Search results for ‘Subject term:"learning disabilities"’ Sort:
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Dementia and learning disabilities: bridging the gap
- Author:
- KILLICK Emma
- Journal article citation:
- Journal of Dementia Care, 25(3), 2017, pp.20-21.
- Publisher:
- Hawker
People with learning disabilities can be at particular risk of developing dementia, but special challenges can arise in trying to support them. This article describes 'The Dementia Project' from learning disability charity MacIntyre and updates on its progress to date. The project is creating a range of learning and multi-media resources to help improve practice and care for people with learning disabilities living with dementia. The resources will be available when the project finishes in 2019. (Edited publisher abstract)
Getting involved
- Author:
- KINSEY Peter
- Journal article citation:
- Learning Disability Today, 12(1), December 2011, pp.34-35.
- Publisher:
- Pavilion
- Place of publication:
- Hove
Person-centred active support is claimed to be one of the best approaches to care for people with learning disabilities. Developed by the Tizard Centre, the technique prioritises meaningful engagement for service users to help them lead fulfilling lives. Person-centred active support views service users as active participants in the carer they receive. This article describes how the Care Management Group, an independent service provider for people with learning disabilities, has rolled out a staff training programme in person-centred active support over the last two years, leading to significant improvements to service users’ independence and confidence. Through training provided by the Tizard Centre, staff at the Care management Group have enabled service users to become part of the daily running of their service. The article describes the continuing staff training, and how it has led to increasing staff motivation.
Improving the quality of Positive Behavioural Support (PBS): the standards for training
- Author:
- PBS ACADEMY
- Publisher:
- PBS Academy
- Publication year:
- 2017
- Pagination:
- 17
These standards have been designed to guide practice and training in Positive Behavioural Support (PBS), an evidence based and ethical way of supporting people with learning disabilities who are at risk of behaviour that challenges. The standards will be relevant for those involved in the delivery, purchase, or commissioning of training. This includes external training providers, in-house training teams, and for the recipients of training. The standards cover seven areas: Training course development and content; Personnel delivering training; Resources and facilities; Delivery of training; Assessment; Evaluation; and Record keeping. (Edited publisher abstract)
Making it work: embedding a supported employment approach in vocational education and training for people with learning difficulties
- Author:
- JACOBSEN Yola
- Publisher:
- National Institute for Adult Continuing Education
- Publication year:
- 2010
- Pagination:
- 138p.
- Place of publication:
- Leicester
The purpose of this book is to provide information about the supported employment process and how this can be embedded in vocational training and courses for people with learning difficulties. It focuses on how people with learning difficulties who are learners in the post-16 education and training sector can be supported to develop the skills and gain the necessary experience to move into employment and have real jobs in ordinary settings. The book was developed in consultation with providers who are developing a supported employment approach in their courses, and case studies are provided throughout to illustrate how this work is being put into practice. The book focuses on: the voice of the learner; disability rights legislation and learning and skills policies; principles and processes of supported employment; person-centred approaches in vocational courses and training; supported employment in the learning and skills sector; collaborative working; curriculum development and supported employment; working with parents and carers; and working with employers. The book is aimed at practitioners and managers working with people with learning difficulties in further education colleges, adult and community learning services, work-based learning and voluntary sector organisations.
Almost invisible – providing subtle support in community settings
- Authors:
- BATES Peter, et al
- Journal article citation:
- Tizard Learning Disability Review, 17(4), 2012, pp.156-162.
- Publisher:
- Emerald
For some people, their only opportunity to connect with the community occurs when staff accompany them. However, subtle support that allows a person to become more independent, less reliant on services, and more socially included is a complex business. This article aims to investigate some of the pitfalls and potential of supporting people on a one-to-one basis in their community in order to stimulate improvements in practice. It discusses a range of situations via several vignettes and draws advice out of these for support workers and their managers. Staff are encouraged to plan carefully so that they can hold back from doing too much for the person, engage as full participants rather than passive bystanders, and seek opportunities for the person to develop informal connections in the community. Managers are encouraged to develop risk management systems that promote contact with ordinary citizens and a culture of community participation through training and mentoring support staff. In order to overcome the many pitfalls of supporting someone in the community, staff need training, time to discuss their experiences, and recognition that it is an ongoing challenge with no easy solutions.
Commentary on “Almost invisible – providing subtle support in community settings”
- Author:
- JONES Edwin
- Journal article citation:
- Tizard Learning Disability Review, 17(4), 2012, pp.163-168.
- Publisher:
- Emerald
This paper provides a commentary on Bates et al.'s paper (ipid, pp.156-162) which discusses the importance of subtle support and some of the pitfalls and potential of supporting people with learning disabilities on a one to one basis in their community. This paper reflects on the account, making some points to stimulate further contributions to the debate. It argues that subtle support is important, but it is necessary to be clearer about what it entails. In particular, the paper focuses on support for people with more severe intellectual impairments who sometimes have challenging behaviour. These people are most in need of support but may be less likely to get it. The paper concludes by discussing the need for staff training in positive interaction in order to enable workers to provide active, but also subtle, support.
The effect of person-centred staff training on the incidents of challenging behaviour in adults with autism
- Authors:
- JACKSON Sarah, DUPEROUZEL Helen
- Journal article citation:
- Good Autism Practice, 13(1), May 2012, pp.64-68.
- Publisher:
- British Institute of Learning Disabilities
Many adults with autism are not receiving enough support to meet their needs. This lack of effective support often leads to frustration, deterioration in their behaviour, and a label of challenging behaviour. This article describes a pilot staff training programme designed to increase awareness of autism-specific interventions. The training was designed for 26 core staff members (5 registered nurses and 21 support workers) working in 2 low-security flats within a hospital ward in Lancashire. These staff supported 7 service users diagnosed with autism and learning disabilities who also displayed extremes of challenging behaviour. Meetings with key stakeholders highlighted 4 themes that were pertinent to the 7 service users: environmental support; communication strategies; behavioural approaches; and person-centred approaches. These themes formed the basis of the training package. The training was delivered in 8 sessions over a 2 month period. The training was evaluated using questionnaires administered to all the staff pre- and post-training, and qualitative staff interviews conducted with 17 staff. The findings showed that the training led to a marked decrease in challenging behaviour as well as to a significant increase in staff knowledge.
A better life: the implementation and effect of person-centred active support in the Avenues Trust
- Authors:
- BEADLE-BROWN Julie, HUTCHINSON Aislinn, WHELTON Beckie
- Journal article citation:
- Tizard Learning Disability Review, 13(4), December 2008, pp.15-24.
- Publisher:
- Emerald
Engagement in meaningful active and relationships is important for quality of life but, for those with intellectual and developmental disabilities, engagement depends on the quality of support received from those around them. This paper describes the process of implementing person-centred active support in the Avenues Trust, and the findings from the evaluation of the implementation in six pilot residential services. Attention was paid to both training staff and the level of increased engagement increased significantly after the introduction of person-centred active support. In addition, people experienced decreased self-stimulatory and injurious behaviour, increased opportunities for choice and control, and higher levels of participation in tasks of daily living, without compromising their community involvement. Staff experienced more and better practice leadership, and staff morale improved within the services, with staff generally more positive about management, more satisfied and less likely to leave. Lessons learned about the implementation are provided.
From PCP facilitator to person centred thinking coach: from 'process expert' to 'process sharer'
- Author:
- NEILL Max
- Journal article citation:
- Community Connecting, 10, September 2007, pp.10-12.
- Publisher:
- Community Connecting
This article examines the traditional role of the Person Centred Planning facilitator and highlights some of the problems of the role. It looks at how Person Centred Thinking tools and skills need to be integrated in every day work, and how Person Centred Thinking Coaches could be the means to achieve this by 'coaching' people's circles of support and people at every level of services in how to use them.
An insight into implementing person-centred active support
- Authors:
- RHODES Junelle, HAMILTON David
- Journal article citation:
- Tizard Learning Disability Review, 11(3), July 2006, pp.31-36.
- Publisher:
- Emerald
This article reflects on the implementation of an active support staff training programme for staff working in community residential facilities for adults with an intellectual disability. Outcomes for people with an intellectual disability were consistent with recent research findings indicating that active support can lead to improved opportunities for participation in everyday activities within the home. The authors propose that the success of the training programme was largely influenced by three key elements' ensuring that there is expertise in, and support for, this approach to service provision among key service managers, provision of in vivo one-to-one practical staff training in addition to classroom-based theoretical input, and inclusion of elements of person-centred planning approaches in combination with active support. The authors concluded that future research should focus on how best to maximise the effectiveness of active support staff training.