Search results for ‘Subject term:"learning disabilities"’ Sort:
Results 1 - 9 of 9
A search for meaning: telling your life with learning disabilities
- Authors:
- HORN Jaime Helena, MOSS Duncan
- Journal article citation:
- British Journal of Learning Disabilities, 43(3), 2015, pp.178-185.
- Publisher:
- Wiley
Research has identified the collective experiences of oppression, stigma and isolation in the lives of people with learning disabilities. Against the backdrop of social and cultural processes that shape and limit the life experiences of people with learning disabilities, the authors are interested in how the individual develops a sense of self and identity. The aim is to further understand the subjective world of one woman with learning disabilities, drawing attention to how meaning about herself and her world has been constructed. The authors present and analyse one woman's life story, adopting a narrative and participatory research approach, with its focus on personal experience, whilst making links between the individual and social world. (Publisher abstract)
Participatory research, people with intellectual disabilities and ethical approval: making reasonable adjustments to enable participation
- Authors:
- NORTHWAY Ruth, HOWARTH Joyce
- Journal article citation:
- Journal of Clinical Nursing, 24(3-4), 2015, pp.573-581.
- Publisher:
- John Wiley and Sons
Aims and objectives: The aim of this paper is to explore how making reasonable adjustments to the process of securing ethical approval for research can facilitate the meaningful involvement of people with intellectual disabilities as members of a research team. This is achieved through critical reflection upon the approach taken within one participatory research study whose objective was to explore how people with intellectual disabilities understand abuse. Background: Internationally participatory research studies (in which active involvement of community members in all stages of the research process is sought) are becoming increasingly common in the context of health care and, more specifically, within research involving people with intellectual disabilities. However, whilst it is acknowledged that participatory research gives rise to specific ethical challenges, how (or if) involvement in securing ethical approval is facilitated, is not discussed in most research reports. The significance of this paper is that it seeks to address this gap by exploring how meaningful participation can be promoted by making reasonable adjustments. Methods: Within the study, the research team worked in collaboration with the ethics committee to identify potential barriers that could prevent the participation of members of the research team who had intellectual disabilities. Reasonable adjustments (such as redesigning forms) were made to the processes involved in securing ethical approval. Conclusions: This study demonstrated that it is possible to ensure that ethical standards are upheld and the requirements of ethics committees met whilst also facilitating the meaningful involvement of people with intellectual disabilities. Relevance to clinical practice: The reasonable adjustments approach explored within this paper can be translated into the context of clinical practice: making changes to the way that services are delivered can promote greater involvement of people with intellectual disabilities in their own health care. (Publisher abstract)
“I’d trust them if they understood learning disabilities” support needs of people with learning disabilities in the Criminal Justice System
- Authors:
- HOWARD Ruth, et al
- Journal article citation:
- Journal of Intellectual Disabilities and Offending Behaviour, 6(1), 2015, pp.1-4.
- Publisher:
- Emerald
Purpose: People with learning disabilities (LD) often lack necessary support in navigating and coping within the Criminal Justice System (CJS). The purpose of this paper is to explore their experiences, from their own perspective, and identify the supports which need to be implemented. Design/methodology/approach: Focus groups were held with nine patients in a forensic LD service, discussing their experiences and support needs within the CJS. Template analysis was undertaken on the transcripts. Findings: Four themes were identified: negative feelings, professional attitudes, suitability of the CJS, and supports needed. Practical implications: This research demonstrates the valuable opinions to be obtained from offenders with LD on their experiences and needs. Implications for the CJS include a need for further awareness, training, and expertise to work effectively with people with LD. Participant perspectives also highlight the importance of consistent liaison and diversion schemes, and indicate that CJS services may have something to learn from healthcare settings. Originality/value: Previous knowledge of offenders with LD overlooked the perspective of the service user. This research has given this group a voice, and has benefited from their insight. This is a timely piece of research in the current landscape of the CJS, and so these findings may be of practical value to the implementation of supports, particularly the liaison and diversion schemes. (Publisher abstract)
Adults with learning disabilities known to local authorities in Scotland: a national dataset
- Authors:
- STUART Claire, et al
- Journal article citation:
- Tizard Learning Disability Review, 20(1), 2015, pp.15-23.
- Publisher:
- Emerald
This paper discusses collection of data on adults with learning disabilities who are known to local authorities in Scotland by Learning Disability Statistics Scotland. It looks at the the use of this data to support government policy and evaluation the implementation of policy. The paper provides insights to the project's processes, uses, challenges and future plans. It details the position of the data outputs within a policy context and the role these might play within a broader research agenda. Individual level data are requested from all 32 local authorities on adults aged 16-17 who are not in full-time education and those aged 18 and over. Annual data guidance is developed in conjunction with local authorities prior to the collection and is issued to standardise the process and manage avoidable error. The collated data are extracted from local authority administrative data and records are provided on each adult regardless of whether they are currently receiving a service. Anonymisation takes place prior to upload and strict guidelines are followed to ensure it is not possible to identify individuals. This paper will be of interest to those interested in data on learning disability and those with an interest in the analytical potential of an individual level national data set. (Edited publisher abstract)
Resource allocation priorities in social care for adults with a learning disability: an analysis and comparison of different stakeholder perspectives
- Authors:
- DAVIES Sue, et al
- Journal article citation:
- Tizard Learning Disability Review, 20(4), 2015, pp.199-206.
- Publisher:
- Emerald
Purpose: How resources for social care are allocated to individual service users has long been a concern. There are debates regarding the priority given to certain needs in Resource Allocation Systems (RASs). The purpose of this paper is to compare the views of adults with a learning disability and Directors of Adult Social Care regarding their priorities for resource allocation with priorities arising from observed resource allocation decisions. Design/methodology/approach: In a consultation workshop, 12 adults with learning disabilities were asked to rank the perceived importance of eight needs-related outcomes. Directors of Adult Social Care completed an online questionnaire concerning the distribution of resources across the same eight outcomes. Actual resource allocation data from 11 local authorities were also modelled against these outcomes. A variable importance metric (the percentage contribution of each outcome to predicting costs) was used to rank the importance of these outcomes in terms of determining actual resource allocation. Findings from these data collections were compared. Findings: There were discrepancies between the views of adults with a learning disability, the perspectives of Directors and actual resource allocation data. Whereas adults with a learning disability perceived psychological well-being as most important, Directors and actual resource allocation data stressed the importance of activities of daily living and carer burden. Originality/value: This analysis will prove useful in understanding the concerns of adults with a learning disability and whether these are adequately addressed by current RASs. (Publisher abstract)
Assessment of an expert committee as a referral process within health and social services
- Authors:
- TREMBLAY Audree, MORIN Diane
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 12(3), 2015, pp.162-171.
- Publisher:
- Wiley
In Quebec, Canada, health and social services available to persons with intellectual disability are hierarchically organised into three levels of care: primary, secondary, and tertiary care. The referral processes through which persons gain access to services at each level vary across facilities. As a result, persons with intellectual disability may not receive the appropriate level of care and the responsibilities of facilities at each level overlap, creating an undue burden on the public healthcare system. This study sought to propose a structured assessment and referral method within the network of public services. Specifically, it evaluated the correspondence between the currently received level of care and an expert committee's determination. Furthermore, it examined client-related variables that were associated with the level of services. An expert committee evaluated the level of specialisation of services required by 30 persons with intellectual disability. The committee's determination was based on participants' files and presentations by their primary case worker. It was found that 10 out of the 30 participants were not receiving the level of care determined to be necessary by the expert committee. Challenging behaviours were most strongly associated with the committee's determination. This study underscores the primacy of clinical judgement, rather than a predetermined list of participant characteristics, in order to refer persons with intellectual disability toward services that best meet their specific needs. It also highlights the importance of taking into account challenging behaviours. (Edited publisher abstract)
How can mental health clinicians, working in intellectual disability services, meet the spiritual needs of their service users?
- Authors:
- LOYNES Benjamin, O'HARA Jean
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 9(1), 2015, pp.9-18.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to identify approaches that mental health clinicians, working in intellectual disability services, can adopt to ensure the spiritual needs of their service users are met. Design/methodology/approach: A narrative literature review examining original research, expert opinion pieces and book chapters was undertaken. To broaden the perspective of the paper, publications from different academic areas were reviewed including intellectual disabilities, mental health, neurodevelopmental disorders, general health and spirituality literature. Findings: The main principles of spiritual assessment tools from the general health literature can be applied to this group. However, the literature would suggest that certain approaches are of particular importance in intellectual disabilities mental health including advocating for service users to attend the religious services they wish to and working collaboratively with families and carers when addressing spiritual issues. Research limitations/implications: The question of how to meet the spiritual needs of people with autism and severe intellectual disability is a neglected research area. Research examining the spiritual needs of service users with intellectual disabilities, on mental health inpatient units, is also needed as well as a review of whether spiritual needs are being met in current person-centred care plans. Originality/value: No published literature review was identified that specifically addressed the question of how mental health clinicians should approach the spiritual needs of their service users. (Publisher abstract)
Ambiguity in practice? carers' roles in personalised social care in England
- Authors:
- GLENDINNING Caroline, MITCHELL Wendy, BROOKS Jenni
- Journal article citation:
- Health and Social Care in the Community, 23(1), 2015, pp.23-32.
- Publisher:
- Wiley
Carers play an ambiguous role within the personalisation paradigm currently shaping adult social care practice in England. Although carers have rights to assessments and support in their own right, these rights sit uneasily alongside the practices of assessment, support planning and personal budget (PB) allocation for older and disabled people. This paper reports how 14 dyads of older and learning disabled people with cognitive and/or communication impairments and their carers viewed the roles – desired and actual – played by carers in PBs. Interviews with carers and with older and disabled people were conducted during 2012 as part of a wider study into carers' roles in assessment, support planning and managing PBs. The interviews complemented a survey of reported practice in two English regions – interviews with adult social care services senior managers and focus groups with front-line care managers. Talking Mats© were used to support interviews with some service users. Interviews were transcribed and data analysed using the Framework approach. The interviews indicated that carers played important roles in service users' assessments and support planning, but were less likely to report receiving assessments or support of their own. While carers had the potential to benefit from PBs and support arrangements for service users, this did not reflect practice that aimed to enhance choice and control for carers. The paper draws on Twigg's typology of service conceptualisations of family carers and concludes that, despite the important social rights won by carers in England, current practice continues to regard carers primarily as a resource or a co-worker, rather than a co-client. (Publisher abstract)
Forecasting the adult social care workforce: a summary report of workforce intelligence
- Author:
- CENTRE FOR WORKFORCE INTELLIGENCE
- Publisher:
- Centre for Workforce Intelligence
- Publication year:
- 2015
- Pagination:
- 45
- Place of publication:
- London
Report, commissioned by Department of Health, which aims to assess the future demand for and supply of the adult social care workforce in England over the next 15 years to 2030. The project uses the Centre for Workforce Intelligence robust workforce planning framework. Census data from the Office of National Statistics together with findings of the report 'Estimating the Need for Social Care Services for Adults with Disabilities in England 2012-2030 '(Emerson et al, 2012), were used to explore the demand for social care services. Key data from Skills for Care's National Minimum Data Set for Social Care (NMDS-SC) and their publication 'The size and structure of the adult social care sector and workforce in England, 2014' provided a basis for modelling data. The forecast suggests the adult social care workforce will need to grow from 1.2 million to almost 1.6 million (FTE) to meet a 33 per cent growth in adult social care demand by 2030. The research also suggests that people with learning difficulties are also living longer requiring social care services for longer for which the social care workforce will need to grow accordingly. It highlights a likely increase in demand for residential and nursing care in particular. An accompanying infographic has also been produced to highlight the key findings from the report, as well as a technical report, which provides an overview of the data used in the model, as well as details of how the calculations were made. (Edited publisher abstract)