Search results for ‘Subject term:"learning disabilities"’ Sort:
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Service innovations: risk assessment in learning disability
- Author:
- BHAUMIK S.
- Journal article citation:
- Psychiatric Bulletin, 29(1), January 2005, pp.28-31.
- Publisher:
- Royal College of Psychiatrists
The aim of the study was to evaluate the effectiveness of the care programme approach (CPA) in adults with learning disabilities in a specialist treatment unit by auditing all in-patient records over a 6-month period. A multidisciplinary team set CPA standards. Staff on the unit completed questionnaires about patients, including CPA screening and risk assessment/management, and carers completed questionnaires about their perceptions of risk and information sharing. Of the 15 patients whose records were reviewed, 13 had CPA screening on admission and 12 on discharge. Before discharge, 9 patients had a CPA planning meeting and only 4 patients had a demonstrable risk management plan. Carers of 9 patients perceived that information was shared. Major deficiencies identified in risk assessment and management and in information sharing may potentially jeopardise successful treatment and after-care.
Learning disability nursing staff: a response to psychiatric teaching
- Authors:
- HAUT Fabian, HULL Alastair
- Journal article citation:
- British Journal of Learning Disabilities, 28(4), December 2000, pp.154-156.
- Publisher:
- Wiley
Learning disability nursing staff have an important role in the assessment and management of dual diagnosis patients. The present study assesses the level of psychiatric knowledge and interest of nursing staff in core psychiatric topics. Nursing staff were invited to attend a series of tutorials, and their knowledge of psychiatric topics was tested via a set of multiple-choice questions before and after the tutorials. The reasons for the low attendance rate and knowledge are discussed. Ensuring attendance is vital because the tutorials were found to be effective in improving knowledge.
A survey of consultants in the psychiatry of learning disability
- Authors:
- LINDSEY Mary, FLYNN Adrian
- Journal article citation:
- Psychiatric Bulletin, 27(9), September 2003, pp.342-345.
- Publisher:
- Royal College of Psychiatrists
All 208 consultant members of the Faculty for the Psychiatry of Learning Disability were contacted and asked to complete a questionnaire to provide qualitative and quantitative information about their work and experiences. One hundred and thirty-six consultants responded, giving a 64% response rate. They reported a wide range of clinical, academic and management skills, with 72 having registration in other specialities. Insufficient in-patient provision and problems with discharge were cited by 85% of respondents. There was a wide disparity in the provision of mental health services for children and adolescents with learning dis-abilities and 12 areas reported no services from any source. Although most respondents showed satisfaction with clinical work and professional relationships, there were many concerns about management, commissioning and planning of services. Consultant psychiatrists in the field of learning disability are a broadly skilled group of clinicians with a wide range of responsibilities and areas of expertise, but many are working in services that they see as under-resourced and poorly managed, planned and commissioned. Overall levels of satisfaction are good, particularly in relation to clinical work, peer support and study/academic work.
Language impairment and aggression in Alzheimer's Disease
- Authors:
- WELSH Steven W., CORRIGAN Frank M., SCOTT Marian
- Journal article citation:
- International Journal of Geriatric Psychiatry, 11(3), 1996, pp.257-261.
- Publisher:
- Wiley
With an increasingly aged population, age-related conditions become important for patients, relatives and other carers. Problems for carers result from both the cognitive impairment and the behavioural change. This article considers the association of aggressive behaviour with language impairment and other cognitive impairment.