Search results for ‘Subject term:"learning disabilities"’ Sort:
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Who’s challenging who?
- Authors:
- DAVIES Rhodri, HUTCHINSON Lisa
- Journal article citation:
- Llais, 103, Summer 2012, pp.9-11.
- Publisher:
- Learning Disability Wales
This article describes the work of “Who’s challenging who?”, an 18-month knowledge transfer partnership between Mencap Cymru and Bangor University. It aims to improve challenging behaviour services for people with a learning disability by improving staff attitudes and increasing empathy. The work was done with Claire Bowler and Martin Banks, two people who have previously displayed challenging behaviour. Martin and Claire helped to co-author and deliver a series of pilot training sessions to social and healthcare staff across Wales. The staff gained a notable change in attitudes and more empathy towards people with challenging behaviour. Encouragingly, over 75% of people on the sessions said that they thought training in this area was a good use of their time, and the same number said that they would apply what they learned in their jobs.
Do outpatient physiotherapists in Wales have adequate knowledge and experience of intellectual disability
- Authors:
- LIPSCOMBE Hilary, HALL Elizabeth Ann
- Journal article citation:
- Mental Handicap Research, 8(1), 1995, pp.60-65.
- Publisher:
- BIMH Publications
This study, sought to establish from a sample of 88 outpatient physiotherapists the degree of their knowledge of the All Wales Strategy for the Development of Services for the Mentally Handicapped, the adequacy of their experience and knowledge to treat this particular client group effectively and their attitudes towards people with intellectual disabilities.
Specialist staff: understanding the challenges in supporting people in their communities
- Author:
- NATIONAL DEVELOPMENT TEAM FOR INCLUSION
- Publisher:
- National Development Team for Inclusion
- Publication year:
- 2018
- Pagination:
- 2
- Place of publication:
- London
Summarises learning from National Development Team for Inclusion Community is for All programme, where specialist staff in learning disability services explored the differences in what they do to support people and families how this fits with asset-based and community focussed work. The main findings were that specialist staff provide a long-term nurturing relationship that someone with multiple impairments and a history of institutionalisation requires. This contrasts to the work of colleagues whose main focus is more immediate needs, such as helping someone get home from hospital. (Edited publisher abstract)
All Wales Care Bundle
- Author:
- GRIFFITHS Chris
- Journal article citation:
- Llais, 110, Spring 2014, pp.3-5.
- Publisher:
- Learning Disability Wales
The All Wales Care Bundle for improving hospital care for people with learning disabilities was launched in January 2014. It sets out key steps at various stages of a patient's stay which if carried out consistently for all patients will reduce vulnerability of their stay in hospital. The author provides an overview. (Original abstract)
No one knows: offenders with learning difficulties and learning disabilities
- Author:
- TALBOT Jenny
- Journal article citation:
- Prison Service Journal, 171, May 2007, pp.28-34.
- Publisher:
- Her Majesty's Prison Service of England and Wales
No One Knows is a programme launched by the Prison Reform Trust which aims to effect change by exploring and publicising the experiences of people with learning difficulties and learning disabilities who come into contact with the criminal justice system. This article reports on their research into the views of prison staff on how prisoners with learning difficulties and disabilities were identified and supported. The article highlights prison staff recommendations for change.
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)
Ten years plus of Total Communication
- Author:
- MILLER Nigel
- Journal article citation:
- Llais, 105, Winter 2012/13, pp.14-16.
- Publisher:
- Learning Disability Wales
The Speech and Language team of the Hywel Dda Local Health Board in Wales worked with services users to develop a Total Communication Strategy which could be implemented across three counties (Carmarthenshire, Ceredigion and Pembrokeshire) in Wales. The strategy aims to improve communication for service users with learning disabilities and communication difficulties. It is now formally recognised as a policy and is provided across all third sector homes, residential homes and tenancies, and social services and health setting. The package, which is briefly described, consists of: Total Communication training; signing training; making information accessible training; and separate training to cover specialist communication needs of services users with profound and multiple disabilities. Within each location there is a designated Total Communication coordinator who takes the role of promoting communication. A website has also been developed for service users.
A psychodynamic interpretation of staff accounts of working with people who have learning disabilities and complex needs
- Authors:
- STOREY Judith, COLLIS Mary-Ann, CLEGG Jennifer
- Journal article citation:
- British Journal of Learning Disabilities, 40(3), September 2012, pp.229-235.
- Publisher:
- Wiley
Staff working with patients who have learning disabilities and complex mental health needs may experience negative emotions towards the patients. The aim of this study was to examine whether a psychoanalytical analysis can help in the understanding of staff accounts of their work. Interviews were conducted with 8 staff (6 qualified nurses and 2 nursing assistants) working with people who have a learning disability and complex mental health needs. The interviews aimed to elicit the participant’s conscious and unconscious reactions to their work. The findings were analysed using the free association narrative interview approach. The participants reported that organisational factors such as not having enough permanent staff and having to manage a complex patient mix impacted upon their work. Participants’ unconscious communications were interpreted as evidence that they were experiencing projected anxiety from their patients. Participants did not appear to be given opportunities in work to reflect upon their emotions and often coped by repressing painful experiences or displacing these onto the organisation. The article concludes that staff would benefit from exploring their conscious and unconscious reactions to their patients.
Views of professionals on aims and outcomes of transition for young people with learning disabilities
- Authors:
- KAEHNE Axel, BEYER Stephen
- Journal article citation:
- British Journal of Learning Disabilities, 37(2), June 2009, pp.138-144.
- Publisher:
- Wiley
The paper reports the findings of a study of professionals in strategic and operational positions who were involved in transition planning for young people with learning disabilities. Respondents were asked to comment on what they regarded as the optimal aim and outcome of transition from school to post-school placements. The results illustrate the problems and advantages of inter-agency partnerships in delivering meaningful post-school destinations for young people leaving school.
Staff training in positive behaviour support: impact on attitudes and knowledge
- Authors:
- LOWE Kathy, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 20(1), January 2007, pp.30-40.
- Publisher:
- Wiley
Positive behavioural support is increasingly viewed as the preferred service approach for people who challenge, but skills are insufficiently widespread. The need for effective staff training has been highlighted as a key factor in high quality service provision, with investigators recommending a multidimensional approach to increase effectiveness and produce changes in work performance. Attitudes and knowledge of registered (qualified nurses) and non-registered (unqualified nursing assistants) staff in specialist health care services in and area of South Wales were assessed via self-completion questionnaires before and after the delivery of a newly accredited taught course in PBS and at a 1-year follow-up. Significant increases in knowledge were evident immediately after the training for both groups, with further increases evident over time for the non-registered staff who completed the qualification. Initial changes in attributions immediately after training reverted to baseline levels over time. Enduring change occurred in perceived confidence, which significantly increased both for registered and non-registered staff. The training had a positive effect on knowledge and perceived confidence but little enduring effect on attributions or emotional responses. The importance of training conducted in conjunction with allied changes in organizational systems to ensure ongoing management attention is discussed.