Search results for ‘Subject term:"learning disabilities"’ Sort:
Results 1 - 10 of 26
Supported internships
- Author:
- GREAT BRITAIN. Department for Education
- Publisher:
- Great Britain. Department for Education
- Publication year:
- 2014
- Pagination:
- 63
- Place of publication:
- London
This guide explains what supported internships are and why they have been introduced. It also provides practical advice on developing, implementing and delivering supported internships, including information on funding, programme design, staffing, and the various partnerships on which supported internships are founded. The advice draws heavily on the experiences of the 15 colleges who took part in the 2012/13 supported internship trial set up by the Department for Education. It also draws on the experiences of other providers who have been running programmes to support young people with learning difficulties and/or disabilities into employment. The advice has been designed to provide a comprehensive introduction to supported internships and to allow users to dip into individual sections of particular interest. It is divided into broad sections which include: planning and designing supported internships; job coaching; recruiting and engaging interns; working with parents and carers; working with employers; achieving positive progression; and funding. (Edited publisher abstract)
Knowledge translation in job development: strategies for involving families
- Authors:
- HALL Allison, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 27(5), 2014, pp.489-492.
- Publisher:
- Wiley
Background: Research shows that job developers (direct support professionals who assist people with disabilities to secure, maintain, and advance in employment) are critical to achieving quality employment outcomes. However, the extent to which job developers use practices that are considered promising in their field (such as engaging families) is not well known. Methods: This brief report summarises findings from a qualitative study about the extent to which job developers use the recommended promising practices when working with people with intellectual or developmental disabilities and family members. Results: Qualitative analysis identified the following themes among job developers: factors affecting family involvement, perceptions of family involvement, and the influence of expectation on strategies. Conclusions: The field of job development faces a challenge common to many professions: translating research on best practices to those who need this knowledge the most and can use it to greatest effect. Future research should address how community rehabilitation providers (CRPs) communicate about and instil best practices, including effective family engagement, within their organisations. (Edited publisher abstract)
Kicking on
- Author:
- PARTON Dan
- Journal article citation:
- Learning Disability Today, 14(4), July/August 2014, pp.28-29.
- Publisher:
- Pavilion
- Place of publication:
- Hove
Options Academy is project involving a service provider and the Tottenham Hotspur Foundation (a charitable arm of the football club) which is helping people with learning disabilities to gain coaching qualifications. When the trainees complete the scheme they are fully-qualified to gain employment in the sports and leisure industry. This article looks at how the project first started and progress to date. (Original abstract)
Effectiveness of dysphagia training for adult learning disabilities support workers
- Authors:
- TREDINNICK Gerlind, COCKS Naomi
- Journal article citation:
- British Journal of Learning Disabilities, 42(2), 2014, pp.125-132.
- Publisher:
- Wiley
This study investigated the effectiveness of a 1-day dysphagia training package delivered to support workers who work with adults with a learning disability. Thirty-eight support staff took part in this study. Twenty-five support staff received training, and 13 did not receive training and therefore acted as a control group. Three questionnaires were completed by each participant: immediately before, immediately after and a month after the training delivery. Questionnaires measured both confidence and knowledge. Findings indicated that there was a significant increase in knowledge and confidence scores in the trained group. These increases were largely maintained over a 1-month period. There was no significant change in confidence or knowledge scores in the untrained group. (Publisher abstract)
Writing about stress: the impact of a stress-management programme on staff accounts of dealing with stress
- Authors:
- OORSOUW Wietske M. W. J. van, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 27(3), 2014, pp.236-246.
- Publisher:
- Wiley
Background: Helping staff serving clients with intellectual disability and challenging behaviour to cope with stress has implications for their own well-being and for the lives of those they support. Method: This study examined staff members' views of stress and the effectiveness of a stress-management intervention. Effectiveness was assessed using written assignments regarding stress management, and changes in views presented were tested in a pre- and post-test control group design. Results: In the first phase, a content analysis was conducted across groups, which revealed that participants expressed a broad variety of views about stress and coping mechanisms, with considerable individual differences. In the second phase, a more fine-grained quantitative analysis was conducted to assess training effectiveness. Results showed an increase in the proportion of coping strategies referred to by the experimental group post-training. This positive change remained at follow-up. Conclusions: The results of the content analysis and the outcome data have implications for staff training.
Actions speak louder than words
- Author:
- MALLAGHAN Lisa
- Journal article citation:
- Learning Disability Today, 14(3), March/April 2014, pp.28-29.
- Publisher:
- Pavilion
- Place of publication:
- Hove
The theatre company Mind the Gap has created a workshop to educate people about disability hate crime. The workshop is presented, acted and facilitated by professional actors with learning disabilities, who use their own experiences of hate crime, as well as the stories of others gathered from news and research. The workshop puts the emphasis on everyone to think about how they can make a difference. (Original abstract)
Safeguarding adults: teaching people to protect themselves
- Author:
- SOCIAL CARE INSTITUTE FOR EXCELLENCE
- Publisher:
- Social Care Institute for Excellence
- Publication year:
- 2014
- Pagination:
- 6 minutes 40 seconds
- Place of publication:
- London
This short film shows how training for people with learning disabilities can help them to protect themselves from abuse. People are helped to recognise what abuse is and to understand that they can and should say no. Each session involves a paid co-trainer who is an adult with learning disabilities. The training has also been adapted for groups of older people, people with physical disabilities and people who misuse substances. This film was previously available under the title: 'Safeguarding adults: a prevention project.' (Edited publisher abstract)
BILD Code of practice for minimising the use of restrictive physical interventions: planning, developing and delivering training
- Author:
- BRITISH INSTITUTE OF LEARNING DISABILITIES
- Publisher:
- BILD
- Publication year:
- 2014
- Pagination:
- 66
- Place of publication:
- Birmingham
- Edition:
- 4th ed.
A Code of Practice which provides a framework for training and purchasing organisations to help them shape the content of their training on minimising the use of restrictive practices. Relevant for those working with both adults and children across a range of different settings, including education and health and social care. It provides an update the 2010 edition to reflect a shift in emphasis to positive behaviour support and to take account of new guidance in England, 'Positive and Proactive Care: Reducing the need for restrictive interventions, which aims to minimise the use of restrictive practices and reducing the use of restrictive physical interventions. The Code includes individual sections for organisations purchasing training; organisations delivering training; and individual trainers. Areas covered include: implementing best interests; risk assessment and health and safety; course curriculum development; review of the effectiveness and quality of training; and monitoring the performance of participants. (Edited publisher abstract)
Adapting to trauma: disengagement as a holding strategy
- Authors:
- BARTON David, WARD Kath, RODDAM Hazel
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 8(5), 2014, pp.338-347.
- Publisher:
- Emerald
Purpose: This paper draws upon a range of material to improve the understanding of disengagement with everyday life, by some individuals who have learning disabilities and mental health difficulties. Illustrative incidents from historical clinical cases are utilised, to consider whether this reframing may enhance the interpretation of presenting behaviours. Design/methodology/approach: Key recurring themes within transpersonal literature were reviewed, relevant to adults with behaviour indicating a degree of disengagement from everyday life. These were grouped into Physical Realm, Psychosocial Realm and Realm of Being. Illustrative examples of behaviour are reviewed and re-interpreted within this framework. Findings: These examples generated plausible interpretations for the presenting behaviours within this framework of the Three Realms. These interpretations support a fresh understanding of the quality of the individual's inner experience. This paper suggests a potential framework to consider the way in which some individuals may experience a different quality of consciousness than the usual. Practical implications: Use of the Three Realms for behaviour interpretation should result into a more empathetic and client-centred approach that could reduce the need for aversive approaches, lessening risk for the client and any employing organisation. The identification of behaviours that signal participation in the Realm of Being could be defined and evaluated with the potential to be used to inform the nature and content of the support provided. (Edited publisher abstract)
Self-injurious behaviour, non-interventionism and practitioners’ needs: implications for training and managerial support
- Author:
- NTINAS Konstantinos M.
- Journal article citation:
- Journal of Intellectual Disabilities, 18(3), 2014, pp.238-248.
- Publisher:
- Sage
- Place of publication:
- London
This article critical analyses the literature concerning the factors that lead to non-interventionism towards self-injurious behaviour (SIB) in the field of intellectual disability and makes recommendations for the development of practice. It emerges that the limited behaviour analytic skills of practitioners impede the implementation of behavioural interventions and allow SIB to persist. The implications for the development of in-service training and managerial support that would disseminate the implementation of behavioural interventions are briefly discussed. (Edited publisher abstract)