Search results for ‘Subject term:"learning disabilities"’ Sort:
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Offending by people with intellectual disabilities in community settings: a preliminary examination of contextual factors
- Authors:
- WHEELER Jessica R., CLARE Isabel C.H., HOLLAND Anthony J.
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 26(5), 2013, pp.370-383.
- Publisher:
- Wiley
This study investigates the relationship between contemporary life experiences, well-being, choice and offending among people with intellectual disabilities (ID), exploring the relevance of two classic criminological theories (theories of strain and social control). Questionnaire measures were used to compare a range of ‘ordinary’ life experiences [the ‘Life Experiences Checklist’ (LEC)], subjective well-being (the ‘Personal Well-being Index – ID’) and the extent of choice (the ‘Choice Questionnaire’), between 27 offenders and 19 non-offenders with ID recruited through integrated (NHS and Local Authority) multi-disciplinary teams (community teams for adults with learning disabilities). Using regression analyses to explore the strength of associations with offending, it was found that an indicator of impoverished personal relationships, from the LEC provided the best predictor of offending. This finding appears to favour criminological explanations based on social control. (Edited publisher abstract)
Predicting good Active Support for people with intellectual disabilities in supported accommodation services: key messages for providers, consumers and regulators
- Authors:
- BIGBY Christine, et al
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 45(3), 2020, pp.279-289.
- Publisher:
- Taylor and Francis
Background: There is strong evidence about the effectiveness of Active Support. Recent research has established predictors of good Active Support as staff training, practice leadership, and service setting size. This paper explores features of organisational leadership and structures predictive of Active Support. Methods: Multilevel modelling with data from surveys, observations and interviews was used to identify predictors of Active Support at the levels of service users (n = 253), services (n = 71) and organisations (n = 14). Results: Good Active Support was predicted by: (1) positive staff perceptions of management, (2) prioritisation of practice and Active Support by senior managers, (3) strong management support for practice leadership, (4) organisation of practice leadership close to everyday service delivery, and (5) concentration of practice leadership with frontline management. Conclusion: These findings extend understanding of predictors of Active Support and provide indicators of service quality, with important implications for service providers, service users and those monitoring the quality of services. (Publisher abstract)
Factors that predict good Active Support in services for people with intellectual disabilities: a multilevel model
- Authors:
- BIGBY Christine, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 33(3), 2020, pp.334-344.
- Publisher:
- Wiley
Background: Active Support, now widely adopted by disability support organizations, is difficult to implement. The study aim was to identify the factors associated with good Active Support. Methods: Data on service user and staff characteristics, quality of Active Support and practice leadership were collected from a sample of services from 14 organizations annually for between 2 and 7 years, using questionnaires, structured observations and interviews. Data were analysed using multilevel modelling (MLM). Results: Predictors of good Active Support were adaptive behaviour, practice leadership, Active Support training, and time since its implementation. Heterogeneity, having more than six people in a service and larger organizations were associated with lower quality of Active Support. Conclusions: In order to ensure that Active Support is consistently implemented, and thus, quality of life outcomes improved, organizations need to pay attention to both service design and support for staff through training and practice leadership. (Publisher abstract)
People with intellectual disabilities at the end of their lives: the case for specialist care?
- Authors:
- FORRESTER-JONES Rachel, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 30(6), 2017, pp.1138-1150.
- Publisher:
- Wiley
Background: People with intellectual disabilities have a shorter life expectancy, but healthcare improvements mean that they are beginning to live longer, with associated health difficulties. This means that there is an urgent need to focus research on ageing as well as end-of-life care. This study aimed to explore a specialist intellectual disability service for older people who are dying and how it related to their quality of life and to costs associated with care provided. Method: Data were collected for nine residents and 15 staff members of the specialist service. A single case study design with mixed methods including observations, interviews, standardised questionnaires and costs analysis was utilised. Results: The study found positive results regarding overall quality of life, although individuals had limited social networks. Placement fees paid by local health trusts and social services departments were slightly higher than the estimated cost of care reflecting good financial management by a small voluntary sector organisation. Conclusion: Whilst the philosophical arguments around “specialist” care persist, this service fills a gap in intellectual disability care provision. (Edited publisher abstract)
Building bridges to a good life: a review of asset based, person centred approaches and people with learning disabilities in Scotland
- Authors:
- McNEISH Di, SCOTT Sarah, WILLIAMS Jennie
- Publisher:
- Scottish Commission for Learning Disability
- Publication year:
- 2016
- Pagination:
- 79
- Place of publication:
- Glasgow
This review explores the potential to join up thinking on increased choice and control for people with learning disabilities and the principles of asset based working. Commissioned by the Scottish Commission for Learning Disability, it considers the efficacy of asset based approaches for people with learning disabilities, looks at evidence of the impact these approaches can have on people’s lives and also identifies examples of good practice in Scotland. The review draws on the results of a literature review; interviews with key informants involved in asset based working and learning disability services; and a mapping of projects using asset based principles with people with learning disabilities across Scotland. The results suggest that there are is reason why the focus of assets work cannot be broadened to include opportunities for people with learning disabilities. However it suggests that asset based approaches should be seen in the context of efforts to advance the personalisation and social integration agendas, and that if that they need to fit alongside services, support systems and initiatives. Examples included in the review illustrate how services can add to the assets of individuals and communities, provided they are willing and committed to relating to people and doing things differently. Factors identified that facilitate asset based approaches with people with learning disabilities, include: addressing wider inequalities and stigma; ensuring people with learning disabilities are active participants in place based community development; and tackling attitudinal barriers and established ways of doing things. (Edited publisher abstract)
Workforce development for people with intellectual disabilities: the perspective from people with intellectual disabilities
- Authors:
- DAVIES Jill, BURKE Christine
- Publishers:
- Foundation for People with Learning Disabilities, Health Education England
- Publication year:
- 2016
- Pagination:
- 30
- Place of publication:
- London
Reports on the results of a consultation with people with a learning disability from across Kent, Surrey and Sussex, to investigate what was important to them in order to lead a good life and also the qualities it was important for their workforce to have. The research spoke to 65 people with learning disabilities and five parents (who completed the questionnaires on behalf of their sons/daughters with more complex needs), and received 61 completed questionnaires. The report presents results of the analysis of skills by six different age groups: 12-24 years; 25-34 years; 35-44 years; 45-54 years; 55-64 years; and 65 years and over. People with learning disabilities and parents we spoke to were very keen for people to learn a range of practical skills to lead as independent a life as possible. They also wanted to be supported by practitioners who could: provide them with health advice; help them in maintaining relationships; and help them access leisure activities and services in the community. Some of the most important workforce qualities identified were to be listened to, be patient, have a happy and positive attitude, be given a voice, and be reliable and punctual. People from the focus groups believed that having the support from someone with those qualities made a huge difference to their lives. The report recommends that all curricula for the workforce have values based on the social model of disability and involve people with learning disabilities to make this possible. (Edited publisher abstract)
A plan for life: the long view of social care for adults with learning disabilities
- Author:
- FITZROY
- Publisher:
- FitzRoy
- Publication year:
- 2014
- Pagination:
- 8
- Place of publication:
- Petersfield
This study – based on opinion research with 100 local authorities in England – shows that lifelong planning for adults with learning disabilities improves wellbeing and reduces long-term care costs. However, systemic pressures on local government have led to widespread short-term planning and an increase in long-term care costs at a time when the pressure to reduce spending has never been greater. The study highlights the absence of long-term considerations such as placement stability and quality of life beyond just care and that cost is the overriding consideration when local authorities are assessing social care services for adults with learning disabilities. Despite these significant barriers to change, local authorities are adamant that long-term planning is essential and are ready and willing to address these challenges. The report calls on the government to publish guidelines that will help local authorities to quickly understand their obligations to guarantee a better quality of life for adults with learning disabilities. (Edited publisher abstract)
Guidance: commissioning accommodation and support for a good life for people with a learning disability
- Author:
- WELSH LOCAL GOVERNMENT ASSOCIATION
- Publisher:
- Welsh Local Government Association
- Publication year:
- 2019
- Pagination:
- 88
- Place of publication:
- Cardiff
This guidance, commissioned by the National Commissioning Board, provides advice on commissioning accommodation and support services for people with a learning disability that support independent living promote well-being. It aims to redefine the accommodation and support model to a more person-centred, flexible set of principles which considers a wide range of places to live and deliver the support person want and need. It builds upon the overarching guidance on ‘Commissioning Services for People with Learning Disabilities’ published in November 2017 and will contribute to Welsh Government’s ‘Learning Disability Improving Lives Programme’. The guidance is structured around 12 questions across five themes which cover: person centred pathway; models of accommodation and support; what makes good quality support; developing innovative and progressive procurement processes; effective strategic commissioning, including commissioning services that improve well-being and that are cost effective. (Edited publisher abstract)
Commissioning services for people with a learning disability: good practice guidance
- Authors:
- NATIONAL COMMISSIONING BOARD, OXFORD BROOKES UNIVERSITY. Institute of Public Care
- Publisher:
- Oxford Brookes University. Institute of Public Care
- Publication year:
- 2017
- Pagination:
- 46
- Place of publication:
- Oxford
Good practice guidance developed to help Regional Partnership Boards in Wales to develop their own approaches to the integrated commissioning of services for people with a learning disability. The guidance will help commissioners to follow the principles in the Social Services and Well-being (Wales) Act 2014, in terms of helping individuals to lead an ordinary life with dignity, and co-producing appropriate solutions to help individuals to achieve the outcomes important to them. The guidance looks at the role of the strategic commissioner, how they can lead cultural change and how to commission ‘good lives’ through co-production approaches. It also explains how taking a whole systems, lifespan approach to positive behaviour support can reduce placement breakdown and prevent hospital admission. The guidance has been developed by the National Commissioning Board in partnership with the Institute for Public Care. (Edited publisher abstract)