Search results for ‘Subject term:"learning disabilities"’ Sort:
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Research with and by people with learning disabilities
- Author:
- DURELL Shirley
- Journal article citation:
- Nursing Times, 112(6/7), 2016, pp.15-18.
- Publisher:
- Nursing Times
People with learning disabilities are not actively involved in research, but inclusive studies can generate findings that are representative of this group of people. This article explores the development of inclusive learning disability research by tracing its background and influences, identifying key characteristics and highlighting some of the challenges in its application. It demonstrates how inclusive research can give people with learning disabilities a voice that will help to inform practice. (Edited publisher abstract)
To what extent are people with intellectual disabilities (ID) active partners in focus group research? A literature review
- Author:
- WRIGHT Rosa
- Journal article citation:
- Groupwork, 26(1), 2016, pp.59-75.
- Publisher:
- Whiting and Birch
Zarb’s (1992) criteria were used to inspect the emancipatory potential met in six pieces of focus group research and the level of collaboration and inclusion for people with ID as ‘active partners’ in research. Selected post-2010 research was sourced from a search of online databases pertinent to nursing, social work and ID. The exercise found that control mostly lies in the hands of academics and clinicians. Research is carried out with people with mild to moderate intellectual disabilities while those with more complex needs are excluded. Power relationships are not closely examined. It is possible to involve people with ID in research using adapted methods and disabled researchers. Firstly, the idea of power and control for active involvement of participants with ID in focus groups is examined. Then recent research is explored through comparative analysis and a discussion. The author concludes that researchers should account more fully for their own positions of power in the medical or social model of disability. Researchers should offer opportunities for criticism and account for the products of research. Turning abstract concepts into concrete examples may benefit participants with intellectual disabilities. (Publisher abstract)
Involving people with profound and multiple learning disabilities in social work education: building inclusive practice
- Authors:
- WARD Nicki, et al
- Journal article citation:
- Social Work Education (The International Journal), 35(8), 2016, pp.918-932.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Service user and carer engagement is a foundational requirement of social work education. Despite this, questions remain about how diverse experiences are represented and who might be excluded from involvement. This paper focusses on one group of people who it is suggested are excluded from involvement, people with profound and multiple learning disabilities. Evidence is presented which demonstrates the extent to which this group have been marginalised and excluded from processes of involvement. The paper then provides a case study of one universities’ experience of developing work in this area, when a man with profound and multiple learning disabilities was commissioned to design and deliver specialist teaching for a group of qualifying social work students. The authors argue that the main barrier to inclusive involvement for people with profound and multiple learning disabilities is the attitudes and assumption of others about what they are capable of. How involvement in social work education helps to address these barriers by challenging the assumptions of students, the academy and society more broadly is demonstrated. (Edited publisher abstract)
Communicating with children and young people with speech, language and communication needs and/or developmental delay: frontline briefing
- Author:
- SHAW Pamela
- Publisher:
- Research in Practice
- Publication year:
- 2016
- Pagination:
- 20
- Place of publication:
- Dartington
This resource supports frontline practitioners undertaking assessment with children and young people with speech, language and communication needs and/or developmental delay. It highlights the importance of listening to their views, wishes and feelings in order to carry out effective assessments. The resource is relevant for those undertaking assessments in the context of safeguarding and child protection concerns or assessing needs more generally. It also contains guidance on how to work with adolescents to consider appropriate risk enablement. (Edited publisher abstract)
National inspection of care and support for people with learning disabilities: overview
- Authors:
- CARE AND SOCIAL SERVICES INSPECTORATE WALES, HEALTHCARE INSPECTORATE WALES
- Publishers:
- Care and Social Services Inspectorate Wales, Healthcare Inspectorate Wales
- Publication year:
- 2016
- Pagination:
- 51
- Place of publication:
- Cardiff
Sets out the findings of the national inspection of quality and safety of care and support for adults with learning disabilities. The inspection includes fieldwork in six local authorities and corresponding health boards; the results of a thematic enquiry into services for people with learning disabilities regulated by CSSIW; and the results of a national data and self-assessment survey undertaken in all 22 local authorities in Wales. Inspectors focused on a number areas including: support for carers; whether local authorities provide information, advice and assistance; and whether or not local authorities have good leadership and governance arrangements. Inspectors from Healthcare Inspectorate Wales (HIW) also looked at the efficacy of the partnership between social services and health. Findings of the report looks at what is working well and areas for improvement under the following themes: understanding need, providing effective care and support, and leading in partnership. The report found that the quality of care and support for many people with learning disabilities depended on the effectiveness of the front line social services and health staff and the assertiveness of relatives. The report makes a number of recommendations, including: that local authorities review their quality assurance arrangements for care and support planning with individuals; for local authorities and health boards to share best practice; and for local authorities and health boards to ensure that the lines of accountability and responsibility in relation to adult safeguarding are clear and understood by staff. (Edited publisher abstract)
Fumblings and faux pas: reflections on attempting to engage in participatory research with people with an intellectual disability
- Authors:
- DOROZENKO Kate P., BISHOP Brian J., ROBERTS Lynne D.
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 41(3), 2016, pp.197-208.
- Publisher:
- Taylor and Francis
Background: Reflexivity is fundamental to developing methodologically and ethically sound research and is particularly important for researchers exploring experiences of oppression. Method: The authors offer reflections on the process of engaging in participatory research with people with an intellectual disability (ID). A reflexive journal was maintained throughout the duration of a research project that used photovoice and conversational interviewing to explore the identities and social roles of 18 members of an advocacy agency for people with ID.Results Challenges and tensions arose throughout the research process, including difficulties reproducing “ideal” participatory research, issues of informed consent, and tensions surrounding the beneficiaries of the research. Broader social processes were mirrored in interactions with the members, and damaging stereotyped identities were unknowingly imposed. Conclusions: Self-awareness and critical reflection is necessary to ensure that the existing power relations in traditional disability research (and wider society) are not replicated during the research process. (Edited publisher abstract)
‘So often they do not get recruited’: exploring service user and staff perspectives on participation in learning disability research and the barriers that inhibit it
- Authors:
- CROOK Bradley, et al
- Journal article citation:
- British Journal of Learning Disabilities, 44(2), 2016, pp.130-137.
- Publisher:
- Wiley
The importance of making research participation accessible for people with learning disabilities is emphasised in government and NHS research strategies. This evaluation explored the realities of this goal from the perceptions of people with learning disabilities and clinicians within an NHS learning disability service. People with learning disabilities participated in a focus group (n = 5), and clinicians completed a questionnaire (n = 34), to explore each groups’ experience of research, and identify barriers that may prevent people with learning disabilities from participating. People with learning disabilities engaging in research was seen as essential to increase knowledge of learning disabilities, as well as promote development of appropriate services. Barriers to participation included ability, ethical considerations, practicalities and restriction by ‘gatekeepers’. Clinicians also felt a lack of resources and support prevented them from fulfilling their roles within research. Implications and recommendations are discussed. (Publisher abstract)
Learning, candour and accountability: a review of the way NHS trusts review and investigate the deaths of patients in England
- Author:
- CARE QUALITY COMMISSION
- Publisher:
- Care Quality Commission
- Publication year:
- 2016
- Pagination:
- 76
- Place of publication:
- Newcastle upon Tyne
Reports on a review carried out by the Care Quality Commission to investigate how NHS trusts identify, investigate and learn from the deaths of people under their care. This review was carried out in response to the very low numbers of investigations or reviews of deaths at Southern Health NHS Foundation Trust. It draws on evidence from a national survey of NHS trusts and visits to 12 acute, community healthcare and mental health trusts; the views of over 100 families, collected through interviews, events and an online form; and consultation with charities and NHS professionals. The findings are discussed in five areas: the involvement of families and carers; the identification and reporting of deaths; making decisions to review and investigate; decisions to review or investigate; and governance arrangement and learning. Examples of promising practice are also included. The results found that that many carers and families had a poor experience of investigations and are not always treated with respect and honesty. This was especially true of deaths involving people with a learning disability or people with mental problems. The review also found that opportunities are missed to learn across the system from deaths that may have been prevented. It concludes that learning from deaths needs to be a much greater priority for all working within health and social care. The report makes recommendations for improvement. (Edited publisher abstract)
Mental health problems in people with learning disabilities: prevention, assessment and management: NG54
- Author:
- NATIONAL INSTITUTE FOR HEALTH AND CARE EXCELLENCE
- Publisher:
- National Institute for Health and Care Excellence
- Publication year:
- 2016
- Place of publication:
- London
Practice guideline which covers preventing, assessing and managing mental health problems in children, young people and adults with learning disabilities. The guideline aims to improve assessment and support for mental health conditions, and help people with learning disabilities and their families and carers to be involved in their care. The recommendations include that: the person's communication needs and level of understanding should be considered throughout their assessment, treatment and care; that professionals with expertise in mental health problems in people with learning disabilities should coordinate mental health assessments; the impact of the social and physical environment on the mental health of people with learning disabilities should be considered when developing care plans; adults with learning disabilities should be supported to participate in paid or voluntary work. The recommendations also provide guidance on delivering psychological and pharmacological interventions. The guideline covers all settings, including health, social care, education, and forensic and criminal justice. (Edited publisher abstract)