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Learning with families: involving families in staff training
- Author:
- DAVIES Jill
- Journal article citation:
- Tizard Learning Disability Review, 10(3), July 2005, pp.12-17.
- Publisher:
- Emerald
The Foundation for People with Learning Disabilities has developed a tool to help staff and families to work better together. This article reports on the development of the training resource called Learning with Families where the contents were developed by family carers, who are also being encouraged to deliver the training, alongside professionals, to staff who work in learning disability services, in order to improve their understanding of the experiences of families.
Workforce development: perspectives from people with learning disabilities
- Authors:
- DAVIES Jill, MATUSKA George
- Journal article citation:
- Tizard Learning Disability Review, 23(4), 2018, pp.165-172.
- Publisher:
- Emerald
Purpose: Research into the skills and competencies required by staff working with people with learning disabilities has concentrated on staff views. The purpose of this paper is to explore what people with learning disabilities want from the workforce supporting them. The evaluation was commissioned by Health Education England working across Kent, Surrey and Sussex (HEE KSS). Design/methodology/approach: An easy read questionnaire, co-produced with people with learning disabilities, was completed with 70 participants, 65 of whom attended one of 10 workshops. Two questionnaires were also completed by parents on behalf of their child. The workshops also allowed for open discussion. Findings: People with learning disabilities value a workforce with a positive attitude, with staff who are skilled in supporting people to gain independence and have a voice. Research limitations/implications: Findings are relevant to staff recruitment, matching of staff to services and staff training. Originality/value: Although there is some previous research around service user views, this evaluation had a larger sample size. The findings were similar to previous studies, particularly around the kind of qualities required from staff, which were the ability to listen, have trust and be able to learn specific skills. Although the highest representation was from young people and young adults, participants ranged from 12 to over 65 years. Differences in views according to participant age ranges are also noted. (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)