This article reports on a research study by Generate which looked at the experiences of people with learning difficulties when using banks. The project found their experiences could be improved if banks adopted a few simple measures.
This article reports on a research study by Generate which looked at the experiences of people with learning difficulties when using banks. The project found their experiences could be improved if banks adopted a few simple measures.
Subject terms:
learning disabilities, personal finance, user views, access to services;
British Journal of Learning Disabilities, 33(3), September 2005, pp.132-137.
Publisher:
Wiley
This study examines the characteristics of 30 placement providers in two schemes operating in Northern Ireland. Information was obtained through individual interviews on their characteristics, their reasons for becoming involved and what they get out of their involvement. All but one were female; two-thirds were aged 50 plus and just over one-third were in employment. The majority of providers have been recruited from the care sector and many had experience of people with intellectual disabilities. Most had come into the schemes because of their personal interest in this client group. No one came solely as a result of seeing an advertisement and only one person explicitly mentioned the financial reimbursement. Over half had been involved for 3 years and more. All felt they gained a great deal of satisfaction and enjoyment from their involvement but stressed the amount of commitment needed to become a provider. The placement providers overall were very satisfied with the way the schemes operated. The main complaint appeared to be in regard to the low payments. Proposals are made for the future development of family placement schemes particularly in the recruitment of providers.
This study examines the characteristics of 30 placement providers in two schemes operating in Northern Ireland. Information was obtained through individual interviews on their characteristics, their reasons for becoming involved and what they get out of their involvement. All but one were female; two-thirds were aged 50 plus and just over one-third were in employment. The majority of providers have been recruited from the care sector and many had experience of people with intellectual disabilities. Most had come into the schemes because of their personal interest in this client group. No one came solely as a result of seeing an advertisement and only one person explicitly mentioned the financial reimbursement. Over half had been involved for 3 years and more. All felt they gained a great deal of satisfaction and enjoyment from their involvement but stressed the amount of commitment needed to become a provider. The placement providers overall were very satisfied with the way the schemes operated. The main complaint appeared to be in regard to the low payments. Proposals are made for the future development of family placement schemes particularly in the recruitment of providers.
Subject terms:
learning disabilities, shared lives schemes, user views;
British Journal of Social Work, 35(1), January 2005, pp.139-148.
Publisher:
Oxford University Press
It has been reported that the capability of adults with learning disability to choose housing is too often impeded by the views and actions of their family carers and involved professionals. This study further explores these apparent barriers to providing genuine housing choice for such people, discussing findings from a series of focus groups which explored family and professional views about housing and choice. They indicate that risk is a fundamental concern for professionals and families when considering more independent housing for this group. Although opportunities for choice were generally supported, many argued for the need to assess the ability to make informed decisions. There were also examples of problematic relationships between professionals and carers, creating a barrier to choice. Carers need involvement, information and support during the development of housing plans if the needs of the primary service users are to be met. The barriers identified have to be removed if users are to truly become the focus of decisions and be enabled to make genuine informed choices.
It has been reported that the capability of adults with learning disability to choose housing is too often impeded by the views and actions of their family carers and involved professionals. This study further explores these apparent barriers to providing genuine housing choice for such people, discussing findings from a series of focus groups which explored family and professional views about housing and choice. They indicate that risk is a fundamental concern for professionals and families when considering more independent housing for this group. Although opportunities for choice were generally supported, many argued for the need to assess the ability to make informed decisions. There were also examples of problematic relationships between professionals and carers, creating a barrier to choice. Carers need involvement, information and support during the development of housing plans if the needs of the primary service users are to be met. The barriers identified have to be removed if users are to truly become the focus of decisions and be enabled to make genuine informed choices.
Subject terms:
housing, learning disabilities, user participation, user views;
Mencap Cymru's Swansea Participation Service (SPS) was commissioned by the local authority to find out what adults with a learning disability think of Individual Care Planning in Swansea. Briefly reports on the study which involved 58 people from across day and residential services. Highlights key recommendations.
Mencap Cymru's Swansea Participation Service (SPS) was commissioned by the local authority to find out what adults with a learning disability think of Individual Care Planning in Swansea. Briefly reports on the study which involved 58 people from across day and residential services. Highlights key recommendations.
Subject terms:
learning disabilities, person-centred planning, user views, care planning;
Research Policy and Planning, 23(3), 2005, pp.175-180.
Publisher:
Social Services Research Group
The author shares her learning experience on interviewing people with a learning disability for a research project, and offers advice to other researchers new to the field.
The author shares her learning experience on interviewing people with a learning disability for a research project, and offers advice to other researchers new to the field.
Subject terms:
interviewing, interviews, learning disabilities, research methods, user views;
This report has been written with care managers, senior service managers, commissioners of services and interested practitioners in mind. It aims to explore the issues of mental health needs as understood by young people themselves and their family carers. To present their views about the gaps in services, what they find helpful and what kinds of support they would like to be available highlight some new and exciting approaches to addressing the mental health needs of young people with learning disabilities and to recommend ways in which services and support can be improved for both young people with learning disabilities and their family carers.
This report has been written with care managers, senior service managers, commissioners of services and interested practitioners in mind. It aims to explore the issues of mental health needs as understood by young people themselves and their family carers. To present their views about the gaps in services, what they find helpful and what kinds of support they would like to be available highlight some new and exciting approaches to addressing the mental health needs of young people with learning disabilities and to recommend ways in which services and support can be improved for both young people with learning disabilities and their family carers.
Extended abstract:
Author
FOUNDATION FOR PEOPLE WITH LEARNING DISABILITIES
Title
Making us count: identifying and improving mental health support for young people with learning disabilities: a research report.
Publisher
Mental Health Foundation, 2005
Summary
This report has been written with care managers, senior service managers, commissioners of services and interested practitioners in mind. It aims to explore the issues of mental health needs as understood by young people themselves and their family carers, to present their views about the gaps in services, what they find helpful and what kinds of support they would like to be available, and highlight some new and exciting approaches to addressing the mental health needs of young people with learning disabilities and to recommend ways in which services and support can be improved for both young people with learning disabilities and their family carers.
Context
Approximately one-third of a million young people in the UK have learning disabilities. Of these, 40% are likely to develop a mental health problem. In 2001 the Foundation for People with Learning Disabilities convened an enquiry to explore a very neglected area: the mental health needs of young people with learning disabilities. The result was the Count Us In report (2002). The range of mental health problems experienced by such people is similar to the general population. However, they are far more likely to develop emotional difficulties such as depression and anxiety and these often go unrecognised and untreated. There are difficulties in accessing suitable college or work placements and leisure opportunities and maintaining friendships or relationships and these often triggered mental health problems. Young people also encountered difficulties in getting appropriate services. Pathways to referral for help and support were vague. There were often long time delays to access assessment and interventions; young people were shunted between mainstream and specialist services or did not ‘fit in' anywhere.
Contents
The present report offers some practical advice that practitioners and commissioners can take on board to improve the range of services available. A preface gives the background and is followed by an executive summary and an easy to read summary. Chapters then discuss involving young people and their families in research; towards better support; how young people with learning disabilities and their family carers understand anxiety and depression; supporting young people with learning disabilities and mental health needs from a minority ethnic community; improving emotional support for young people with learning disabilities; and the well-being project: identifying and meeting the needs of young people with profound and multiple learning disabilities and their carers. Conclusions and recommendations are followed by appendices describing a mapping exercise, policy in Scotland , and randomised controlled trials.
Conclusion
The conclusion that one in four young people with learning disabilities will experience mental health problems each year may even be an underestimate, so it is essential there is a range of approaches and services to respond. Opportunities for friendships, social and leisure activities, education and employment enhance self-esteem. They should be at the centre of planning. Language can be a difficulty. Problems are not recognised. Parents do not want children given another label. Recommendations are made on mental health education and promotion, person-centred approaches and transition, and identifying mental health problems and providing appropriate support.
63 references
Subject terms:
learning disabilities, mental health services, user views, vulnerable children, young people;
Tizard Learning Disability Review, 10(4), October 2005, pp.10-18.
Publisher:
Emerald
Psychotropic medications are a treatment commonly used for people with learning disabilities. Legislation and guidance suggest that, for a person to give informed consent to treatment, they must have knowledge of the potential treatment. This study of 21 people with learning disabilities, and their carers and prescribers, living in four different regions of England, suggests that few of the people with learning disabilities were fully informed about their treatment. Many of their carers said that although they know how to administer the medication, they know little about why the person was taking it and what the implications might be. Despite this, people with learning disabilities made the general assumption that carers would, or should, know everything about their medication. The current provision of information to people with learning disabilities and carers was found to be poor. For key strategies identified in supporting people with learning disabilities in obtaining information about medication were spending more time providing and reiterating key information, providing accurate, up-to-date, accessible information about medication, providing training for carers in wider aspects of medication usage, and tailoring information to each person's individual needs.
Psychotropic medications are a treatment commonly used for people with learning disabilities. Legislation and guidance suggest that, for a person to give informed consent to treatment, they must have knowledge of the potential treatment. This study of 21 people with learning disabilities, and their carers and prescribers, living in four different regions of England, suggests that few of the people with learning disabilities were fully informed about their treatment. Many of their carers said that although they know how to administer the medication, they know little about why the person was taking it and what the implications might be. Despite this, people with learning disabilities made the general assumption that carers would, or should, know everything about their medication. The current provision of information to people with learning disabilities and carers was found to be poor. For key strategies identified in supporting people with learning disabilities in obtaining information about medication were spending more time providing and reiterating key information, providing accurate, up-to-date, accessible information about medication, providing training for carers in wider aspects of medication usage, and tailoring information to each person's individual needs.
Subject terms:
learning disabilities, medication, user views, access to information, carers;
Care and Health Magazine, 3.05.05, 2005, pp.34-35.
Publisher:
Care and Health
Looks at the findings of a report by the Foundation for People with Learning Disabilities (FPLD) which highlights the lack of support for many parents of children with learning disabilities. During the research families from in different parts of England and Wales, were contacted and their emotional needs from the time of diagnosis until their child was five were explored. Four main areas were examined: how the diagnosis was delivered; the information given immediately after the diagnosis and in following years; the emotional and practical support required; and the impact on family life.
Looks at the findings of a report by the Foundation for People with Learning Disabilities (FPLD) which highlights the lack of support for many parents of children with learning disabilities. During the research families from in different parts of England and Wales, were contacted and their emotional needs from the time of diagnosis until their child was five were explored. Four main areas were examined: how the diagnosis was delivered; the information given immediately after the diagnosis and in following years; the emotional and practical support required; and the impact on family life.
Subject terms:
learning disabilities, parents, user views, access to services, children;
A web-based briefing providing a concise summary of the current knowledge base on access to primary care services for people with learning difficulties. Coverage includes ethical considerations, views of service users and carers, innovative practice examples and implications for practice. Also highlights additional contacts and additional resources. The briefing was commissioned by the Social Care Institute for Excellence (SCIE). The latest edition of this briefing was produced in April 2005 and the next update is due in April 2006.
A web-based briefing providing a concise summary of the current knowledge base on access to primary care services for people with learning difficulties. Coverage includes ethical considerations, views of service users and carers, innovative practice examples and implications for practice. Also highlights additional contacts and additional resources. The briefing was commissioned by the Social Care Institute for Excellence (SCIE). The latest edition of this briefing was produced in April 2005 and the next update is due in April 2006.
Subject terms:
learning disabilities, literature reviews, user views, access to services, health care, primary care;
A web-based briefing providing a concise summary of the current knowledge base on transition of young people with physical disabilities or chronic illnesses from children's to adults' services. Coverage includes ethical considerations, views of service users and carers, innovative practice examples and implications for practice. Also highlights additional contacts and resources. The Briefing was commissioned by the Social Care Institute for Excellence (SCIE). The latest edition of this Briefing was produced in April 2005 and the next updated is due in April 2006.
A web-based briefing providing a concise summary of the current knowledge base on transition of young people with physical disabilities or chronic illnesses from children's to adults' services. Coverage includes ethical considerations, views of service users and carers, innovative practice examples and implications for practice. Also highlights additional contacts and resources. The Briefing was commissioned by the Social Care Institute for Excellence (SCIE). The latest edition of this Briefing was produced in April 2005 and the next updated is due in April 2006.
Subject terms:
learning disabilities, literature reviews, short break care, user views, children, families;