Search results for ‘Subject term:"learning disabilities"’ Sort:
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Outcomes and experiences of an adapted Dialectic Behaviour Therapy skills training group for people with intellectual disabilities
- Authors:
- CROSSLAND Tom, HEWITT Olivia, WALDEN Sarah
- Journal article citation:
- British Journal of Learning Disabilities, 45(3), 2017, pp.208-216.
- Publisher:
- Wiley
Background: A growing body of evidence supports the use of Dialectic Behaviour Therapy with people with an intellectual disability. Various adaptation have been used in studies exploring the efficacy of this intervention. Method: A Dialectic Behaviour Therapy DBT skills training group was attended by people with an intellectual disability and their support staff. Standardised measures of psychological well-being, overall functioning and psychological distress were taken before and after the group and at 4 months follow-up. Qualitative interviews were conducted and analysed using thematic analysis. Results: Results suggested an improvement in all areas for three of the four participants, which were largely maintained at follow-up. Conclusions: This study adds to the growing literature supporting the use of DBT with people with an intellectual disability. The role of support workers in supporting generalisation of skills is considered. Ideas for improving the quality of future studies are considered. (Publisher abstract)
A review of factors which potentially influence decisions in adult safeguarding investigations
- Author:
- TRAINOR Patricia
- Journal article citation:
- Journal of Adult Protection, 17(1), 2015, pp.51-61.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to look at safeguarding documentation in relation to 50 adult safeguarding files for the period April 2010 to March 2011. This was followed up with semi-structured interviews with a small number of Designated Officers whose role it is to screen referrals and coordinate investigations. Findings from the research were used to redesign regional adult safeguarding documentation to ensure Designated Officers have access to the information necessary to assist them in reaching decisions. Designated and Investigating Officer training was also updated to reflect learning from the research thereby reducing the potential for variation in practice. Design/methodology/approach: A file tool was developed which examined the recorded information in safeguarding documentation contained within 50 service user files. The review tool looked at the personal characteristics of the vulnerable adult, the nature of the alleged abuse and the decisions/outcomes reached by staff acting as safeguarding Designated Officers. A semi-structured interview schedule asked Designated Offices to comment on the training and understanding of the process as well as the factors they believed were central to the decision making process. Their responses were compared to data obtained from the file review. Findings: A key finding in the research was that while factors such as type of abuse, the vulnerable adults’ consent to cooperate with proceedings, identity of the referrer, etc. did influence decisions taken there was a lack of clarity on the part of Designated Officers in relation to their roles and responsibilities and of the process to be followed. Research limitations/implications: The research was limited to one Health & Social Care Trust area and had a small sample size (n=50). Practical implications: The findings of the research led to a revamping of existing safeguarding documentation which had failed to keep pace with developments and was no longer fit for purpose. Adult safeguarding training courses within the Trust were redesigned to bring greater focus to the role and responsibilities of designated and Investigating Officers and the stages in the safeguarding process. Adult Safeguarding leads were established within programmes of care and professional support mechanisms put in place for staff engaged in this area of work. Social implications: Better trained and supported staff alongside more efficient safeguarding systems should lead to better outcomes in the protection of vulnerable people from abuse and harm. Originality/value: The research built on existing albeit limited research into what potentially influences staff involved in critical decision-making processes within adult safeguarding. (Publisher abstract)
Mental health promotion for people with learning disabilities: supporting people with learning disabilities to stay mentally well
- Authors:
- HARDY Steve, et al
- Publisher:
- OLM-Pavilion
- Publication year:
- 2009
- Pagination:
- 79p., handouts, leaflets, CD ROM
- Place of publication:
- Brighton
A training pack designed to support health and social care staff in teaching people with learning disabilities about mental health and mental health problems. The pack was developed through work with the Tuesday Group, a mental health promotion group for people with learning disabilities. Pack sections include: emotions; mental health; staying well; mental health problems - depression and anxiety; what happens when someone has a mental health problem; helping people to get better; serious mental health problems; and my mental health plan. Each section includes a session overview, learning aims, materials needed and the session running time. Handouts, leaflets and OHPs are included.
Nurse AMHPs: an exploratory study of their experiences
- Author:
- STONE Kevin
- Journal article citation:
- Journal of Mental Health Training Education and Practice, 14(2), 2019, pp.86-95.
- Publisher:
- Emerald
Purpose: Mental health and learning disability nurses have been eligible to become approved mental health professionals (AMHPs) since 2008, when the Mental Health Act 2007 was implemented. Despite this, there have been proportionally low numbers of these nurses pursuing the AMHP role. The purpose of this paper is to explore the experiences of these nurse AMHPs of training and practice. Design/methodology/approach: Ten practicing nurse AMHPs were recruited from across four local authority sites. Using semi-structured interviews, participants were asked to discuss their experiences of being an AMHP. Findings: The participants highlighted the need to navigate personal, cultural and structural factors relating to accessing and applying for the training, difficulties with agreeing contracts terms, gaining comparative pay and undertaking the role. Research limitations/implications: The limitations of this study are the small number of participants and therefore the generalisability of the findings. Also, respondents were practising AMHPs rather than nurses who considered the role but then rejected it as a career option. Practical implications: This study has led to gain a greater understanding of the experiences of nurse AMHPs. Social implications: The results from this study will assist employing local authorities, and NHS consider the barriers to mental health and learning disability nurses becoming AMHPs. Originality/value: The value of this study is in the insight that provides the experiences of nurse AMHP from applying to training through to being a practising AMHP. (Edited publisher abstract)
Intellectual disability and mental health: is psychology prepared?
- Authors:
- RAZZA Nancy J., et al
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 8(6), 2014, pp.381-389.
- Publisher:
- Emerald
Purpose: The purpose of this paper is threefold: to document the relationship between intellectual disability (ID) and psychopathology; to raise awareness of the ongoing lag in professional training for psychologists in the area of mental health treatment for people with intellectual disabilities; and, to provide recommendations for advancing professional education and, ultimately, adequate mental health treatment availability for people with intellectual disabilities. Design/methodology/approach: The paper reviews the literature on prevalence of mental health problems in people with intellectual disabilities. At the same time, the paper reviews the training of psychologists relative to the burgeoning growth in awareness of the mental health needs of people with intellectual disabilities. Findings: The paper concludes that ID is a significant risk factor for psychopathology. In addition, the paper concludes that the education of psychologists regarding the mental health needs of people with intellectual disabilities is insufficient. The authors document the need for incorporating research and treatment advances related to intellectual disabilities and mental health into to the professional training of psychologists. The paper also describe the potential this training holds for improving both the lives of people with intellectual disabilities and the overall competence of psychologists. Practical implications: This paper provides a literature-based rationale for the need to include education in the mental health needs of people with intellectual disabilities into the general training of mental health professionals. In addition, it provides specific recommendations for how such training can be incorporated into graduate psychology programmes. (Edited publisher abstract)
Ageing matters: pathways for older people with a learning disability: unit three; maintaining good health
- Authors:
- HARRIS John, et al
- Publisher:
- British Institute of Learning Disabilities
- Publication year:
- 1997
- Pagination:
- 40p.
- Place of publication:
- Kidderminster
Unit three in a series of training materials for staff working with older people with learning difficulties. This unit looks at: health and illness; mental health and people with learning difficulties; working with the primary healthcare team; and support for people with physical and mental health problems. Concludes with a summary of points for practice.
Training and developing staff in general hospitals: intellectual disability liaison nurses and the RAID model
- Author:
- WALSH Nick
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 8(6), 2014, pp.390-398.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to address the serious problems that people with intellectual disability face in getting their healthcare needs met in general hospitals by improving the training of general hospital staff. Design/methodology/approach: Review of recent developments in models of service provision including the development of intellectual disability liaison nurses and the RAID model in liaison psychiatry. Findings: There is much scope for intellectual disability liaison nurses and liaison psychiatry services to work together in staff training in general hospitals. There is a clear strategic role for both services in convincing the management of general hospitals to implement such training using economic and quality arguments. Originality/value: The authors suggest a new model of working to improve the healthcare outcomes of people with intellectual disabilities through effective training of staff in general hospitals. (Publisher abstract)
What are the prospects?
- Authors:
- VALIOS Natalie, SALE Anabel Unity
- Journal article citation:
- Community Care, 4.1.07, 2007, pp.22-25.
- Publisher:
- Reed Business Information
The authors talk to social care leaders about their hopes for the next 12 months in social care. They look at the areas of asylum seekers, carers, disability, housing/homelessness, looked-after children, learning difficulties, mental health, older people and training.
Ageing matters: pathways for older people with a learning disability; resource pack
- Authors:
- MOSS Steve, LAMBE Loretto, HOGG James
- Publisher:
- British Institute of Learning Disabilities
- Publication year:
- 1998
- Pagination:
- 67p.
- Place of publication:
- Kidderminster
Resource pack designed to be used with a set of six units containing training materials aimed at staff working with older people with learning difficulties.
Adults with learning disabilities and mental health needs: conceptual and service issues
- Author:
- GRAVESTOCK Shaun
- Journal article citation:
- Tizard Learning Disability Review, 4(2), April 1999, pp.6-13.
- Publisher:
- Emerald
This article introduces service changes impacting on adults with learning disabilities, defines the concepts of learning disability, needs and need assessments, dual diagnosis and mental health needs and considers their service implications. The findings from a national multi-professional survey of services for adults with learning disabilities and mental health needs are summarised and the difficulties of meeting the complex needs of these adults are demonstrated. Recent developments in clinical diagnostic assessment, needs assessment, care planning, outcome monitoring, staff training and service evaluation are discussed, including the possible advantages of the care programme approach (CPA). Recommendations are given for services for adults with learning disabilities and mental health needs and points for discussion with service users and carers are suggested.