Search results for ‘Subject term:"learning disabilities"’ Sort:
Results 1 - 8 of 8
All planned out
- Author:
- WILTON Melissa
- Journal article citation:
- Learning Disability Today, 13(2), March/April 2013, pp.28-29.
- Publisher:
- Pavilion
- Place of publication:
- Hove
Learning disability nurses in the Community Assessment and Treatment Service with the Hertfordshire Partnership NHS Foundation Trust have been working in partnership with service users to make care plans more personalised and meaningful. The accessible care planning project redesigns care plan's so they are original and based on an individual's likes, interests and strengths. The project has has resulted in care plans being designed in a number of different formats, for example in the style of newspapers, comic books and on an interactive touchscreen computer. The development of the care plans has also increased the participation of service users working with professionals and the team has also experienced improved completions and achievements within the care plans. The project has been recognised nationally and was shortlisted for the Learning Disabilities Nursing category at the Nursing Times awards 2012. (Original abstract)
A comparison of carers needs for service users cared for both in and out of area
- Authors:
- EMERY Heidi, JONES Bridget, CHAPLIN Eddie
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 7(3), 2013, pp.143-151.
- Publisher:
- Emerald
This paper describes an ongoing process of engagement with carers of people with intellectual disabilities currently being monitored by an out of area service for both carers of people placed both in area and out of area within a local Mental Health Learning Disabilities team in South London. Using a series of consultation events, carers were asked to participate in a free dialogue which focussed on everyday issues for carers. This included financial implications of caring, knowledge of care pathways/systems in care, carer's needs and expectations and the support they currently receive. The issues and concerns that carers face in their daily lives when supporting one or more people are highlighted. These include lack of recognition, financial difficulties, lack of training and support. (Edited publisher abstract)
Implementation of active support in Victoria, Australia: an exploratory study
- Authors:
- MANSELL Jim, BEADLE-BROWN Julie, BIGBY Christine
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 38(1), 2013, pp.48-58.
- Publisher:
- Taylor and Francis
Active support is an effective intervention to support engagement of residents with intellectual disability in group homes. This survey explored resident characteristics of the people supported by organisations implementing active support, the provision of active support, its procedures and systems, and resident engagement in meaningful activity and relationships. Information was collected through questionnaires and direct observation of 33 group homes from 6 organisations in Victoria, Australia, with a 5–10-year history of implementing active support. Residents with lower support needs were engaged with little staff contact or assistance. Use of active support systems and structures was mixed. Only one organisation consistently provided good active support. Administrative systems and structures are not sufficient to change staff interaction and thus resident experience. Shared supported accommodation services may represent an inefficient use of resources for more able residents, as staff resources are not maximised to support for resident engagement. (Publisher abstract)
Beyond the 'tick box'
- Authors:
- HERSOV Eve Kuhr, MAGUIRE Sarah
- Journal article citation:
- Learning Disability Today, 13(3), May/June 2013, pp.16-17.
- Publisher:
- Pavilion
- Place of publication:
- Hove
Choice Support, a charity providing support services to people with learning disabilities, mental health needs, physical disabilities, and homeless people, worked with independent consultants to improve the quality of its annual user surveys. The survey now includes: a paper-based questionnaire; regional meetings and forum discussions; meeting with people in their own homes. Consultation also includes telephone interviews, email, surveys and face-to-face meetings with families of people receiving support. The results from the survey are used to create a framework for planning which are relevant to the lives and priorities of people receiving support. The article explores the themes identified in the first survey and how this shaped the themes developed in the second year. (Original abstract)
Turning a spark into a flame
- Author:
- BLANDFORD Colin
- Journal article citation:
- Learning Disability Today, 13(3), May/June 2013, pp.28-29.
- Publisher:
- Pavilion
- Place of publication:
- Hove
Action for Kids and the Rix Centre have used multimedia and technology to ensure young people with learning disabilities can have a say in the services they use. The approach, Sparking Change, uses tools such as podcasts, computer animation and interactive website building to enable the young people to express themselves and learn new skills. This article explains how the approach works. (Original abstract)
Never mind what I like, it's who I am that matters:an investigation into social pedagogy as a method to enhance the involvement of young people with learning disabilities
- Authors:
- CARTER Sid, et al
- Journal article citation:
- British Journal of Learning Disabilities, 41(4), 2013, pp.312-319.
- Publisher:
- Wiley
The involvement of children and young people with learning disabilities in the decision-making of the services they use is recognised as an essential principle. However, implementation of this principle has encountered two main obstacles. One obstacle is that meaningful involvement has largely been subsumed by a provider-driven consumerist agenda. A second obstacle is the lack of methods to gain feedback that take account of an individual's cognitive and linguistic impairments. This article reports on the use of the social pedagogy approach to attempt to overcome these obstacles. The ideas were used to run a group to involve young people with learning disabilities who used short break services. The findings show that social pedagogy, which emphasises a balance between ‘head, heart and hands’, provided a means to establish egalitarian relationships with young people with learning disabilities. Thus, social pedagogy was found to be effective in enhancing involvement in the context of a person-centred approach. (Publisher abstract)
Commentary on “Communication is the key: improving outcomes for people with learning disabilities”
- Author:
- BRADSHAW Jill
- Journal article citation:
- Tizard Learning Disability Review, 18(3), 2013, pp.141-145.
- Publisher:
- Emerald
This article provides a commentary on Lewer and Harding's article about the use of “the open communication tool”(OCT). It reviews the OCT as a method of both developing shared goals and understandings and identifying implementation issues. The author comments that the OCT can provide a useful model when working in services. It might be enhanced by also including ways of systematically addressing the views of the person with a learning disability and their family members. Indirect interventions delivered in the way described may be problematic in that some research suggests that staff teams place greater value on knowledge that is directly gained by experience of working with the person. This raises questions relating to the model within which clinical services are often delivered to supported housing settings and whether this needs to change. (Edited publisher abstract)
How involving families can transform lives
- Author:
- MURRAY Pippa
- Journal article citation:
- Community Living, 26(3), 2013, pp.20-22.
- Publisher:
- Hexagon Publishing
The Family Leadership approach to personalisation encourages the whole family to be involved in the development of personalisation to ensure that it meets the individual's and the families needs. Drawing on the work of three projects the article explores some practical ways in which it is progressing. The projects highlighted include the Bury Parent Forum; the Our Lives, Our Way project in Sheffield; and The Pass it On parent group in Newcastle. (Original abstract)