interactive touchscreen computer. The development of the care plans has also increased the participation of service users working with professionals and the team has also experienced improved completions and achievements within the care plans. The project has been recognised nationally and was shortlisted for the Learning Disabilities Nursing category at the Nursing Times awards 2012. (Original abstract)
Getting involved
- Author:
- KINSEY Peter
- Journal article citation:
- Learning Disability Today, 12(1), December 2011, pp.34-35.
- Publisher:
- Pavilion
- Place of publication:
- Hove
Person-centred active support is claimed to be one of the best approaches to care for people with learning disabilities. Developed by the Tizard Centre, the technique prioritises meaningful engagement for service users to help them lead fulfilling lives. Person-centred active support views service users as active participants in the carer they receive. This article describes how the Care Management Group, an independent service provider for people with learning disabilities, has rolled out a staff training programme in person-centred active support over the last two years, leading to significant improvements to service users’ independence and confidence. Through training provided by the Tizard Centre, staff at the Care management Group have enabled service users to become part of the daily running of their service. The article describes the continuing staff training, and how it has led to increasing staff motivation.
Aspirations of people with intellectual disabilities living in a care organization
- Authors:
- BENOOT Toon, et al
- Journal article citation:
- Journal of Social Work, 22(4), 2022, pp.1105-1122.
- Publisher:
- Sage
Summary: This article presents the results of a research project involving 10 people with intellectual disabilities concerning their idea of "a good life" in a residential care setting, within a context of personal budgets. We introduce the capability approach as a framework for focusing on the opportunities personal budgets offer for people with intellectual disabilities. We make use of qualitative interviews following a photovoice project in which people with intellectual disabilities documented their lives in order to research what they deem valuable and aspire to. Findings: In the analysis section, we present the elements which the participants identified as limiting and enhancing for imagining their future. From their stories, we learn that their aspirations are nourished by the encounters and social bonds that they engage in within a residential care context. The results make clear that the use of money offers opportunities to elaborate on what is already known and enables the realization of aspirations, while interactions with significant others more often than not encourage participants to explore and try out changes and thus further develop people's set of aspirations. Applications: In drawing the discussion to a close, we explore the implications these stories might have for understanding the role of aspirations in the practice of care and support for people with intellectual disabilities. The findings encourage us to think about a relational pedagogy and to address this in the practices of personal budgets. (Edited publisher abstract)
Aiming for the stars
- Author:
- FULLERTON Michael
- Journal article citation:
- Learning Disability Today, October 2012, pp.28-29.
- Publisher:
- Pavilion
- Place of publication:
- Hove
When the Care Quality Commission withdrew its star ratings system for residential care services, Care Management Group (CMG) decided to create its own internal rating system to assess quality across its service models. The new internal rating system was designed by CMG’s senior management team, managers, and also crucially by service users. The underlying aim of the rating scheme is to ensure that service users are ultimately the judges and beneficiaries of all improvements. The Care Management Group Quality Rating Framework has now been rolled out across CMG’s 98 services. The framework focuses on 8 main areas, all underpinned by the principle of person-centred active support. The areas are: service user voice; outcome focus; documentation; staffing; environment; safeguarding; health; external relationships; and reputation. This provides clear criteria for each service to be judged upon, resulting in an evidence-based rating. A 4-step assessment process ensures consistency of assessment across all CMG services. The process involves: monthly assessment by service managers of their own services; 3-monthly assessment of services by regional directors; review of regional directors’ scores by senior directors; and annual independent audits by CMG’s senior Quality Support Team.
Big Plans: a guide for meaningfully engaging people with learning disabilities in the development of their plans
- Author:
- HUMANLY
- Publisher:
- Humanly
- Publication year:
- 2018
- Pagination:
- 70
- Place of publication:
- London
A toolkit to support social workers in working with people with learning disabilities and/or autism to plan for important moments in their lives, for example transition into adulthood or moving out of hospital back into the community. It includes a suggested step-by-step process, as well as specific activities for engaging individuals with learning disabilities and/or autism directly, rather than relying on those around them. Sections cover: Getting to know an individual through direct observation; Learning more about an individual from experts; Using creative activities to know individuals better; Creating a Personal Portrait that captures an individual’s needs and preferences; Using the Personal Portrait in planning; Testing options with an individual and capturing reactions; and Reviewing an individual’s experience on an ongoing basis. The toolkit was developed by Humanly and co-designed with the Shropshire team to support sites in the Named Social Worker programme, which was funded by the Department of Health and Social Care and run in partnership by the Innovation Unit and the Social Care Institute for Excellence. It has been designed to be suitable for a wide range of people with learning disabilities and/or autism, including people with complex needs and non-verbal communication.
Engagement and inclusion of individuals with a dual sensory loss and learning disability in the assessment process – staff perspectives
- Authors:
- TANNER Liz, MCGLADE Anne, IRWIN Mark
- Journal article citation:
- Practice: Social Work in Action, 33(2), 2021, pp.119-135.
- Publisher:
- Taylor and Francis
Dual Sensory Loss and learning disability is a historically neglected area of social work practice. This paper presents one element of a research study conducted with a health and social care provider in Northern Ireland. It explored staff experiences of assessing adults and children with a dual sensory loss and learning disability. Two sensory disability team managers, eight social workers and two rehabilitation officers were interviewed across sensory disability, learning disability and children with disability teams. Current levels of engagement and ways in which more inclusive services and practices could be developed were explored. Staff views indicate that there is minimal engagement between staff and service users with unique, complex needs. Staff use a range of tools, resources and skills in an attempt to promote inclusion and engagement. The paper concludes that to promote engagement staff need to develop their practice, making effective use of tools and resources. Staff skills and knowledge can be enhanced through training which is targeted, relevant and specific. There needs to be commitment to sharing good practice and cascading learning throughout teams. This will enable service users to have input into their own assessments which will form the cornerstone of all ongoing interventions. (Edited publisher abstract)
An exploratory study of Behavioural Specialist experiences of involving service users in the development of their positive behavioural support plans
- Authors:
- KRUGER Bethany, NORTHWAY Ruth
- Journal article citation:
- Journal of Intellectual Disabilities, 23(2), 2019, pp.160-174.
- Publisher:
- Sage
- Place of publication:
- London
Abstract: There is limited research that explores the experiences of how behavioural specialists actively involve people with a learning disability and challenging behaviour in the development of their positive behavioural support (PBS) plan. Accordingly, this exploratory research study aimed to explore this little understood area of practice. Methods: The study included semi-structured interviews comprised of nine Behavioural Specialists in three focus groups across two health boards. A descriptive thematic analysis study. Findings: Three major themes and 11 minor themes were identified illustrating how people with learning disabilities and behaviours that challenge were involved in developing their PBS plan. Significantly, the themes illustrated the complexity of truly involving service users in the process. Conclusion: Inclusion of people with a learning disability and behaviours that challenge in their PBS plan poses significant challenges. Person-centred care struggles to be truly embedded in the PBS model. (Edited publisher abstract)
Consensus statement of the International Summit on Intellectual Disability and Dementia on valuing the perspectives of persons with intellectual disability
- Authors:
- WATCHMAN Karen, et al
- Journal article citation:
- Journal of Intellectual Disabilities, 23(2), 2019, pp.266-280.
- Publisher:
- Sage
- Place of publication:
- London
The International Summit on Intellectual Disability and Dementia covered a range of issues related to dementia and intellectual disability, including the dearth of personal reflections of persons with intellectual disability affected by dementia. This article reflects on this deficiency and explores some of the personal perspectives gleaned from the literature, from the Summit attendees and from the experiences of persons with intellectual disability recorded or scribed in advance of the two-day Summit meeting. Systemic recommendations included reinforcing the value of the involvement of persons with intellectual disability in (a) research alongside removing barriers to inclusion posed by institutional/ethics review boards, (b) planning groups that establish supports for dementia and (c) peer support. Practice recommendations included (a) valuing personal perspectives in decision-making, (b) enabling peer-to-peer support models, (c) supporting choice in community-dwelling arrangements and (d) broadening availability of materials for persons with intellectual disability that would promote understanding of dementia. (Edited publisher abstract)
“Living the life I want”: a framework for planning engagement with people with intellectual disability and complex support needs
- Authors:
- DEW Angela, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 32(2), 2019, pp.401-412.
- Publisher:
- Wiley
Background: Self‐determination involves autonomy, agency, choice and control. This study investigated how these aspects of self‐determination relate to engaging people with intellectual disability and complex support needs in setting goals and making plans. Method: Body mapping was used to understand the planning experiences of 30 adults with intellectual disability and complex support needs. Each participant created two body maps using a guided group‐based process. Visual and text data were thematically analysed and a framework for planning engagement developed. Results: The framework identifies the centrality of having a well‐developed sense of self which includes insight, motivation and agency, and which is shaped by contextual barriers and facilitators and influenced by helpful and unhelpful support. Conclusions: A well‐developed sense of self and ability to harness resources and people is fundamental to the ability of individuals with intellectual disability and complex support needs articulating goals, identifying aspirations, and attaining valued outcomes. (Edited publisher abstract)
Commentary on “Evaluating service users’ experiences of using Talking Mats®”
- Authors:
- HARDING Celia, STEWART Alison
- Journal article citation:
- Tizard Learning Disability Review, 23(2), 2018, pp.87-90.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to provide some thoughts following on from reading “Evaluating service users’ experiences of using Talking Mats®”. Design/methodology/approach: This commentary outlines some considerations for the continued discussions about how to engage people who have profound and multiple learning disabilities. Findings: The literature is not clear on the involvement of people with more profound and multiple learning disabilities, or for those who do not use much spoken language. Some papers have explored the notions of involvement and interpretation of pre-intentional communicators’ desires and interests. Originality/value: There needs to be a robust discussion across carer, academic and service user communities to consider what the communication rights and needs are for people who have profound and multiple disabilities. (Edited publisher abstract)