Search results for ‘Subject term:"learning disabilities"’ Sort:
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Zero tolerance; measured response: responding to violence in mental health or learning disability care settings
- Author:
- MENTAL WELFARE COMMISSION FOR SCOTLAND
- Publisher:
- Mental Welfare Commission for Scotland
- Publication year:
- 2012
- Pagination:
- 16p.
- Place of publication:
- Edinburgh
Although workplace violence is unacceptable, when it relates to mental ill-health within a care setting the issues are complex. Staff may be caught between providing appropriate and sensitive care for people whose mental disorder results in violence, and reporting significant incidents to the police in order to protect the person, other service users and themselves. This guidance looks at best practice in responding to incidents of violence in learning disability and mental health settings. It reflects the findings of a national consultation with a wide range of stakeholders using a number of anonymised case examples. The guidance questions the traditional idea of ‘zero tolerance’ and aims towards developing a more measured response. The 2 essential outcomes from all incidents of violence in mental health and learning disability care settings are: ensuring the safety of all persons; and ensuring that the needs of the person for care and treatment (and the needs of any others affected by the incident, including staff) continue to be met in a safe and appropriate care setting. A number of recommendations are provided on the development of policies in response to violent incidents. [An updated version titled 'Responding to violence in a mental health or learning disability care setting' was published in 2017].
Care and treatment reviews (CTRs): policy and guidance. Including policy and guidance on Care, Education and Treatment Reviews (CETRs) for children and young people
- Author:
- NHS ENGLAND
- Publisher:
- NHS England
- Publication year:
- 2017
- Pagination:
- 114
- Place of publication:
- Leeds
Updated policy and guidance setting out the expectations for implementation of Care (Education) and Treatment Reviews (CTRs) across England. Care and Treatment Reviews (CTRs) were developed to improve the care of people with learning disabilities, autism or both in England with the aim of reducing admissions and unnecessarily lengthy stays in hospitals and reducing health inequalities. This revised policy and guidance builds on learning following the introduction of the first Care and Treatment Reviews (CTR) policy in October 2015 and in working partnership with people with learning disabilities and their families. The document includes information on the review process, the Key Lines of Enquiry responsibilities, and pathways to CTRs. It also includes additional guidance in relation to the successful implementation of CTRs for children and young people. Although CTRS are being driven by the NHS, the involvement of local authorities and education services in the CTR process and its outcomes are necessary for improving care and treatment for people with learning disabilities and their families. (Edited publisher abstract)
Preparing for adulthood: The role of social workers
- Author:
- SOCIAL CARE INSTITUTE FOR EXCELLENCE
- Publisher:
- Social Care Institute for Excellence
- Publication year:
- 2019
- Pagination:
- 53
- Place of publication:
- London
This guide, commissioned by the Office of the Chief Social Worker for Adults, looks at what social workers need to do to help young people with learning disabilities prepare for adulthood. It provides a practice framework for social workers and their employers to use when supporting people to prepare for adulthood. The framework consists of five elements: Having the right conditions in place; Underpinning knowledge; The right values, skills and attributes; Supporting the person through the system; and Focus on the young person. For each element in the framework, the guide explores the context in which social workers are operating, what can be done to overcome the challenges, and identifies pointers towards a better way of doing things. Where appropriate, each section includes people's stories, and resources and tools for social workers to consider in their practice. The guide also includes a review of policy and practice guidance relating to preparing for adulthood and a checklist of what a social worker will need to do and have in place to support young people effectively. The guide builds on work carried out by Innovation Unit and the Social Care Institute for Excellence, looking at whether a Named Social Worker approach might improve support to people with learning disabilities. (Edited publisher abstract)
Use of seclusion: good practice guide
- Author:
- MENTAL WELFARE COMMISSION FOR SCOTLAND
- Publisher:
- Mental Welfare Commission for Scotland
- Publication year:
- 2019
- Pagination:
- 26
- Place of publication:
- Edinburgh
Updated good practice guidance for health and social care professionals in Scotland on the use of seclusion when working with people who are being treated for mental illness, dementia, learning disability or related conditions in health and social care settings. The view of the Mental Welfare Commission is that services should minimise the use of all forms of restrictive practice, and that in most cases, proactive behavioural support plans would mean that the use of seclusion would be unnecessary. The guidance aims to ensure that where seclusion takes place, the safety, rights and welfare of the individual are safeguarded. It looks at what any policy for seclusion should cover, including: maintaining the safety of the secluded person, care planning, record keeping, assessment and review during a period of seclusion, the impact of seclusion and staff training. The guide also provides a summary of good practice points, a summary of relevant legislation in Scotland and case studies to illustrate areas of good and poor practice. (Edited publisher abstract)
An employers guide to supported employment
- Authors:
- MELLING Kathy, TURNER Sue
- Publisher:
- National Development Team for Inclusion
- Publication year:
- 2018
- Pagination:
- 52
- Place of publication:
- Bath
This guide sets out the business case for employing people with a mental health condition, a learning disability and / or autism. It provides information to help employers understand how they can address four key employment challenges: attitudes and the social model of disability; recruitment, selection and retention; implementing reasonable adjustments; and ensuring good communication and social integration. It includes case studies and provides links to resources and more detailed case studies which set out how local areas have addressed particular issues. Each section includes a summary of action points for employers to consider. The guide is aimed at NHS and other public sector employers who have a responsibility to lead on the employment of disabled people, but it provides useful resources for all employers. (Edited publisher abstract)
Reducing the need for restraint and restrictive intervention. Children and young people with learning disabilities, autistic spectrum disorder and mental health difficulties. Draft guidance for consultation
- Authors:
- GREAT BRITAIN. Department of Health, GREAT BRITAIN. Department for Education
- Publishers:
- Great Britain. Department of Health, Great Britain. Department for Education
- Publication year:
- 2017
- Pagination:
- 49
- Place of publication:
- London
Draft guidance on reducing the need for restraint and restrictive intervention for children and young people with learning disabilities, autistic spectrum disorder and mental health needs. The guidance is designed to help health and care settings and special educational services to adopt a preventative approach to supporting children and young people whose behaviour challenges. It highlights action to improve planning, the assessment and management of risks and the use of evidence-based practice so that restraint is used only where necessary, by trained staff and in line with the law, core values and ethical principles. Sections of the guidance cover: adopting a positive and proactive approach to behaviour; values and principles that should be followed when developing policies and practice on behaviour and the use of restraint; a summary key actions for settings and services, and considerations when using different forms of restraint. The guidance is non-statutory and will apply to health and care settings and special educational settings. The guidance is open to consultation period unity 24 January 2018. (Edited publisher abstract)
Growing up speaking out: a guide to advocacy for young learning disabled people in transition (14-25 years)
- Author:
- SOUNDS GOOD PROJECT
- Publisher:
- Advocacy Resource Exchange
- Publication year:
- 2006
- Pagination:
- 112p.
- Place of publication:
- London
This guide is about community-based advocacy for young learning disabled people in transition from school to adult services. It is particularly important for young learning disabled people to get advocacy support as they are making choices about what they want in life. The guide points out that: 1) projects will need to develop an effective child protection policy; 2) young volunteer advocates are needed; 3) a collaborative relationship with parents is crucial; and 4) advocacy projects need to relate to a range of different organisations, including Connexions and education.
Protection of vulnerable adults scheme in England and Wales for adult placement schemes, domiciliary care agencies and care homes: a practical guide
- Author:
- GREAT BRITAIN. Department of Health
- Publisher:
- Great Britain. Department of Health
- Publication year:
- 2006
- Pagination:
- 40p.
- Place of publication:
- London
The Government is determined that vulnerable adults should be afforded the greatest protection possible from harm. In addition to raising standards of care through National Service Frameworks, regulating providers of care in a more thorough and consistent way than hitherto, and introducing national minimum standards for regulated care services, the Government has taken action to specifically address the abuse of vulnerable adults. This guidance includes reference to pre-employment checks for domiciliary care providers and managers, and pre-employment checks for adult placement scheme providers and managers.
Reducing restrictive practices framework: a framework to promote measures and practice that will lead to the reduction of restrictive practices in childcare, education, health and social care settings. Consultation document
- Author:
- WELSH GOVERNMENT
- Publisher:
- Welsh Government
- Publication year:
- 2019
- Pagination:
- 36
- Place of publication:
- Cardiff
A draft framework from the Welsh Government providing non-statutory guidance with the aim of promoting practice that will lead to a reduction of restrictive practices for both adults and children. Where restrictive practices are used, it also aims to ensure that this is informed by person centred planning and in a way which safeguards the individual, those whom they interact with, and those who provide services to them. Sections of the framework cover: working in a human rights framework for the reduction of restrictive practices; understanding the importance of positive behaviour support; understanding the importance of reducing restrictive practices; and principles for restrictive practices. The framework is applicable across childcare, education, health and social care sectors. It will replace the Framework for restrictive physical intervention policy and practice, published in (2005) and is open to consultation until 6 January 2020. (Edited publisher abstract)
Developing support and services for children and young people with a learning disability, autism or both
- Author:
- NHS ENGLAND
- Publisher:
- NHS England
- Publication year:
- 2017
- Pagination:
- 37
- Place of publication:
- London
The document provides guidance for Transforming Care Partnerships and their local partners in Clinical Commissioning Groups and Local Authorities in commissioning support and services for children and young people with learning disability, autism or both who display behaviour that challenges. It supplements Building the Right Support and the National Service Model, to ensure that plans are inclusive of children and young people. It is structured around nine core principles that describe what good services and support look like for children and young people. These include having a meaningful everyday life; person-centred and coordinated care and support; support for family and care staff to help the child or young person live in the community; choice about where to live; and access to specialist health and social care in the community. Each section lists relevant legislation and guidance. Appendices provide information on what works when working in partnership with families and describes how services should change as a result of the service transformation. (Edited publisher abstract)