Search results for ‘Subject term:"learning disabilities"’ Sort:
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A positive couple therapy model: improving relationships for people with intellectual disabilities
- Author:
- MUNRO J. Dale
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 5(5), 2011, pp.34-39.
- Publisher:
- Emerald
The author describes a model of couple intervention specifically developed for helping people with intellectual disabilities who are experiencing relationship problems. The Positive Support – Couple Therapy model recommends assessing and working not only with the couple, but also with extended family and the service system. An agency staff member, familiar with the couple, is often asked to act as co-therapist. Private couple therapy sessions have proven extremely valuable, along with specific strategies that focus on management of issues such as anger and jealousy, sexuality issues, ways partners can complement and compensate for each other's weaknesses, healthy boundary-setting, having fun, and utilising psychiatric consultation if necessary.
Exploring perceptions of family relationships by individuals with intellectual disability and psychiatric disorders
- Authors:
- WIDMER Eric D., KEMPF-CONSTANTIN Nadine L., CARMINATI Giuliana Galli
- Journal article citation:
- Families in Society, 91(4), October 2010, pp.378-384.
- Publisher:
- The Alliance for Children and Families
This article explores the ways in which individuals with intellectual disability (ID) and psychiatric disorders perceive their family relationships compared with the perceptions of those relationships by family members. The study used social network methods as it focused on perceptions of a large number of family relationships of individuals with ID rather than specific family dyads. The participants were 17 individuals with mild ID and psychiatric disorders who were patients at the University Hospital of Geneva, Switzerland. Each participant was interviewed and completed the Family Network questionnaire. The first family member that they cited was also interviewed. A third group, a comparison nonclinical group of 17 individuals, matched for age and sex with the clinical group were also interviewed. The results showed that the clinical group, compared with comparison nonclinical individuals, perceived their family as presenting less emotional support and fewer influential relationships, but the same number of conflict relationships. For the most part, the interviews with family members confirmed these results, confirming that the patients had a very limited set of supportive relationships. However, there were some significant differences in the perceptions between patients and their family members, with family members perceiving additional relationships that the patient did not perceive. The importance of these findings for research on family relationships of individuals with ID is discussed.
Women with intellectual disabilities: finding a place in the world
- Editors:
- TRAUSTADOTTIR Rannveig, JOHNSON Kelley
- Publisher:
- Jessica Kingsley
- Publication year:
- 2000
- Pagination:
- 303p.,bibliog.
- Place of publication:
- London
Explores issues affecting the lives of women with learning difficulties around the world, looking at different aspects of life, including work, family, relationships and community involvement. Based on the experiences of women with and without learning difficulties.
Working with families: what do your staff need to know and do?
- Authors:
- SKILLS FOR CARE, AVENUES
- Publisher:
- Skills for Care
- Publication year:
- 2018
- Pagination:
- 18
- Place of publication:
- Leeds
This draft framework, developed in partnership with the Avenues Group, explains the skills and knowledge adult social care staff need to work effectively with the families of people with learning disabilities who need care and support. Based on the findings from research, it covers four key aims that any learning and development programme about working with families should cover. These are: the importance of partnership working and of taking a family, person centred approach; maintaining positive relationships with families; maintaining open communication with families and reviewing how you work with them; and encouraging people who need care and support to maintain family relationships and social networks. The framework includes a sample training session, with session plan, facilitator notes, handouts and activities. It will be useful for managers or those in learning and development roles, such as HR, training staff and learning providers. It is open to consultation until 1 April 2019. (Edited publisher abstract)
The role of the learning disability worker
- Authors:
- BARCHAM Lesley, POUNTNEY Jackie
- Publisher:
- Learning Matters; British Institute of Learning Disabilities
- Publication year:
- 2011
- Pagination:
- 43p.
- Place of publication:
- Exeter
This practical textbook is aimed at social care staff working with people with learning disabilities to help them the role of the learning disability worker. This includes personal assistants, volunteers, managers supporting services, or personal budget users planning to train a personal assistant. Chapters cover: understanding working relationships when supporting people with a learning disability; working in ways that are agreed with your employer and following policies and procedures; and working in partnership with families, carers and advocates. Each chapter contains clear learning objectives, thinking points to aid reflective practice, examples of good practice, and activities. The contents also links to the Common Induction Standards and the module on the role of the health and social care worker from level 2 and 3 diplomas in health and social care
Majority and minority ethnic family carers of adults with intellectual disabilities: perceptions of challenging behaviour and family impact
- Authors:
- HATTON Chris, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 23(1), January 2010, pp.63-74.
- Publisher:
- Wiley
A health service in an English city was concerned about its support to families with adults with intellectual disabilities and challenging behaviour. Semi-structured interviews were conducted with seven minority ethnic and seven majority ethnic family members to explore perceptions of challenging behaviour, support and the impact of the person on the family. These were analysed using interpretative phenomenological analysis. Four themes emerged: (i) A broad range of difficulties with the adult with intellectual disabilities. (ii) Varied relationships with local communities in acceptance and support. (iii) Varied but largely negative relationships with services. (iv) Varied relationships with the person with intellectual disabilities, from highly dependent relationships with negative consequences to more fulfilling relationships. Families from minority ethnic communities were more likely to report negative experiences. 'Challenging behaviour' services need to be considered within a much broader social and community context.
Positive approaches to challenging behaviour: supporting relationships - families, carers and friends; workbook 6; supporting the "certificates in working with people who have learning disabilities"
- Authors:
- HARRIS John, HEWETT Dave, HOGG James
- Publisher:
- British Institute of Learning Disabilities
- Publication year:
- 2001
- Pagination:
- 50p.
- Place of publication:
- Kidderminster
- Edition:
- 2nd
Part six of a set of six interactive workbooks aimed at new and more experiences staff, managers who supervise staff, and training managers in services for people with learning difficulties. This book focuses on supporting relationships.
More than one wavelength: identifying, understanding and resolving conflicts of interest between people with intellectual disabilities and their family carers
- Authors:
- WILLIAMS V., ROBINSON C.
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 14(1), 2001, pp.30-46.
- Publisher:
- Wiley
This article describes conflicts of interest in families which include someone with intellectual disabilities. Data were taken from a study concerned with the 1995 Carers Act. The research examined the experiences and views of 51 families who had some kind of assessment by a social services department. Cases were analysed where it was found that carers, the people for whom they cared and the assessors did not agree about such conflicts. Argues that assessors sometimes stereotyped families and spoke of conflicts of interest when the situation was more complex. In particular, the real conflict was often between the whole family and an inadequate service system that did not offer enough support or choices to the individual. Conflicts were related to three major motives driving carers: the need for a break from caring; the need to speak for their disabled relative; and their concern for standards of behaviour. The present authors report on how these situations were handled by assessors and conclude with some recommendations for good carer assessments which will help to resolve conflicts of interest. Concludes that a greater degree of informed choice for individuals with intellectual disabilities will in itself resolve many potential conflicts of interest. -------------------------------------------------------------------------------- Paper accepted September 2000
Meeting the challenge of learning disabilities in adulthood
- Author:
- ROFFMAN Arlyn J
- Publisher:
- Paul H. Brookes
- Publication year:
- 2000
- Pagination:
- 336p.,list of orgs.,bibliog.
- Place of publication:
- Baltimore, MD
Explores the impact of learning difficulties on adult life and offers strategies for coping with these challenges as they arise. Uses the experiences of people with learning difficulties, a literature review and experience of working with people with learning difficulties to look at issues such as: mental health; family relationships; friendships and relationships; partners; parenting; day to day living; further education; employment; and quality of life. Also examines the impact on adult life of attention deficit and hyperactivity disorders.
Working with families, friends and carers: a framework for adult social care employers
- Authors:
- SKILLS FOR CARE, AVENUES
- Publisher:
- Skills for Care
- Publication year:
- 2019
- Pagination:
- 26
- Place of publication:
- Leeds
This framework, developed in partnership with the Avenues Group, sets out good practice guidelines about the skills and knowledge adult social care staff need to work effectively with the families and carers of people who need care and support. The framework covers four areas: establishing positive relationships with families, friends and carers; recognising the importance of family relationships and your role in this; maintaining appropriate communication with families; and offering support to people who need care and support to maintain and manage family relationships. The framework can be used to help organisations design or commissioning training. It can also be used to review how services and staff are working with families and carers and identify what needs to improve. It is based on research carried out by Avenues Group with people who need care and support and their families. Links to a sample training session designed by the Avenues Group is included. (Edited publisher abstract)