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Self-directed support policy: challenges and possible solutions
- Authors:
- HARKES Mary Anne, BROWN Michael, HORSBURGH Dorothy
- Journal article citation:
- British Journal of Learning Disabilities, 42(3), 2014, pp.169-176.
- Publisher:
- Wiley
An systematic literature review conducted between September 2010 and April 2011 found that few studies of self-directed support focused specifically on people with intellectual disabilities. The range of individuals' ability and distinction between adults with or without legal capacity have not been addressed. It is clear that self-directed support is not, as yet, a viable option for all individuals with an intellectual disability. However, some who have accessed it reported an improvement in their quality of life. For self-directed support to succeed for people with a wide range of intellectual disabilities, the level of awareness of its existence, and the potential barriers in relation to uptake, must be identified and addressed. This paper suggests possible strategies to maximise access to self-directed support and identifies areas in which further research is required. (Edited publisher abstract)
Diabetes and people with learning disabilities: issues for policy, practice, and education
- Authors:
- MAINE Andrew, BROWN Michael, TRUESDALE Maria
- Journal article citation:
- Tizard Learning Disability Review, 25(1), 2020, pp.26-34.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to present an overview of the extant literature on diabetes in people with learning disabilities (LD) and discuss implications for policy, practice and research. Design/methodology/approach: The key findings are extracted from qualitative and quantitative studies and recent systematic literature reviews. These findings are discussed in the areas of prevalence, treatments and implications. Findings: The complex health needs of people with LDs who are diagnosed or at risk of developing diabetes are gaining wider recognition, and recent studies have begun to implement and evaluate potential solutions. Further analysis and alignment between services is required. Originality/value: Following a dearth of studies on diabetes in people with LD, the past decade has seen a sudden upsurge in large and diverse set of studies. This paper provides an overview on the extent of this study. (Edited publisher abstract)
A review of the literature relating to psychological interventions and people with intellectual disabilities: Issues for research, policy, education and clinical practice
- Authors:
- BROWN Michael, et al
- Journal article citation:
- Journal of Intellectual Disabilities, 15(1), March 2011, pp.31-45.
- Publisher:
- Sage
- Place of publication:
- London
There is a need for a long-term focus on the development of policy, research education and clinical practice relating to psychological therapies for adults with learning disabilities. This study identified and analysed the published evidence base and wider literature in relation to psychological interventions. A total of 25 English language papers were reviewed. Findings indicated that the evidence base regarding psychological interventions, while limited, were growing, and if the therapeutic approaches were modified and adapted to meet the distinct needs of people with intellectual disabilities these may be life enhancing. The lack of access to psychotherapies for people with intellectual disabilities has led to their exclusion from mainstream research, thereby limiting the evidence base on effective interventions and treatment approaches. The authors concluded that this has significant implications and is an area requiring both strategic and local development in the future.
Self directed support and people with learning disabilities: a review of the published research evidence
- Authors:
- HARKES Mary Anne, BROWN Michael, HORSBURGH Dorothy
- Journal article citation:
- British Journal of Learning Disabilities, 42(2), 2014, pp.87-101.
- Publisher:
- Wiley
A systematic literature review was undertaken to determine the evidence base underpinning the strategy of Self Directed Support and whether evidence demonstrates that this policy is accessible to everyone with a learning disability. It also sought to identify whether there were any barriers to Self Directed Support for people with severe or profound learning disabilities and, if so, how these barriers could be overcome. Four mixed-method research papers, two quantitative studies, seven qualitative studies and four literature reviews were identified. The findings indicated that very few studies pertain specifically to people with learning disabilities, and little account has been taken of their range of ability or the distinction between adults with legal capacity and those without. It is evident from the literature that Self Directed Support is not, as yet, attainable for everyone with a learning disability but those able to access it have reported an improvement in their quality of life. There is a need for further research to determine the extent of awareness and understanding of the policy of Self Directed Support, and the implications it will have on the future care of people with a wide range of learning disabilities. (Edited publisher abstract)