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Preventing falls in people with learning disabilities: making reasonable adjustments
- Author:
- PUBLIC HEALTH ENGLAND
- Publisher:
- Public Health England
- Publication year:
- 2019
- Place of publication:
- London
This guide contains information to help staff in public health, health services and social care to prevent falls in people with learning disabilities. It is also intended to help falls prevention services to provide support that is accessible to people with learning disabilities. It sets out the findings of research, highlights relevant policy and guidelines, and also provides case studies and examples of reasonable adjustments. It provides links to online resources and where they can be accessed. It will be of use to family carers, friends and paid support staff to help them think about what risks may contribute to falls and how to reduce these risks. It is one of a series of guides looking at reasonable adjustments in different service areas to enable public sector organisations to fulfil their duties to disabled people under the Equality Act 2010. (Edited publisher abstract)
Bullying involving children with special educational needs and disabilities: safe to learn: embedding anti-bullying work in schools
- Author:
- GREAT BRITAIN. Department for Children, Schools and Families
- Publisher:
- Great Britain. Department for Children, Schools and Families
- Publication year:
- 2008
- Pagination:
- 55p.
- Place of publication:
- London
As part of the drive to stop persistent bullying in schools, the DCSF has published new guidance, to join the suite of materials Safe to Learn which look at tackling all forms of bullying. This new advice looks at the issue of the bullying of children with SEN and disabilities. It is designed to help school staff understand and address the particular issues that surround sustained bullying of this type, and recommends strategies to stamp out persistent bullying of all kinds.
Care (Education) and Treatment Reviews: the role of health and social care providers
- Author:
- NHS ENGLAND
- Publisher:
- NHS England
- Publication year:
- 2018
- Pagination:
- 24
- Place of publication:
- London
This guide aims to help health and social care providers ensure that Care (Education) and Treatment Reviews improve the lives of people with a learning disability or autism that they support. A C(E)TR aims to identify how each person can have the best quality of life possible, and how care and treatment can fully support this aim. A review should be organised when a hospital admission is being considered. A Community C(E)TR asks what extra support can be put in place for the person and family to avoid unnecessary admission to hospital. This guide looks at what health and social care providers need to do to make sure Care (Education) and Treatment Reviews work effectively, including providing the right documents, supporting the person and the family, ensuring the quality of reviews and hospital discharge good practice standards. (Edited publisher abstract)
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)
Investing in later life: a toolkit for social services providing care for older people
- Author:
- EUROPEAN SOCIAL NETWORK
- Publisher:
- European Social Network
- Publication year:
- 2017
- Pagination:
- 79
- Place of publication:
- Brighton
This toolkit provides recommendations and examples of innovative practice for professionals working in social services providing care for older people. It is based on desktop literature research and the result of the European Social Network’s (ESN) work on ageing and care between 2014 and 2016. Chapters cover knowledge and best practice around initiatives to promote active ageing and independence, carers support, improving the coordination of health and social care services, and support for people with complex needs and disabilities as they grow older. Chapter one focuses on the promotion of active ageing and discusses key developments such as supporting volunteering, prevention and early intervention, and rehabilitation. Chapter two highlights the challenges in recruiting sufficient qualified social care staff, particularly in the provision of long-term care and looks at how to better support informal carers. Chapter three discusses cooperation and integration opportunities in older people’s services. It analyses the challenges of integrated services at three different levels: macro-level, meso-level and micro-level. The final chapter explores how people with multiple conditions can be supported most effectively in a person-centred way, including people living with dementia and people with learning disabilities. Each chapter includes a review of the legal and policy frameworks and examples from practice. (Edited publisher abstract)
Mental health problems in people with learning disabilities: prevention, assessment and management: NG54
- Author:
- NATIONAL INSTITUTE FOR HEALTH AND CARE EXCELLENCE
- Publisher:
- National Institute for Health and Care Excellence
- Publication year:
- 2016
- Place of publication:
- London
Practice guideline which covers preventing, assessing and managing mental health problems in children, young people and adults with learning disabilities. The guideline aims to improve assessment and support for mental health conditions, and help people with learning disabilities and their families and carers to be involved in their care. The recommendations include that: the person's communication needs and level of understanding should be considered throughout their assessment, treatment and care; that professionals with expertise in mental health problems in people with learning disabilities should coordinate mental health assessments; the impact of the social and physical environment on the mental health of people with learning disabilities should be considered when developing care plans; adults with learning disabilities should be supported to participate in paid or voluntary work. The recommendations also provide guidance on delivering psychological and pharmacological interventions. The guideline covers all settings, including health, social care, education, and forensic and criminal justice. (Edited publisher abstract)
Challenging behaviour and learning disabilities: prevention and interventions for people with learning disabilities whose behaviour challenges: NG11
- Author:
- NATIONAL INSTITUTE FOR HEALTH AND CARE EXCELLENCE
- Publisher:
- National Institute for Health and Care Excellence
- Publication year:
- 2015
- Place of publication:
- London
Practice guideline providing best practice advice on the care of children, young people and adults with a learning disability and behaviour that challenges. They are relevant to the care and shared care provided or commissioned by health and social care, in whatever care setting the person lives. The guidelines stress the importance of carrying out thorough assessments to identify the multiple factors that are likely to contribute to any challenging behaviour. Any assessments should include assessment of the person, their environment and any biological predisposition, together with a functional assessment. Any intervention should be to improve the overall quality of the person's life. Key priorities for implementation cover general principles of care; support and interventions for family members or carers; early identification and assessment of behaviour that challenges; psychological and environmental interventions; and medication. Other recommendations cover physical healthcare; behaviour support plans; reactive strategies and restrictive interventions; interventions for coexisting health problems; and interventions for sleep problems. (Edited publisher abstract)