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Knowledge of mental capacity issues in residential services for people with intellectual disabilities
- Authors:
- WILLNER Paul, et al
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 6(1), 2012, pp.33-40.
- Publisher:
- Emerald
An earlier study of health and social services professionals in community teams for people with intellectual disabilities (CTIDs) identified a number of significant gaps in their knowledge of mental capacity issues. This study aims to judge the knowledge of staff working in residential services for people with intellectual disabilities. Participants worked in three specialist residential settings for people with intellectual disabilities; qualified nurses working in the NHS and in the independent-sector and senior staff in residential houses. All took part in the same structured survey that was used in the earlier work which was designed around three scenarios concerning a financial/legal issue, a health issue, and a relationships issue, as well as a set of ten “true/false” statements. There were no differences in interview performance between the three groups of residential carers, who performed better than generic NHS staff but worse than CTID professionals. However, the three residential groups did differ in their self-ratings of how well-informed and confident they felt in relation to mental capacity issues. The authors suggest that the confidence of staff in their own knowledge may not be a good guide to their ability to deal with these issues when they arise in practice.
St Lawrence's staff: then and now
- Authors:
- COOPER Mabel, FERRIS Gloria, ABRAHAM Jane
- Journal article citation:
- Ethics and Social Welfare, 7(3), 2013, pp.272-276.
- Publisher:
- Taylor and Francis
- Place of publication:
- Abingdon
Mabel Cooper and Gloria Ferris lived in St Lawrence's Hospital, .one of the large learning disability institutions which were built round the edges of London. In this paper, Mabel and Gloria share their memories of three nurses at St Lawrence's, supported by Jane Abraham. The article also includes an interview Gloria carried out with MW, one of the nurses at St Lawrences, to help hear the story from a nurse's viewpoint. These accounts of the work and life of nurses and domestics in the hospital raise a number of ethical issues which are still relevant today. (Edited publisher abstract)
Making history
- Author:
- MARTELL Rael
- Journal article citation:
- Nursing Times, 7.6.01, 2001, pp.28-29.
- Publisher:
- Nursing Times
For too long the stories of people with learning disabilities have been air-brushed out of the history of long-stay care. Reports how their voices are finally being heard through oral history.
Continuing the commitment: the report of the Learning Disability Nursing Project
- Authors:
- KAY Brian, ROSE Steven, TURNBULL John
- Publisher:
- Great Britain. Department of Health
- Publication year:
- 1995
- Pagination:
- 44p.,bibliog.
- Place of publication:
- London
Looks at the needs of people with learning difficulties and at how the role of learning disability nurses has changed over the last 20 years, with the development of community care.
Shared initiatives in residential and day services practice: supporting lifestyles for people with a learning difficulty/mental handicap; an outline cirriculum for training at post basic/post qualifying level
- Author:
- CENTRAL COUNCIL FOR EDUCATION AND TRAINING IN SOCIAL WORK
- Publisher:
- Central Council for Education and Training in Social Work
- Publication year:
- 1988
- Pagination:
- 15p.
- Place of publication:
- London
An outline curriculum for courses for both health and social service staff.
Identifying the prevalence of aggressive behaviour reported by Registered Intellectual Disability Nurses in residential intellectual disability services: an Irish perspective
- Authors:
- CROTTY Gerard, DOODY Owen, LYONS R.
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 8(3), 2014, pp.174-187.
- Publisher:
- Emerald
Purpose: Despite the high incidence of aggressive behaviours among some individuals with intellectual disability, Ireland has paid little attention to the prevalence of aggressive behaviours experienced by Registered Intellectual Disability Nurses (RNID). Within services the focus is mainly on intervention and management of such behaviours. Therefore a disparity occurs in that these interventions and management strategies have become the exclusive concern. Resulting in aggressive behaviour being seen as a sole entity, where similar interventions and management strategies are used for ambiguously contrasting aggressive behaviours. Consequently the ability to document and assess-specific behaviour typologies and their prevalence is fundamental not only to understand these behaviour types but also to orient and educate RNIDs in specific behaviour programme development. The paper aims to discuss these issues. Design/methodology/approach: This study reports on a survey of the prevalence of verbal aggression, aggression against property and aggression against others experienced by RNIDs’ within four residential settings across two health service executive regions in Ireland. A purposeful non-random convenience sampling method was employed. Totally, 119 RNIDs responded to the survey which was an adaptation of Crocker et al. (2006) survey instrument Modified Overt Aggression Scale. Findings: The findings of this study showed the experienced prevalence rate of verbal aggression, aggression against property and aggression against others were 64, 48.9 and 50.7 per cent, respectively. Cross-tabulation of specific correlates identifies those with a mild and intellectual disability as displaying a greater prevalence of verbal aggression and aggression against property. While those with a moderate intellectual disability displayed a higher prevalence of aggression against others. Males were reported as more aggressive across all three typologies studied and those aged between 20 and 39 recorded the highest prevalence of aggression across all three typologies. The practice classification areas of challenging behaviour and low support reported the highest prevalence of aggression within all typologies. Originality/value: The health care of the person with intellectual disability and aggressive behaviour presents an enormous challenge for services. In-order to improve considerably the quality of life for clients, services need to take a careful considered pragmatic view of the issues for the person with intellectual disability and aggressive behaviour and develop realistic, proactive and responsive strategies. To do this, precise knowledge of the prevalence of aggressive behaviours needs to be obtained. This study is the first of its kind in the Republic of Ireland. (Publisher abstract)
Communication supports in residential services for people with an intellectual disability
- Authors:
- DALTON Caroline, SWEENEY John
- Journal article citation:
- British Journal of Learning Disabilities, 41(1), 2013, pp.22-30.
- Publisher:
- Wiley
This study explores front-line support staff knowledge and perceptions of how people with intellectual disability residing in residential services are supported to communicate effectively. It aimed to discover whether staff had the knowledge and skills to communicate effectively with service users and means by which front-line staff ensured the rights of service users to communicate were upheld. Participants (n = 138) drawn from a voluntary organisation in Southern Ireland completed a self-report questionnaire. Participants were made up of staff nurses, care staff and some nurse managers. Staff worked in large residential settings, group home settings, day community hostels, with the smallest number working in semi-independent settings. Support staff recognise that facilitating people with an intellectual disability to communicate is an important part of their role. Support staff indicate that when the importance of supporting communication is recognised and prioritised, it has a marked impact on the quality of life of people availing of residential services. However, front-line staff indicate that they do not always have the knowledge or resources to provide such supports. Lack of specialist support services such as speech and language therapists is identified as a constraint. It is suggested that an organization-wide commitment is required across front-line services to ensure that the right of people with an intellectual disability to communicate is upheld. (Edited publisher abstract)
Frontline care in Irish intellectual disability services: the contribution of nurses and non-nurse care staff
- Authors:
- SHEERIN Fintan K., McCONKEY Roy
- Journal article citation:
- Journal of Intellectual Disabilities, 12(2), June 2008, pp.127-141.
- Publisher:
- Sage
- Place of publication:
- London
The ongoing development of generic intellectual disability services in Ireland, driven by a policy of inclusion and normalization, has posed significant challenges to the interdisciplinary team, with the creation of new frontline carer roles not linked to any particular profession. It is within this context that attention has been focused on the appropriateness of nursing to frontline caring in intellectual disability service provision. The separation of caring and nursing posts that is now evident within many residential services suggests that decisions have already been made regarding the appropriateness of nursing within particular settings. These decisions have, however, been made in the absence of any real attempt to delineate the contribution of nursing to frontline caring in Ireland. This study is the first of its type in Ireland and seeks to set out the unique interventional contribution of nursing and non-nurse caring within frontline intellectual disability services.
Service user outcomes of staff training in positive behaviour support using person-focused training: a control group study
- Authors:
- GREY Ian M., MCCLEAN Brian
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 20(1), January 2007, pp.6-15.
- Publisher:
- Wiley
Effectively supporting individuals with intellectual disabilities who display challenging behaviours continues to be a priority for service providers. Person-focused training (PFT) is a model of service delivery which provides staff with skills in functional assessment and intervention development. This current study involves the use of a control group of individuals with challenging behaviours matched against those selected for PFT over a 6-month period. Groups were matched on type of challenging behaviour, duration of challenging behaviour, gender and level of disability. Information on the frequency, management difficulty and severity of challenging behaviour was collected pre- and post-training using the Checklist of Challenging Behaviours (CCB) for both groups. Observational data were collected for the target group alone. Rates of psychotropic medication were tracked across the training period. Significant reductions in the frequency, management difficulty and severity of challenging behaviour were found for service users in the target group but not in the control group after 6 months. No significant changes were found in the use of psychotropic medication for either group over the 6-month period. Overall results suggest that PFT is an effective model for providing support to individuals with challenging behaviours.
Our friends in the north
- Author:
- ATHERTON Helen
- Journal article citation:
- Nursing Times, 21.9.00, 2000, pp.30-31.
- Publisher:
- Nursing Times
When a group of nursing students from the University of Hull ventured north of the border to look at some of Scotland's learning disability institutes, they discovered a mix of innovation and commitment.