Search results for ‘Subject term:"learning disabilities"’ Sort:
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Making connections
- Authors:
- SWIFT Paul, MATTINGLY Molly
- Journal article citation:
- Learning Disability Today, 10(2), April 2009, pp.28-30.
- Publisher:
- Pavilion
- Place of publication:
- Hove
The Life in the Community project is described. The three-year project, funded by the Mental Health Foundation and the Baily Thomas Trust, aimed to explore how 40 people with complex support needs could be helped to lead more inclusive lifestyles in their local communities.
A flexible response: person-centred support and social inclusion for people with learning disabilities and challenging behaviour
- Authors:
- CARNABY Steven, et al
- Journal article citation:
- British Journal of Learning Disabilities, 39(1), March 2011, pp.39-45.
- Publisher:
- Wiley
This paper outlines an innovative, interagency model of provision that addresses concerns around people whose behaviour causes concern, and adheres to the principles of Valuing People Now (2009) as a way of keeping social inclusion as the key objective when developing person-centred support. The Flexible Response Service (FRS) support model evolved in recognition of the importance of social inclusion particularly for people who behaviour presented challenges, whist also acknowledging the evidence on the importance of staff practice and the implementation of policy principles. The paper highlights the philosophy, development and evaluation of this person-centred day opportunity and supported lifestyle service which is successfully placing service users at the heart of their local community. The authors suggest that its innovation lies in embedding clinical input directly in the support model, creating interdependent partnership working across agencies. It allows the development of frontline staff into highly skilled practitioners.
Local area co-ordination: strengthening support for people with learning disabilities in Scotland
- Authors:
- STALKER Kirsten Ogilvie, et al
- Journal article citation:
- British Journal of Learning Disabilities, 36(4), December 2008, pp.215-219.
- Publisher:
- Wiley
This paper reports the findings of a study commissioned by the Scottish Executive which examined the introduction and implementation of local area co-ordination (LAC) in Scotland. A questionnaire about their posts was completed by 44 local area co-ordinators, interviews were conducted with 35 local area co-ordinators and 14 managers and case studies of LAC practice were carried out in four local authorities. The study found both strengths and weaknesses in the implementation of LAC nationally. There was great unevenness across Scotland in the number of local area co-ordinators employed by local authorities and in their roles and remits. Progress in community capacity building was slow overall and some managers expressed mixed feelings about LAC's usefulness in a climate of scarce resources. Individuals and families, however, were very appreciative of the support received and there was evidence that LAC had made a positive difference to their lives; for example, in relation to increased inclusion, choice and formal and informal supports. Various proposals are made for supporting the future development of LAC.
Continuing the conversation: coaching for excellence in community inclusion
- Author:
- ARRIEN Angeles
- Journal article citation:
- Community Connecting, 10, September 2007, pp.26-27.
- Publisher:
- Community Connecting
This article discusses the role person centred coaching can play in enabling person centred plans to be more effective in changing the everyday experience of people with learning disabilities.
A positive approach to risk requires person-centred thinking
- Authors:
- NEILL Max, et al
- Journal article citation:
- Tizard Learning Disability Review, 14(4), October 2009, pp.17-24.
- Publisher:
- Emerald
This article examines the question of risk in the lives of people who are supported by human services. It responds to the way in which risk, as it has traditionally been approached by these services, imposes a barrier to social inclusion and to an interesting and productive life. The article proposes an alternative person-centred risk process. The authors argue that, by beginning with a focus on who the person is, their gifts and skills, and offering a positive vision of success, it could be possible to avoid the implied aversion to any form of risk embedded in the traditional approaches and attitudes. The article asks what is risk, and what is wrong with traditional risk assessment? It examines the involvement of services users and relatives in risk assessment, and positive and informed risk taking. It describes a person-centred approach to risk uses questions in a framework of: purpose; people; process; and progress. It tells how the thinking about how the process can be used to enable the person to have choice and control in their life, and to be a citizen in the community, will influence which people are called to participate in the process.
Almost invisible – providing subtle support in community settings
- Authors:
- BATES Peter, et al
- Journal article citation:
- Tizard Learning Disability Review, 17(4), 2012, pp.156-162.
- Publisher:
- Emerald
For some people, their only opportunity to connect with the community occurs when staff accompany them. However, subtle support that allows a person to become more independent, less reliant on services, and more socially included is a complex business. This article aims to investigate some of the pitfalls and potential of supporting people on a one-to-one basis in their community in order to stimulate improvements in practice. It discusses a range of situations via several vignettes and draws advice out of these for support workers and their managers. Staff are encouraged to plan carefully so that they can hold back from doing too much for the person, engage as full participants rather than passive bystanders, and seek opportunities for the person to develop informal connections in the community. Managers are encouraged to develop risk management systems that promote contact with ordinary citizens and a culture of community participation through training and mentoring support staff. In order to overcome the many pitfalls of supporting someone in the community, staff need training, time to discuss their experiences, and recognition that it is an ongoing challenge with no easy solutions.
Commentary on “Almost invisible – providing subtle support in community settings”
- Author:
- JONES Edwin
- Journal article citation:
- Tizard Learning Disability Review, 17(4), 2012, pp.163-168.
- Publisher:
- Emerald
This paper provides a commentary on Bates et al.'s paper (ipid, pp.156-162) which discusses the importance of subtle support and some of the pitfalls and potential of supporting people with learning disabilities on a one to one basis in their community. This paper reflects on the account, making some points to stimulate further contributions to the debate. It argues that subtle support is important, but it is necessary to be clearer about what it entails. In particular, the paper focuses on support for people with more severe intellectual impairments who sometimes have challenging behaviour. These people are most in need of support but may be less likely to get it. The paper concludes by discussing the need for staff training in positive interaction in order to enable workers to provide active, but also subtle, support.
A positive approach to risk requires person-centred thinking
- Authors:
- NEILL Max, et al
- Journal article citation:
- Tizard Learning Disability Review, 14(4), October 2009, pp.17-24.
- Publisher:
- Emerald
This article examines the question of risk in the lives of people who are supported by human services. It responds to the way in which risk, as it has traditionally been approached by these services, imposes a barrier to social inclusion and to an interesting and productive life. The article proposes an alternative person-centred risk process. The authors argue that, by beginning with a focus on who the person is, their gifts and skills, and offering a positive vision of success, it could be possible to avoid the implied aversion to any form of risk embedded in the traditional approaches and attitudes. The article asks what is risk, and what is wrong with traditional risk assessment? It examines the involvement of services users and relatives in risk assessment, and positive and informed risk taking. It describes a person-centred approach to risk uses questions in a framework of: purpose; people; process; and progress. It tells how the thinking about how the process can be used to enable the person to have choice and control in their life, and to be a citizen in the community, will influence which people are called to participate in the process.
An introduction to supporting people with a learning disability
- Authors:
- HARDIE Elaine, TILLY Liz
- Publisher:
- Learning Matters
- Publication year:
- 2012
- Pagination:
- 125p.
- Place of publication:
- London
This textbook is designed to support the unit “Understanding the context of supporting individuals with learning disabilities” which forms part of the syllabus for Level 2 and 3 health and social care diplomas in the UK. The authors explore the impact on a person and their family of having a label of learning disability. It explains the possible causes of learning disability and the history of support for people with learning disabilities. The person with a learning disability is placed firmly at the centre of the support described. Real life stories, activities, thinking points and practical examples are included to cover all of the learning outcomes required for the Unit. Chapter headings cover: understanding the nature and characteristics of learning disability; understanding the historical context of learning disability; understanding how views and attitudes impact on the lives of people and their family carers; promoting communication with people with learning disabilities; understanding the principles of advocacy, empowerment and active participation; and understanding the legislation and policies that support the human rights and inclusion of people with learning disabilities.
If the support's right, she's right: an evaluation of Partners for Inclusion
- Author:
- MACINTYRE Gillian
- Publisher:
- Scottish Consortium for Learning Disability
- Publication year:
- 2011
- Pagination:
- 58p., bibliog.
- Place of publication:
- Glasgow
Partners for Inclusion is a voluntary organisation that provides support for adults with learning disabilities and mental health problems. It has adopted a person-centred approach to supporting people with ‘high’ or ‘complex’ support needs in order to provide services based on individual needs, wants and desires. This report presents the findings of an evaluation aiming to measure the progress made in the 4 years since the service was last evaluated. Specifically, it aimed to address: whether people are living the life they choose; whether people are living in the place that makes sense for them now; in what ways people’s lives have changed since receiving a service from Partners for Inclusion; and the experiences of staff who work for Partners for Inclusion. The research included a total of 50 interviews with individuals who receive services, support staff, family members, friends, and other professionals. The findings show that, for some people, lives have changed in significant ways since receiving support from Partners for Inclusion. However, further work is needed in areas of social inclusion, such as participating in education and employment. In common with other person-centred organisations, the staff often experience lone working with a resultant reduction in collegial support. A number of recommendations are provided in the areas of: personalisation; creating opportunities; and organisational capacity.