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Lost in transition?: how to find your way through: an overview of recent transitions research for parents and practitioners
- Author:
- EVERITT Gabriella
- Publisher:
- Dimensions
- Publication year:
- 2007
- Pagination:
- 100p.
- Place of publication:
- Theale
The lack of effective support for young adults with a learning difficulty at transition has been highlighted as a key issue in the learning difficulty sector. Yet, although everybody seems to be talking about it, nothing seems to be changing. It seems we’re still wary of taking the plunge and developing the right kind of services to meet the needs of young people with a learning difficulty today.
Mental health needs of children and young people with learning disabilities
- Authors:
- RAGHAVAN Raghu, BERNARD Sarah H., McCARTHY Jane
- Publisher:
- Pavilion
- Publication year:
- 2011
- Place of publication:
- Brighton
Research has demonstrated that the co-occurrence of a mental health disorder is highly prevalent in children and young people with a learning disability. The overlap of challenging behaviour and mental health disorders along with the lack of understanding of the nature and manifestation of mental health disorders in this population produces a difficult and complex picture in terms of detection, diagnosis and therapeutic services. This book explores the issues around care of this group of service users, focusing on developing evidence based practice. The authors believe that through the consolidation of the evidence for assessment, intervention, service provision and safeguarding issues, professionals will be able to provide high quality personalised care for children and young people with learning disabilities who also have mental health needs. Topics covered include: epidemiology and aetiology; assessment; specific conditions; nursing perspectives and care planning; psychological interventions; pharmacological interventions; transition and social networks; ethnicity and diversity; service models; safeguarding children; and the Mental Health Act, capacity and consent. The handbook is primarily aimed at health and social care professionals and intended to provide them with a sound knowledge base for shaping and enhancing their practice along with the skills and confidence to improve the outcomes for these young people.
Mental health, learning disabilities and adolescence: a developmental perspective
- Authors:
- HASSIOTIS Angela, BARRON Diana Andrea
- Journal article citation:
- Advances in Mental Health and Learning Disabilities, 1(3), September 2007, pp.32-39.
- Publisher:
- Emerald
This article presents the results of a survey of a community-based sample of adolescents with learning disabilities. The aims were to describe a cohort of adults with learning disabilities in one catchment area and explore the prevalence of mental disorders and their association with socio- demographic and clinical variables. The hypothesis was that adolescents with learning disabilities as a group have high rates of mental health problems when compared with published rates of mental disorders in adolescents without mental health disorders.
Youth with learning disabilities in the juvenile justice system: a training needs assessment of detention and court services personnel
- Authors:
- KVARFORDT Connie L., PURCELL Patricia, SHANNON Patrick
- Journal article citation:
- Child and Youth Care Forum, 34(1), February 2005, pp.27-42.
- Publisher:
- Springer
This study examines the training needs of juvenile justice personnel regarding their work with youth who have disabilities, particularly learning disabilities. Proportionate stratified cluster sampling was used to survey juvenile detention and court services personnel statewide about previous training and confidence of knowledge in these areas. Findings indicate that less than two-thirds (62%) of respondents had received training about persons with disabilities and less than half (47%) had received training about persons with learning disabilities. Some myths about learning disabilities continue to persist more than others. Knowledge about learning disabilities is considered to be important and training is desired. Suggestions for planning future training events are offered.
Use of the Strengths and Difficulties Questionnarie to assess the mental health needs of children and adolescents with intellectual disabilities
- Author:
- EMERSON Eric
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 30(1), March 2005, pp.14-23.
- Publisher:
- Taylor and Francis
This study sought to determine the reliability and validity of the child, carer and teacher versions of the extended Strength and Difficulties Questionnaire (SDQ) when used with children and young people with learning disabilities. Secondary analysis was undertaken of a nationally representative survey of the mental health of 4,449 children between 11 and 15 years of age in Great Britain. Data were extracted on an operationally defined sub-sample of 98 children with intellectual disabilities, and on 4,074 children without intellectual disabilities. Results found all scales on the SDQ proved to be internally consistent. Acceptable levels of validity were found by examining: (1) correspondence between parallel child, carer and teacher versions of the SDQ; (2) association between SDQ scores and ICD-10 diagnoses. The study concludes that the extended SDQ appears to provide a simple robust measure of the mental health needs of children and adolescents with intellectual disabilities.
Report on part one of the Northern Ireland Children and Young People with Disabilities research project
- Authors:
- MONTEITH Maria, MCCRYSTAL Patrick, IWANIEC Dorota
- Publisher:
- Queen's University Belfast. Centre for Child Care Research
- Publication year:
- 1997
- Pagination:
- 121p.,tables,bibliog.
- Place of publication:
- Belfast
First report in a research study looking at the needs of and services to disabled children and young people in Northern Ireland. Includes a literature review and a section on disabled children living away from home.
Children and young people with disabilities in Northern Ireland: part 1; an overview of needs and services; a summary
- Authors:
- MONTEITH Maria, MCCRYSTAL Patrick, IWANIEC Dorota
- Publisher:
- Queen's University Belfast. Centre for Child Care Research
- Publication year:
- 1997
- Pagination:
- 13p.
- Place of publication:
- Belfast
Summary of a research report looking at the needs of and provision of services to disabled children and young people in Northern Ireland.
A need-to-know issue
- Author:
- MARCHANT Catriona
- Journal article citation:
- Community Care, 28.10.93, 1993, p.11.
- Publisher:
- Reed Business Information
Sex education for young people with learning difficulties can still be very much a taboo subject for social workers, carers and parents. Discusses how the personal and sexual relationship needs of these young adults can be met.
Children and young people with intellectual disability in residential childcare: prevalence of mental health disorders and therapeutic interventions
- Authors:
- AGUILA-OTERO Alba, et al
- Journal article citation:
- International Journal of Social Welfare, 27(4), 2018, pp.337-347.
- Publisher:
- Wiley
Children with intellectual disability are more likely to suffer abuse and neglect. Therefore, they are over‐represented among children in childcare interventions, particularly in residential childcare. The main goal of this article was to explore the correlates of mental health diseases in a sample of 169 children (6–18 years old) in residential care with intellectual disability compared with a group of 625 children, also in residential care but without disability. Results show that the prevalence of intellectual disability in residential childcare in Spain is about 19%, which is significant due to their special needs. In addition to this disability, they have a higher frequency of clinical problems in the scales of withdrawal‐depression, thought problems, attention problems and, above all, social problems than do their peers in residential care. They are also referred more frequently to therapeutic services, in particular to psychiatric intervention and they receive more pharmacological treatments.337-347
Transition from school to adult services for young people with severe or profound intellectual disability: a systematic review utilizing framework synthesis
- Authors:
- JACOBS Paula, MacMAHON Kenneth, QUAYLE Ethel
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 31(6), 2018, pp.962-982.
- Publisher:
- Wiley
Background: The transition to adulthood has been described as a difficult time in the lives of young people with intellectual disability. There has been little emphasis on young people with severe or profound intellectual disability specifically, even though their pathways may differ, due to greater support needs across the life course. Methods: A systematic review was conducted utilising Bronfenbrenner's ecological model to inform framework analysis to synthesise qualitative findings.Results: Taking an ecological perspective proved valuable. The transition process was described as stressful and barriers were identified across the ecological levels. Parents accounted for the majority of participants in studies, and the needs of young people and their parents emerged as highly interdependent.Conclusion: Themes reflect the complex nature of the question what adulthood should look like for individuals with severe or profound intellectual disability. There is a lack of involvement of multiple stakeholders and young people themselves within studies. (Publisher abstract)