A sex education package for working with people with learning difficulties. This pack contains ideas and materials for delivering sex education covering recent policy and legislative changes. Like its predecessor, this training resource is aimed primarily at those working with adults with learning disabilities, however parts of it can be adapted for use with younger people. It contains ideas and materials covering a wide range of specific issues and problems for direct sex education work, both on an individual and group basis. Containing many suggestions for wider service responses, this pack aims to assist staff in providing realistic support to people with learning disabilities.
A sex education package for working with people with learning difficulties. This pack contains ideas and materials for delivering sex education covering recent policy and legislative changes. Like its predecessor, this training resource is aimed primarily at those working with adults with learning disabilities, however parts of it can be adapted for use with younger people. It contains ideas and materials covering a wide range of specific issues and problems for direct sex education work, both on an individual and group basis. Containing many suggestions for wider service responses, this pack aims to assist staff in providing realistic support to people with learning disabilities.
Subject terms:
learning disabilities, rights, risk, sex education, disabilities;
This guide is designed to help with establishing a framework to support individuals with learning disabilities or autistic spectrum disorders whose behaviour challenges services and presents a risk to themselves or others. It sets out in clear and simple terms a structured and systematic approach to the identification, assessment and management of risks associated with challenging behaviours.
This guide is designed to help with establishing a framework to support individuals with learning disabilities or autistic spectrum disorders whose behaviour challenges services and presents a risk to themselves or others. It sets out in clear and simple terms a structured and systematic approach to the identification, assessment and management of risks associated with challenging behaviours.
Extended abstract:
Author
POWELL Sharon.
Title
Risk in challenging behaviour: a good practice guide for professionals.
Publisher
British Institute of Learning Disabilities, 2005
Summary
This guide is designed to help with establishing a framework to support individuals with learning disabilities or autistic spectrum disorders whose behaviour challenges services and presents a risk to themselves or others. It sets out in clear and simple terms a structured and systematic approach to the identification, assessment and management of risks associated with challenging behaviours.
Context
Risk is an evolving concept; it is changing and rarely stays the same from one day to the next. Individuals are prepared to take calculated risks in their daily lives for a variety of reasons. Professionals are expected to identify and manage risk objectively. Reactive strategies for risk management when behaviour challenges should form part of an overall framework. This should include approaches that support positive behaviour. Physical interventions should be used only as a last resort.
Contents
A foreword explains recent developments and an introduction outlines the problem and the intentions of the guide. The first section, on philosophical and organisational issues, discusses organisational foundations, the nature of risk, taking risks, procedures for working with risk, why risk should be assessed, and the elements of risk. The second, on assessing risk, covers risk scoring, identifying hazards and risks, the risk assessment process, describing the challenging behaviour, articulating risk, managed and unmanaged risk, the assessment process, what might go wrong, and physical interventions in the context of risk assessment. Two sets of checklists are given, on procedures for working with risk, consisting of three lists, for developing risk policies, service user vulnerability, and breaking confidentiality; and on risk assessment process, with four lists, for information gathering, planning and consultation, implementation and monitoring, and evaluation and review. Three pro formas are also given, for behaviour description, articulating risk and assessment of service user vulnerability.
Aimed at people with learning difficulties and their carers and designed to aid the improvement of social skills. Comprises a series of short stories focusing on different areas of decision making.
Aimed at people with learning difficulties and their carers and designed to aid the improvement of social skills. Comprises a series of short stories focusing on different areas of decision making.
Subject terms:
learning disabilities, risk, social skills, carers, decision making;
Learning Matters; British Institute of Learning Disabilities
Publication year:
2011
Pagination:
37p.
Place of publication:
Exeter
This practical textbook is aimed at social care staff working with people with learning disabilities to help them understand duty of care and how it affects the people they support. It is particularly relevant for those new to working with people with learning disabilities, those studying for a qualification, or managers with a training responsibility. Chapters cover: Understanding the meaning of duty of care; Dilemmas that may arise about duty of care; and Handling comments, complaints, adverse events and incidents. Each chapter starts with a story from a service user or care worker before clearly outlining the chapters learning objectives. Chapters also contain thinking points to aid reflective practice, examples of good practice, and activities to help you think about your work. The textbook covers material to support Level 2 and 3 Diplomas in Health and Social Care and the Common Induction Standard on how duty of care contributes to safe practice.
This practical textbook is aimed at social care staff working with people with learning disabilities to help them understand duty of care and how it affects the people they support. It is particularly relevant for those new to working with people with learning disabilities, those studying for a qualification, or managers with a training responsibility. Chapters cover: Understanding the meaning of duty of care; Dilemmas that may arise about duty of care; and Handling comments, complaints, adverse events and incidents. Each chapter starts with a story from a service user or care worker before clearly outlining the chapters learning objectives. Chapters also contain thinking points to aid reflective practice, examples of good practice, and activities to help you think about your work. The textbook covers material to support Level 2 and 3 Diplomas in Health and Social Care and the Common Induction Standard on how duty of care contributes to safe practice.
Subject terms:
learning disabilities, rights, risk, social care staff, complaints, duty of care;
Independent Inquiry into Access to Healthcare for People with Learning Disabilities
Publication year:
2008
Pagination:
71p.
Place of publication:
London
The Independent Inquiry into access to healthcare for people with learning disabilities published’ revealed that although there was evidence of good practice, there are also appalling examples of discrimination, abuse and neglect The Inquiry was launched in response to Mencap’s report entitled report ‘Death by indifference’. The Mencap report looked at the stories of six people with a learning disability who were not looked after properly whilst in the care of the NHS and regrettably died as result. The Independent Inquiry, led by Sir Jonathan Michael ‘sought to identify the action needed to ensure adults and children with learning disabilities receive appropriate treatment in acute and primary healthcare in England’. The outcome of the report found that there was evidence of good practice, but also ‘appalling examples of discrimination, abuse and neglect across the range of health services’.
The Independent Inquiry into access to healthcare for people with learning disabilities published’ revealed that although there was evidence of good practice, there are also appalling examples of discrimination, abuse and neglect The Inquiry was launched in response to Mencap’s report entitled report ‘Death by indifference’. The Mencap report looked at the stories of six people with a learning disability who were not looked after properly whilst in the care of the NHS and regrettably died as result. The Independent Inquiry, led by Sir Jonathan Michael ‘sought to identify the action needed to ensure adults and children with learning disabilities receive appropriate treatment in acute and primary healthcare in England’. The outcome of the report found that there was evidence of good practice, but also ‘appalling examples of discrimination, abuse and neglect across the range of health services’.
Subject terms:
learning disabilities, risk, death, disabilities, health care, health needs;
Includes chapters on: health and safety responsibilities in a learning disability service; safe moving and positioning; responding to accidents and sudden illness; medication and health-care tasks; reducing the spread of infection; promoting fire safety; security in the workplace.
Includes chapters on: health and safety responsibilities in a learning disability service; safe moving and positioning; responding to accidents and sudden illness; medication and health-care tasks; reducing the spread of infection; promoting fire safety; security in the workplace.
Subject terms:
learning disabilities, medication, risk, employment, fire safety, health care, health needs;
Identifies 'early indicators' that people with learning disabilities living in residential services are at significant risk of abuse. Offers practical guidance to practitioners and family carers to enable them to identify early indicators of abuse and individuals at risk, and to identify the actions they should take in order to protect people with learning disabilities and prevent the onset of abuse.
Identifies 'early indicators' that people with learning disabilities living in residential services are at significant risk of abuse. Offers practical guidance to practitioners and family carers to enable them to identify early indicators of abuse and individuals at risk, and to identify the actions they should take in order to protect people with learning disabilities and prevent the onset of abuse.
Subject terms:
learning disabilities, residential care, risk, access to services, adult abuse, abuse, safeguarding adults;
Heinemann; British Institute of Learning Disabilities
Publication year:
2007
Pagination:
95p.
Place of publication:
Oxford
Introduces the principles that are fundamental to supporting people who have a learning disability, such as person-centred values, respect for diversity, the importance of person-centred support, and the concepts of risk-taking and confidentiality. Meets the learning outcomes for the unit, with a range of features to make the learning stimulating and interesting.
Introduces the principles that are fundamental to supporting people who have a learning disability, such as person-centred values, respect for diversity, the importance of person-centred support, and the concepts of risk-taking and confidentiality. Meets the learning outcomes for the unit, with a range of features to make the learning stimulating and interesting.
Subject terms:
learning disabilities, NVQs, person-centred care, risk, social care staff, confidentiality, diversity;
Content type:
learning resource
Location(s):
England
Series name:
(Induction Award: Supporting people who have a learning disability)
Mental health problems can play a big part in offending for young people and must be addressed. Putting children with mental health problems in jail or giving them ASBOs and other orders can be especially damaging to them. Examples of mental health problems include learning disabilities, ADHD, and autism. Children from poorer backgrounds, children in care and those who have witnessed domestic violence, are all at particular risk of developing mental health problems. One study found that 35% of young people with ASBOs had a diagnosed mental disorder or learning difficulty.
Mental health problems can play a big part in offending for young people and must be addressed. Putting children with mental health problems in jail or giving them ASBOs and other orders can be especially damaging to them. Examples of mental health problems include learning disabilities, ADHD, and autism. Children from poorer backgrounds, children in care and those who have witnessed domestic violence, are all at particular risk of developing mental health problems. One study found that 35% of young people with ASBOs had a diagnosed mental disorder or learning difficulty.
Subject terms:
learning disabilities, mental health problems, risk, young offenders, ADHD, autism, domestic violence;
Local services are struggling to meet the needs of people with learning disabilities who are at risk of offending, due to problems with commissioning strategies, inadequate or poorly targeted resources, variable staff competence (with these service users) in ordinary learning disabilities services, insufficient cross-agency coordination (eg. between the CJS, mental health services and CLDTs), insufficient community-based specialist services and a shortage of staff training. People with learning disabilities at risk of offending usually have moderate, mild or borderline disabilities. They frequently have challenging behaviour, additional physical or mental health needs and/or autism. Often their family background is one of chaos, deprivation, abuse and neglect. Usually they have been known to services during childhood but some may lose touch with services for a while when they leave school.
Local services are struggling to meet the needs of people with learning disabilities who are at risk of offending, due to problems with commissioning strategies, inadequate or poorly targeted resources, variable staff competence (with these service users) in ordinary learning disabilities services, insufficient cross-agency coordination (eg. between the CJS, mental health services and CLDTs), insufficient community-based specialist services and a shortage of staff training. People with learning disabilities at risk of offending usually have moderate, mild or borderline disabilities. They frequently have challenging behaviour, additional physical or mental health needs and/or autism. Often their family background is one of chaos, deprivation, abuse and neglect. Usually they have been known to services during childhood but some may lose touch with services for a while when they leave school.
Subject terms:
interagency cooperation, learning disabilities, mental health services, offenders, risk, community care, criminal justice;