Search results for ‘Subject term:"learning disabilities"’ Sort:
Results 1 - 10 of 41
Friendships and relationships in easy words and pictures
- Author:
- CHANGE
- Publisher:
- Change
- Publication year:
- 2010
- Pagination:
- 29p.
- Place of publication:
- Leeds
Friendships and Relationships is one of a series of five accessible booklets about sex and relationships produced for young people with learning disabilities. It covers making friends; starting, developing and ending relationships; making choices; and personal safety. The booklet uses easy words and drawings and can be used to support open discussion about friendships and relationships. The topics in the series are based on research conducted by CHANGE with the Centre for Disability Studies at Leeds University. They have been developed by young people with learning disabilities.
Safe sex and contraception in easy words and pictures
- Author:
- CHANGE
- Publisher:
- Change
- Publication year:
- 2010
- Pagination:
- 25p.
- Place of publication:
- Leeds
Safe Sex and Contraception is one of a series of five accessible booklets about sex and relationships produced for young people with learning disabilities. It covers STIs and how to avoid them, types of contraception and how they work, and where to go for further advice. The booklet uses easy words and drawings and can be used to support open discussion about safe sex and contraception. The topics in the series are based on research conducted by CHANGE with the Centre for Disability Studies at Leeds University. They have been developed by young people with learning disabilities. (Some pictures are quite explicit.)
Sex and masturbation in easy words and pictures
- Author:
- CHANGE
- Publisher:
- Change
- Publication year:
- 2010
- Pagination:
- 37p.
- Place of publication:
- Leeds
Sex and Masturbation is one of a series of five accessible booklets about sex and relationships produced for young people with learning disabilities. It covers deciding when to have sex, using contraception, oral sex, anal sex, privacy, and consent. It also explains what sex and masturbation are. The booklet uses easy words and drawings and can be used to support open discussion about sex and masturbation. The topics in the series are based on research conducted by CHANGE with the Centre for Disability Studies at Leeds University. They have been developed by young people with learning disabilities. Contains explicit pictures.
Reaching out: a proactive process to include young people with learning disabilities in counselling in secondary schools in the UK
- Author:
- PATTISON Sue
- Journal article citation:
- British Journal of Guidance and Counselling, 38(3), August 2010, pp.301-311.
- Publisher:
- Taylor and Francis
This paper outlines a proactive process to include young people with learning disabilities in mainstream counselling in secondary schools in the UK based on the findings of a consequential mixed methods research study. Data collected from a quantitative and qualitative survey of 396 participants, and qualitative semi-structured interviews with 15 counsellors and psychotherapists, were used to build a model for inclusive counselling practice in secondary schools. Results showed the main inclusive theoretical approaches to counselling young people with learning disabilities were identified as integrative, humanistic/person-centred or psychodynamic. Six categories of increasing inclusivity were: raising awareness of the service; specialist training; an integrated partnership approach; expert supervision; advocacy; and active promotion of services. The author applies those findings and the model to the school counselling context. The findings provide useful insights into counsellors' views and perspectives on inclusive counselling and a proactive way forward for facilitating greater access to counselling in schools for young people who have learning disabilities.
“I'm not lazy; it's just that I learn differently”: development and implementation of a manualized school-based group for students with learning disabilities
- Authors:
- MISHNA Faye, MUSKAT Barbara, WIENER Judith
- Journal article citation:
- Social Work with Groups, 33(2-3), April 2010, pp.139-159.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
This article presents the implementation and pilot evaluation of an innovative manualised school-based group for middle-school students with a learning disability. The group was one component of a school-based intervention that was a collaboration of university-based researchers, children's mental health, and education practitioners. The objectives of the group component were to increase the students’ knowledge and understanding of learning disabilities, increase their awareness and knowledge of their learning strengths and deficits, and increase their ability to advocate for themselves. Interviews were held with 14 selected students, their parents, and teachers to obtain their views of the group and of issues such as perceived social support. The preliminary findings suggest that the group improved students' knowledge of their learning disabilities, increased their ability to ask for help and self-advocate, and enhanced their confidence. The group leaders found the manualised group beneficial and offered recommendations for change. Practice principles in providing group for students with learning disabilities are offered.
More than giving people a voice ....
- Authors:
- TOWNSLEY Ruth, MARRIOTT Anna
- Journal article citation:
- Learning Disability Today, 10(5), June 2010, pp.35-37.
- Publisher:
- Pavilion
- Place of publication:
- Hove
The authors present an overview of a project which reviewed the literature between 1997 and 2009 on the needs, costs and benefits of independent advocacy for young disabled people at transition. The research found that independent advocates can play a vital role in supporting young people with learning disabilities at transition. Access to independent advocacy at transition can mean: young people are involved more often in transition planning; young people’s views are better represented and respected during transition planning; professionals are better informed about the transition process and what is expected of them; professionals provide a better service to young people before, during and after transition; and young people have more confidence, self-esteem and higher expectations for their futures. A case study illustrates these points and gaps in current knowledge and suggestions for further research in this area are discussed.
Emotional and behavioural problems in adolescents with intellectual disability with and without chronic diseases
- Authors:
- OESEBURG B., et al
- Journal article citation:
- Journal of Intellectual Disability Research, 54(1), January 2010, pp.81-89.
- Publisher:
- Wiley
Adolescents with intellectual disability (ID-adolescents) and those with chronic diseases are both more likely to have emotional and behavioural problems. This study assessed the prevalence of emotional and behavioural problems in ID- adolescents with and without chronic diseases and the impact of chronic diseases in ID-adolescents on the likelihood of emotional and behavioural problems. The study involved a secondary school sample of 1044 ID-adolescents (12-18 years) in the Netherlands. Parents completed the Strengths and Difficulties Questionnaire, questions about chronic diseases and about the background of their child. Prevalence rates of emotional and behavioural problems were generally high in ID-adolescents with chronic diseases (45%), compared to ID-adolescents without chronic diseases (17%). The likelihood of emotional and behavioural problems was high in ID-adolescents with two [odds ratios (OR) 4.47] or more than two chronic diseases (OR 8.01) and for ID-adolescents with mental chronic diseases (OR 4.56). ID-adolescents with somatic chronic diseases had a high likelihood of emotional and behavioural problems (OR 1.99), in particular in the combination of somatic and mental diseases (OR 5.16). The authors conclude that chronic diseases in ID-adolescents, in particular mental diseases, tend to increase the likelihood of emotional and behavioural problems. They suggest this should be taken into account in the provision and planning of care for ID-adolescents.
Sex education for children with learning disabilities: rolling out a national resource
- Authors:
- SIMPSON Stephen, ANDREWS Cherie
- Journal article citation:
- Nursing Times, 16.2.10, 2010, pp.19-20.
- Publisher:
- Nursing Times
Children and young people with learning disabilities have little education on sex and relationships. A children's learning disability nursing team carried out an audit which highlighted that the sex education needs of this group were not being met. As a result, the team developed a resource to support professionals in delivering sex and relationship education. This was launched as a national document in February 2009.
Psychiatric services for children and adolescents with intellectual disabilities
- Author:
- ROYAL COLLEGE OF PSYCHIATRISTS
- Publisher:
- Royal College of Psychiatrists
- Publication year:
- 2010
- Pagination:
- 24p., bibliog.
- Place of publication:
- London
This report deals with services for a population that is still relatively neglected: those falling between child and adolescent psychiatry and learning disability psychiatry. It reviews the resources required for a psychiatric service to young people under 18, and their families. Starting with an overview of the changing approaches to the psychiatric needs of this population, the nature of its disorders and the variety of interventions, it sets out the characteristics of a model service dealing with its structure, location, personnel and resources. The report provides a draft standard specification that can inform negotiations between service commissioners, clinicians and general managers of mental health services. While it focuses on the psychiatric element, it recognises that such a service must be multidisciplinary and multiagency and therefore must be seen within the wider range of services supporting mental health. These include education, social services, community child health and other agencies. The report is aimed at anyone involved in planning or helping to develop a psychiatric service for children and adolescents with intellectual disabilities.
Individual, life events, family and socio-economic factors associated with young people with intellectual disability and with and without behavioural/emotional problems
- Authors:
- TAGGART L., TAYLOR D., MCCRUM-GARDNER E.
- Journal article citation:
- Journal of Intellectual Disabilities, 14(4), December 2010, pp.267-288.
- Publisher:
- Sage
- Place of publication:
- London
Previous studies have shown that children with learning disabilities are more likely to experience behavioural and emotional problems when compared to those without such disabilities. This study compared and contrasted a range of individual, life events, family and socio-economic risk factors associated with young people with intellectual disabilities and with and without behavioural or emotional problems. One hundred and forty one teachers in 16 schools from both rural and urban schools in Northern Ireland completed a postal questionnaire on 249 young people with learning disabilities aged between 11 and 19 years. There were two groups: 155 young people with behavioural or emotional issues, and 94 without. A number of individual, life events, family and socio-economic risk factors were found to be significantly associated with emotional or behavioural problems. In ending, the authors discuss the findings in relation to results from other studies.