Search results for ‘Subject term:"learning disabilities"’ Sort:
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“They need to be able to have walked in our shoes”: what people with intellectual disability say about National Disability Insurance Scheme planning
- Authors:
- COLLINGS Susan, DEW Angela, DOWSE Leanne
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 44(1), 2019, pp.1-12.
- Publisher:
- Taylor and Francis
Background: Planning is a key mechanism by which the Australian National Disability Insurance Scheme (NDIS) ensures individuals with disability have choice and control over supports. People with intellectual disability will comprise the largest NDIS participant group and many will need assistance to engage in planning. In order to respond effectively, NDIS planners must understand the decision-making support required by individuals. Method: Focus groups were conducted with 9 adults with intellectual disability living in an NDIS trial site to explore their experiences of NDIS planning. Results: Thematic analysis identified 6 themes related to good planning experiences for people with intellectual disability: preparation, learning from mistakes, personal growth, and having a credible, consistent, and disability-aware planner. Conclusions: Participants who developed a trusting relationship with a planner used planning to increase independence and social participation. Planner skills, particularly communication and sector knowledge, and attributes such as warmth and openness created trust. (Edited publisher abstract)
What's it like to work with a clinical psychologist of a specialist learning disabilities service? views from people with learning disabilities
- Authors:
- GIFFORD Clive, EVERS Catherine, WALDEN Sarah
- Journal article citation:
- British Journal of Learning Disabilities, 41(2), 2013, pp.114-120.
- Publisher:
- Wiley
Clinical psychologists are well placed to work with people with learning disabilities given the high prevalence of psychiatric disorders in this population and the specialist training undertaken by psychologists. The evidence for psychological interventions in learning disabilities is scarce compared to the evidence for mainstream psychological interventions. To provide further evidence, eight people with learning disabilities were interviewed about their experiences of working with clinical psychologists. Thematic analysis revealed three themes from the narratives: the therapeutic relationship, change and the expectations/perceptions of participants about clinical psychologists. Providers should consider the views of people with learning disabilities when developing the quality of clinical psychology services for people with learning disabilities. Limitations of the study are highlighted and further research suggested. (Edited publisher abstract)
Evaluation of our checks of learning disability services in England: easy to read
- Author:
- CARE QUALITY COMMISSION
- Publisher:
- Care Quality Commission
- Publication year:
- 2012
- Pagination:
- 8p.
- Place of publication:
- London
An easy read summary report which looks at how inspections of 150 learning disabilities were carried out and what the people who took part in the inspections felt about them. It looks at what experts by experience or service users and their advisers and care providers' felt about the inspections. It also looked at what could be done to make the process better. The inspections were carried out by the Care Quality Commission because of poor care and abuse at Winterbourne View hospital.
People with a learning disability as trainers: evaluation of a values based pilot training programme
- Authors:
- BLACK Lesley-Ann, ROBERTS Paul
- Journal article citation:
- British Journal of Learning Disabilities, 37(2), June 2009, pp.129-137.
- Publisher:
- Wiley
This article presents the findings of an independent evaluation of a pilot project in Northern Ireland called 'Telling it like it is!' (TILII) conducted over a 2 year timeframe (2005–2007). Seven people with a learning disability were recruited and trained as TILII trainers. With the help of a project facilitator, they designed and presented a values based training programme for staff working in learning disability services. For the purposes of this evaluation, 12 training sessions were evaluated by 119 course recipients who completed feedback forms at the end of the training session they attended. Comments were documented qualitatively and responses were thematically categorised. In addition, semi-structured interviews were conducted with the TILII trainers. Eight course participants also participated in semi-structured interviews. Findings clearly demonstrate that the trainer role has had a positive impact on the trainers; empowering them to become self-advocates and increasing their confidence and interpersonal skills. Course recipients reported that the training was an effective tool for gaining a better understanding of people with learning disability's perspective of their own needs and wishes, and highlighted the values that staff should demonstrate in their work. Additional follow-up evaluation to assess the long-term impact of this training in practice is needed, however it is hoped that more projects of this nature will be adopted in the future.
Methodological issues in inclusive intellectual disability research: a health promotion needs assessment of people attending Irish disability services
- Authors:
- BOLAND M., DALY L., STAINES A.
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 21(3), May 2008, pp.199-209.
- Publisher:
- Wiley
This paper describes a combination of inclusive methods to evaluate health and health promotion needs of service users with intellectual disability. Sixty centres provide disability services to over 900 clients with intellectual disability in the East Coast Area Health Board region of Ireland (population approximately 325 000). The research included interviewer-directed surveys of 247 clients with intellectual disability (or advocates) and 180 clients with physical/sensory disability; focus groups for clients, service providers and carers; and a postal survey for centre managers. Modification of existing surveys was required for people with intellectual disability. Fifty-six of 60 (93.3%) centres participated. The response rate at the client level was 98.8% (3/250 refusals). Health behaviours, likes and dislikes were well described by clients and advocates. Clients identified the need for more creative therapy, physical activity, relaxation therapy and social activities. Service providers and carers emphasized more the need for speech and language therapy, counselling, occupational therapy and physiotherapy. Concludes that inclusive research methods can produce useful outcome measures of the health promotion needs of those with disability. Triangulation is valuable, where clients, carers and service providers are all involved in the research process.
Treatment outcomes from forensic intellectual disability services: the perspectives of patients and their family/carers
- Authors:
- CHESTER Verity, GEACH Nicole, MORRISSEY Catrin
- Journal article citation:
- Journal of Intellectual Disabilities, 23(4), 2019, p.473–485.
- Publisher:
- Sage
- Place of publication:
- London
Introduction: Research investigating the treatment outcomes of forensic intellectual and developmental disability (FIDD) services has largely focused on the perspectives of clinicians and researchers. This study sought the perspectives of patients and family/carers on the outcomes important to them. Methods: Semi-structured consultation groups were conducted with patients in FIDD services (n = 21) and family carers (n = 6). Interview data were content analysed, and outcomes identified fell into three main domains (effectiveness, safety and patient experience). Results: The consultations identified outcome domains not considered in the published literature. Patients and carers also had differential perspectives on treatment outcomes commonly reported within literature. Illustrative quotes are used to evidence the domains. Discussion: This study is the first to investigate the outcomes of relevance to patients and their families. These views have been incorporated into an outcomes framework which will form the foundation of future prospective outcome studies. (Publisher abstract)
Workforce development for people with intellectual disabilities: the perspective from people with intellectual disabilities
- Authors:
- DAVIES Jill, BURKE Christine
- Publishers:
- Foundation for People with Learning Disabilities, Health Education England
- Publication year:
- 2016
- Pagination:
- 30
- Place of publication:
- London
Reports on the results of a consultation with people with a learning disability from across Kent, Surrey and Sussex, to investigate what was important to them in order to lead a good life and also the qualities it was important for their workforce to have. The research spoke to 65 people with learning disabilities and five parents (who completed the questionnaires on behalf of their sons/daughters with more complex needs), and received 61 completed questionnaires. The report presents results of the analysis of skills by six different age groups: 12-24 years; 25-34 years; 35-44 years; 45-54 years; 55-64 years; and 65 years and over. People with learning disabilities and parents we spoke to were very keen for people to learn a range of practical skills to lead as independent a life as possible. They also wanted to be supported by practitioners who could: provide them with health advice; help them in maintaining relationships; and help them access leisure activities and services in the community. Some of the most important workforce qualities identified were to be listened to, be patient, have a happy and positive attitude, be given a voice, and be reliable and punctual. People from the focus groups believed that having the support from someone with those qualities made a huge difference to their lives. The report recommends that all curricula for the workforce have values based on the social model of disability and involve people with learning disabilities to make this possible. (Edited publisher abstract)
Gender issues for people with intellectual disabilities and mental health problems: asking what service users and staff think
- Author:
- KROESE Biza Stenfert
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 7(4), 2013, pp.181-190.
- Publisher:
- Emerald
The current qualitative study aims to investigate service users’, support staff's and community team members’ views of gender differences in cause and presentation of mental health problems, whether current services respond differently to men and women with mental health problems and areas in which services can become more gender sensitive. Two focus groups were conducted with service users with intellectual disabilities and mental health problems in addition to two focus groups with a variety of staff. Subsequently, individual interviews were conducted with both male and female staff members employed in residential and community intellectual disability services. The number of participants totalled 54 (16 service users and 38 staff). Thematic analysis was adopted in order to identify dominant themes in the discourse of these stakeholder groups. The analysis produced a number of themes which include: compliance versus challenge; vulnerability; expression of emotion; gender equality; same sex support; caring qualities; and boundaries. A number of suggestions for improving services are discussed in the context of the current findings. (Publisher abstract)
Independent evaluation of the learning disability inspection programme
- Author:
- CARE QUALITY COMMISSION
- Publisher:
- Care Quality Commission
- Publication year:
- 2012
- Pagination:
- 8
- Place of publication:
- London
In response to the serious abuse and poor standards of care at Winterbourne View, the Care Quality Commission under took a series of unannounced inspections of 150 services for people with learning disability, mental health needs and challenging behaviour. Two organisations were also commissioned to carry out an independent evaluation of the inspections. This evaluation report looks at the experience of those involved in the inspection process, including people who used services and their family carers (Experts by Experience); Care Quality Commission inspectors and the care providers. Overall all three groups found being involved in the inspection process was a positive experience and believed their views has been taken seriously. The evaluation also highlights how the Care Quality Commission can improve their involvement of these three groups in the future.
Fathers with learning disabilities and their experiences of adult social care services
- Authors:
- UNIVERSITY OF BRISTOL. School for Policy Studies, NATIONAL INSTITUTE FOR HEALTH RESEARCH. School for Social Care Research
- Publisher:
- NIHR School for Social Care Research
- Publication year:
- 2017
- Pagination:
- 6
- Place of publication:
- London
The summary findings of a study which interviewed eight fathers with learning disabilities to better understand their experiences of being fathers and of accessing adult social care services. The study also interviewed nine practitioners in adult learning disability services to understand some of the practice issues about working with fathers with learning disabilities. Being a father was seen to be important to all fathers in the study and they had a strong desire to prove people wrong about their perceived abilities as men and as fathers. Fathers spoke about the stresses of being a parent, which sometimes had a direct impact on their mental health. They also felt that they were left out of support provided to mothers. The results of interviews with practitioners also recognised that fathers were not routinely engaged by services. Most practitioners also saw their main role as supporting the adult, but not in their parenting role, which was seen as the responsibility of children’s services. The study highlights the importance of including fathers in family-focused social care practice and the need to coordinate support for these fathers across adults’ and children’s services. (Edited publisher abstract)