Reports on Mencap's transition project, Trans-active, which provides a peer advocacy helping teenagers with a learning disability to make decisions about their future. The project was launched in January 2001 as a pilot project. Children with a learning disability aged between 13 and 19 team up with peers without learning disabilities from local mainstream schools. An interactive website and practical resource pack also enables young people with mild or severe and complex learning disabilities to plan their own futures through the development of a multimedia passport.
Reports on Mencap's transition project, Trans-active, which provides a peer advocacy helping teenagers with a learning disability to make decisions about their future. The project was launched in January 2001 as a pilot project. Children with a learning disability aged between 13 and 19 team up with peers without learning disabilities from local mainstream schools. An interactive website and practical resource pack also enables young people with mild or severe and complex learning disabilities to plan their own futures through the development of a multimedia passport.
Subject terms:
learning disabilities, young people, advocacy, audio visual media;
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;
Journal of Intellectual Disabilities, 9(4), December 2005, pp.359-376.
Publisher:
Sage
Place of publication:
London
The article reports on the experiences of group activities within an area of Yorkshire that helped young people with special needs to express their views and opinions. Significant issues were raised by the ethics of undertaking work with young people and these are reviewed. The young people involved in the research reported that their participation in the groups developed their self-confidence and advocacy skills. This led them to be more confident in expressing their needs at school and in the community. To establish wider generalizability for the study findings, the Yorkshire group activities were compared with another similar group in London where further data were collected from the young people involved. In facilitating group activities, willing staff were an important addition to the group because their presence provided and encouraged positive reactions to the distinctive achievements of the young people themselves. In both groups, members were committed to participation in project-based activities that raised their self-esteem and helped establish a sense of their own identity and purpose.
The article reports on the experiences of group activities within an area of Yorkshire that helped young people with special needs to express their views and opinions. Significant issues were raised by the ethics of undertaking work with young people and these are reviewed. The young people involved in the research reported that their participation in the groups developed their self-confidence and advocacy skills. This led them to be more confident in expressing their needs at school and in the community. To establish wider generalizability for the study findings, the Yorkshire group activities were compared with another similar group in London where further data were collected from the young people involved. In facilitating group activities, willing staff were an important addition to the group because their presence provided and encouraged positive reactions to the distinctive achievements of the young people themselves. In both groups, members were committed to participation in project-based activities that raised their self-esteem and helped establish a sense of their own identity and purpose.
Subject terms:
learning disabilities, young people, advocacy, empowerment, groups;
Developing positive aspirations is a key factor in securing good educational and occupational outcomes, and an important component of autonomy. This study compared the aspirations of young disabled and non-disabled people, and examined the extent to which those aspirations were achieved.
Developing positive aspirations is a key factor in securing good educational and occupational outcomes, and an important component of autonomy. This study compared the aspirations of young disabled and non-disabled people, and examined the extent to which those aspirations were achieved.
Subject terms:
learning disabilities, physical disabilities, young people, education, employment;
A parent of a young person with learning disabilities describes the natural anxieties and fears that come when a son or daughter finally leaves home and how such feelings are more acute when your son or daughter has a learning disability.
A parent of a young person with learning disabilities describes the natural anxieties and fears that come when a son or daughter finally leaves home and how such feelings are more acute when your son or daughter has a learning disability.
Subject terms:
independence, learning disabilities, parents, young people, anxiety;
Reports on research from the Ann Craft Trust into sexually inappropriate or abusive behaviour displayed by some young people with learning difficulties. The research took place across four English councils. It involved: a postal survey of all special schools; interviews in respect of every case over a 12-month period where social services and/or Youth Offending teams were working with young people aged 10-18 with a learning difficulty following and incident of sexually inappropriate, abusive or offending behaviour. It highlights the need for early intervention and the need for education and social services to identify the problem without labelling the child.
Reports on research from the Ann Craft Trust into sexually inappropriate or abusive behaviour displayed by some young people with learning difficulties. The research took place across four English councils. It involved: a postal survey of all special schools; interviews in respect of every case over a 12-month period where social services and/or Youth Offending teams were working with young people aged 10-18 with a learning difficulty following and incident of sexually inappropriate, abusive or offending behaviour. It highlights the need for early intervention and the need for education and social services to identify the problem without labelling the child.
Subject terms:
learning disabilities, sex offenders, sexual behaviour, young people, early intervention;
Valuing People is a ‘cradle to grave’ policy – it covers the lives of both adults and children. However, just after Valuing People came out, new policies for children were written, such as the Children’s National Service Framework and ‘Every Child Matters’. As these policies are quite new, this report just talks about adults with learning disabilities – but transition to adulthood is included.
Valuing People is a ‘cradle to grave’ policy – it covers the lives of both adults and children. However, just after Valuing People came out, new policies for children were written, such as the Children’s National Service Framework and ‘Every Child Matters’. As these policies are quite new, this report just talks about adults with learning disabilities – but transition to adulthood is included.
Subject terms:
learning disabilities, leaving care, policy, social care provision, young people;
Valuing People is a ‘cradle to grave’ policy – it covers the lives of both adults and children. However, just after Valuing People came out, new policies for children were written, such as the Children’s National Service Framework and ‘Every Child Matters’. As these policies are quite new, this report just talks about adults with learning disabilities – but transition to adulthood is included.
Valuing People is a ‘cradle to grave’ policy – it covers the lives of both adults and children. However, just after Valuing People came out, new policies for children were written, such as the Children’s National Service Framework and ‘Every Child Matters’. As these policies are quite new, this report just talks about adults with learning disabilities – but transition to adulthood is included.
Subject terms:
learning disabilities, leaving care, policy, social care provision, young people;
Young people with learning disabilities often display sexually inappropriate behaviour. At the Promoting Independence project, a multi-disciplinary scheme in Caerphilly, young people aged 14 to 19 with severe and complex learning disabilities, are supported on work placements and in the transition between school and the adult world. The author looks at how they addressed the problem of inappropriate behaviour.
Young people with learning disabilities often display sexually inappropriate behaviour. At the Promoting Independence project, a multi-disciplinary scheme in Caerphilly, young people aged 14 to 19 with severe and complex learning disabilities, are supported on work placements and in the transition between school and the adult world. The author looks at how they addressed the problem of inappropriate behaviour.
Subject terms:
interpersonal relationships, learning disabilities, sexual behaviour, young people, groupwork;