Search results for ‘Subject term:"learning disabilities"’ Sort:
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A friend in need
- Authors:
- GATES Bob, WAIGHT Mary
- Journal article citation:
- Learning Disability Today, 10(10), December 2010, pp.26-28.
- Publisher:
- Pavilion
- Place of publication:
- Hove
The Valuing People Project was launched in May 2008 as a response to concerns about education commissioning, particularly pre-registration learning disability nursing, as well as to explore more generally the specialist learning disability health workforce for the future. The project used a multi-methods approach. This article reports on the results of focus groups that were conducted with 23 people with a range of learning disabilities and 16 parents and relatives of people with learning disabilities from Oxford, Berkshire, Buckinghamshire, Hampshire, and the Isle of Wight between January and June 2009. The key message from people with learning disabilities was that they wanted the right kind of person to support them, including a range of health staff as well as social care staff. The importance of a learning disability nurse offering specialist support and a ‘hospital friend’ in acute health care settings were identified. The central message from parents was that they want to be listened to and supported. Taken collectively, both groups demonstrated that there is still strong support for a specialist NHS learning disability workforce. Learning disability nurses were specifically identified as central to this. It was also clear that educational preparation for the specialist health workforce for the future needs to be modernised.
Approaches to advocacy for and by adults with learning disabilities
- Authors:
- CAMPBELL Martin, McCONKEY Roy
- Publisher:
- University of St. Andrews
- Publication year:
- 2000
- Pagination:
- 163p., bibliog.
- Place of publication:
- St. Andrews
This training pack is intended for adults with learning disabilities, support staff and trainers. It aims to increase awareness, improve confidence and self esteem through a structured training course. Advocacy in its many forms aims to give people with a learning disability a stronger voice to make their wishes and needs known, and to protect vulnerable individuals he course can be facilitated and taught by people with learning disabilities with some support, or by support staff.
Commentary on a “unified approach to behaviours that challenge”: my freedom – the perspective of people with learning disabilities
- Authors:
- CHAPMAN Steve, et al
- Journal article citation:
- Tizard Learning Disability Review, 25(3), 2020, pp.145-151.
- Publisher:
- Emerald
Purpose: As self-advocate leaders, the authors aim to present the perspective of people with learning disabilities on “Behaviour that Challenges: A Unified Approach”. Building on firsthand accounts which reveal compassion and cruelty in the health-care system, the authors propose ways of working, which confirm and add to the thinking in “A Unified Approach”, especially “Capable Environments”. Design/methodology/approach: To ensure integrity, the authors engaged contributors with lived experience of admission to secure care after acting in ways that put themselves or others at risk. The authors included the perspective of people whose severe learning disabilities limit them to few or no words as best they could by interviewing their parents. The authors were supported and advised in the writing of this commentary while retaining full control throughout. Findings: While recognising compassionate care, the authors suggest the provider’s power over a person’s life is a central reason for the care system’s vulnerability to the cruelty evident in firsthand accounts. The authors propose practical ways to offset this power. Firsthand accounts suggest the key features of capable environments are communication, valuing families and developing a valued, caring, well-trained workforce. Lived experience in workforce training and peer-support to individuals offer great potential to transform outcomes. Originality/value: The perspectives of diverse contributors with learning disabilities bring lived experience insight to the challenges of “behaviour that challenges”. The authors aim to add value by blending lived experience viewpoints with the emotion of firsthand accounts of care. The insights of lived experience – too often a marginal consideration in health-care design – are presented here as central to care that fully achieves what people want and need. (Edited publisher abstract)
A 10-year plan for quality living for people with disabilities and their carers
- Authors:
- CRAIG Jocelyn E., CARTWRIGHT Collen
- Journal article citation:
- British Journal of Learning Disabilities, 43(4), 2015, pp.302-309.
- Publisher:
- Wiley
Background: The concerns of older carers of an adult with disabilities have been well documented. The sudden incapacity or death of the carer can result in a crisis response rather than a planned transition to a chosen sustainable alternative care arrangement for the person with disability. Building on previous ‘Futures Planning’ projects, the aim of this project was to enrich the lives of people with disabilities and their carers whilst ensuring that their wishes for the future are documented to provide security. Materials and Methods: This article reports on information sessions and workshops that were held for people with disabilities, their carers and staff, and the training sessions for staff for this project. Results: The sessions underlined the fact that people with disabilities want to enjoy the same experiences that most other people enjoy. Drawing on the ideas and suggestions from participants, the ‘Futures Planning’ documents were modified to meet the aims of the Quality Living project, making them suitable for planning for quality living for the carer and the person with a disability for the next 10 years. Conclusions: Findings supported the concept that planning allows people with disabilities and their carers to take steps to achieve their dreams. (Publisher abstract)
Remember the past: prepare for the future
- Author:
- FRENCH Miranda
- Journal article citation:
- Llais, 108, Autumn 2013, pp.7-9.
- Publisher:
- Learning Disability Wales
Two new innovative projects from Disability Wales are described. The first project, The Story at 40, is an oral history project capturing the experiences of six people with disabilities in Wales from the 1970's to the present day. The second project, Real Human Being, uses theatre to educate young people on the impact of disability hate crime. (Original abstract)
‘I can try and do my little bit’ - training staff about self-injury
- Authors:
- MOORES Paul, FISH Rebecca, DUPEROUZEL Helen
- Journal article citation:
- Journal of Learning Disabilities and Offending Behaviour, 2(1), January 2011, pp.4-7.
- Publisher:
- Emerald
This article is written from the point of view of a service user who is involved in training staff about working with people who self-injure in the secure learning disability service where he lives. Paul has been employed as a trainer since 2007, and was one of the first service users in this service to be involved in training staff. The training is part of a one-day introduction session about self-injury. Paul introduces himself and does a short talk about his experiences, and then staff delegates are invited to ask him questions for a one hour question and answer session. Paul is paid for the work, and he enjoys it and feels that it has made him more confident. Some of the staff take the course as part of an induction, while others may have been employed at the service for many years. This article tells Paul’s story in his own words, and includes his explanations on why he decided to take part, responses from the trainees, how he feels when he is doing the training, and his motivation for training staff and the good things about the experience.
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.
Screen stars
- Author:
- HOPKINS Graham
- Journal article citation:
- Community Care, 22.03.07, 2007, pp.34-35.
- Publisher:
- Reed Business Information
A group of service users with learning disabilities, with the support of the charity United Response, have drawn on their own experiences and made a DVD aimed at showing what it can be like to have a disability. This article describes the DVD and reports on its premiere at a Midlands cinema.
Parents' use of physical interventions in the management of their children's severe challenging behaviour
- Authors:
- ALLEN David, COOPER Viv
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 19(4), December 2006, pp.356-363.
- Publisher:
- Wiley
Although training staff supporting people with challenging behaviour in physical interventions has become accepted practice, parents are often left to fend for themselves while managing equivalent behaviours. The study explores parents' experience of managing severe challenging behaviours, their use of physical interventions and access to training in reactive strategies. A postal survey methodology was employed that utilized a novel 20-item questionnaire. The questionnaire yielded both quantitative and qualitative data concerning the types of challenging behaviour displayed by the children, frequency of use and nature of physical interventions, types of training received and any difficulties experienced in obtaining training. The sample was drawn from the membership of the Challenging Behaviour Foundation, a UK charitable organization, and comprised of 72 respondents. The majority of respondents had experienced major episodes of challenging behaviour. The emotional impact of living with such behaviours was apparent. Although the vast majority of respondents had employed restrictive physical interventions, few had received any formal training in such strategies. There was evidence that a number of high-risk physical interventions were sometimes being employed. Accessing training appeared more problematic for parents when compared with paid care staff. In this specific sample, parental use of physical intervention was high while parent training in physical intervention was uncommon. Impediments to parent training in physical intervention are discussed, as are wider issues concerning parental support.
Evaluation of the dissemination of active support training and training trainers
- Authors:
- JONES Edwin, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 14(2), 2001, pp.79-99.
- Publisher:
- Wiley
Article describes an attempt to replicate active support (AS) and train the service managers of community housing services as trainers in so doing. Training was conducted in three phases: in 22 houses, it was led by one of the researchers, with identified managers assisting; in 16, it was led by a manager who had participated in the previous phase, assisted by the researcher; and in 36 houses, it was undertaken independently by managers who had participated in the previous two phase. Changes in the extent of planned activity, resident involvement in domestic, social and community activities, the observed staff-resident interaction, and observed resident engagement in activity were evaluated. Resident views about the introduction of AS were canvassed. Active support training was fully implemented in the first two phases, but not in the third. There was an increase in planned activity in all phases after AS training. Significant increases in assistance and resident engagement in activity were found in the first two phases, but not in the third. Active support was shown to be of greater benefit to people with more severe disabilities. The resident feedback was positive. The approach taken to training managers as trainers was not sufficient to enable them to implement the training in its entirety during the third phase. The absence of change in this phase indicated the necessity of the practical interaction training, which was the element mainly missed out. Since AS was once again shown to be an effective approach for people with more severe intellectual disabilities, the challenge of creating a widespread ability to train staff within community housing services requires further effort.