Search results for ‘Subject term:"learning disabilities"’ Sort:
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Knowledge of mental capacity assessment in staff working with people with learning disabilities
- Authors:
- CHAPMAN Ashley, DODD Karen, ROGERS Laurence
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 14(1), 2020, pp.14-24.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to evaluate staff knowledge of Mental Capacity Act (MCA) capacity assessments within the Learning Disabilities division of a Mental Health and Learning Disabilities Trust. The limited research available suggests staff knowledge tends to be poor, particularly concerning who is the decision maker. Design/methodology/approach: A 12-item multiple choice questionnaire, which reflects the five core principles of MCA (2005), was developed. Questionnaires were completed by 262 health and social staff members who support people with LD. Findings: Results show high variability of MCA capacity assessment knowledge within the LD division. However, qualified staff and those from health services scored significantly higher across all categories on the questionnaire compared to non-qualified and social care staff, respectively. On average, all staff scored poorly when asked to identify “who is the decision maker?” in a case scenario question. Research limitations/implications: The main limitation is that the researachers did not collect data on how many previous capacity assessments and discussions each person had been involved with. The findings clearly suggest current methods of training lack efficacy in helping staff apply MCA knowledge to their clinical work. Originality/value: Compared to past literature, this study utilised a novel and more comprehensive questionnaire. This focused on case scenario questions to assess staff situational judgement. In addition, the findings add to a sparse evidence base that provides a foundation for future research. (Edited publisher abstract)
A collaborative approach to reducing stress among staff
- Authors:
- HODGKINS Christopher, ROSE David, ROSE John
- Journal article citation:
- Nursing Times, 12.07.05, 2005, pp.35-36.
- Publisher:
- Nursing Times
Stress has been identified as an important issue among residential carers looking after individuals with learning disabilities. This article describes the implementation of a stress-management programme on a residential site for people with learning disabilities, which significantly reduced levels of anxiety and burnout.
The definition of challenging behaviour in practice
- Authors:
- LOWE Kathy, FELCE David
- Journal article citation:
- British Journal of Learning Disabilities, 23(3), 1995, pp.118-123.
- Publisher:
- Wiley
Two studies explored how severely challenging behaviour might be defined in practice. Associations between behaviour and severity of management problem in the first study suggested that outer-directed behaviour tended to be rated as more challenging. The characteristics of people referred to specialist challenging behaviour services were compared in the second study to similarly labelled people not so referred. Differences again highlighted outer-directed behaviour disruptive to the material or social environment.
Team formulation in an assessment and treatment unit for individuals with learning disabilities: an evaluation through staff views
- Authors:
- TURNER Kellie, CLEAVES Lydia, GREEN Samantha
- Journal article citation:
- British Journal of Learning Disabilities, 46(4), 2018, pp.278-283.
- Publisher:
- Wiley
Background: Research suggests that the use of team formulation within mental health services may improve staff understanding of service users’ difficulties and increase team empathy and reflection. The aim of this evaluation was to investigate staff perceptions of team formulation within an assessment and treatment unit for individuals with learning disabilities. Specifically, the authors aimed to investigate whether staff found team formulation helpful and whether staff felt it impacted their work with service users. Materials and Methods: A survey was completed using a cross‐sectional questionnaire design. Twenty‐eight staff members working on the assessment and treatment unit were asked to complete an anonymous questionnaire about team formulation meetings. Results: The response rate was 54%. The majority of staff agreed that they found formulation meetings to be helpful (80%) and that formulation meetings positively impacted how they work with service users (86%). The most common theme arising from staff responses concerning the most helpful aspects of formulation meetings was “gaining a greater understanding of service users.” Conclusions: The findings from this evaluation show that the majority of respondents felt team formulation was helpful and had a positive impact on their work with service users. These findings support the use of team formulation within mental health and learning disabilities services. Future research could investigate the impact of team formulation on service user well‐being and outcomes. (Publisher abstract)
Good practice in physical interventions: a guide for staff and managers
- Editors:
- PALEY Sharon, BROOKE John, (eds.)
- Publisher:
- British Institute of Learning Disabilities
- Publication year:
- 2006
- Pagination:
- 157p.
- Place of publication:
- Kidderminster
The first handbook for staff and managers on good practice in physical interventions draws together practical guidance from some of the UK’s leading physical interventions trainers and experts. Physical intervention or restraint with people who have intellectual disabilities is sometimes necessary, even though it is known to present dangers to both staff and service users (some service users have died as a result of restraint). This study aims to investigate the extent to which staff in intellectual disability services need training in the use of physical interventions or restraint.
Physical interventions with people with intellectual disabilities: staff training and policy frameworks
- Authors:
- MURPHY Glynis, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 16(2), June 2003, pp.115-125.
- Publisher:
- Wiley
Physical intervention or restraint with people who have intellectual disabilities is sometimes necessary, even though it is known to present dangers to both staff and service users (some service users have died as a result of restraint). This study aims to investigate the extent to which staff in intellectual disability services were trained in the use of physical interventions or restraint. Their views of a recent policy framework on physical interventions were also sought. There were three groups of participants: (i) group 1 included staff who had attended conferences on the Policy Framework (the conference sample); (ii) group 2 included staff from two geographical areas (the geographical sample); (iii) group 3 included staff in specialist assessment and treatment services (the SpAT sample). All participants were sent a questionnaire asking them about their training in (and use of) physical intervention methods and their opinions on the policy document. There were at least 12 different types of training recorded, including a number of varieties of Control and Restraint (C&R). By no means did all the senior staff did have training in physical intervention methods. The degree of training varied with the sample and the type of training varied with the employing organization. Most participants in group 1 were very positive about the BILD & NAS Policy Framework but few staff in groups 2 and 3 had read the document. About two-thirds of the participants said their services had (or were developing) a written policy on physical interventions. There remained a clear need for further training in physical interventions and evidence on which the effectiveness of different methods of physical interventions could be judged.
An unreliable witness
- Author:
- -
- Journal article citation:
- Community Care, 14.3.02, 2002, pp.44-45.
- Publisher:
- Reed Business Information
A multi-disciplinary panel discusses the rape of a woman with learning difficulties by a day care worker. The police decided not to proceed with the prosecution as the victim was considered an unreliable witness.
A risk management dilemma: how day centre staff understand challenging behaviour
- Authors:
- HEYMAN Bob, SWAIN John, GILLMAN Maureen
- Journal article citation:
- Disability and Society, 13(2), April 1998, pp.163-182.
- Publisher:
- Taylor and Francis
Describes a qualitative study which explored the views of staff about challenging behaviour in day centres for people with learning difficulties. They readily cited concrete illustrated incidents of challenging behaviour which involved physical, sexual and verbal assault, noise, non-compliance, non-communication and exposure to danger. Discusses how staff, caring for large numbers of service users en masse, faced a risk management dilemma. Labelling an individual as challenging could forewarn colleagues about possible dangers. However, such strategies could damage the quality of services which a labelled person received, exacerbating the initial problem.
Assessing and intervening in the communication environment
- Author:
- BRADSHAW Jill
- Journal article citation:
- British Journal of Learning Disabilities, 26(2), 1998, pp.62-66.
- Publisher:
- Wiley
Describes an approach to implementing a total communication environment with a man who has severe learning disabilities, a profound hearing loss and challenging behaviour. This involved teaching the staff team visual modes of communication and supporting staff to use these methods. The intervention was evaluated by conducting observations of the communications acts taking place prior to and one year after the intervention.
How mental health and development disabilities staff prioritize training and development needs
- Authors:
- GARMAN Andrew N., et al
- Journal article citation:
- Community Mental Health Journal, 33(2), April 1997, pp.143-148.
- Publisher:
- Springer
Compares a staff training needs assessment distributed to three groups: staff serving people with mental health needs in the community, staff serving people with mental health needs in state hospitals, and staff serving people with developmental disabilities in the community. Analyses revealed that all three groups rated team-related training as the area in greatest need of development. Further analyses suggests that community staff serving persons with developmental disabilities reported significantly less need for training on direct client care compared to community and inpatient staff who serve persons with mental health needs. Results suggest that future developmental efforts should begin with team building skills.