Search results for ‘Subject term:"learning disabilities"’ Sort:
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“LEARN”ing what is important to children and young people with intellectual disabilities when they are in hospital
- Authors:
- OULTON K., SELL D., GIBSON F.
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 31(5), 2018, pp.792-803.
- Publisher:
- Wiley
Background: The need to review health service provision for children and young people (CYP) with disabilities and their families in the United Kingdom has been expressed in multiple reports: the most consistent message being that services need to be tailored to meet their individual needs. Our aim was to understand the hospital‐related needs and experiences of CYP with intellectual disabilities. Method: An ethnographic study of a neurosciences ward and outpatient department was conducted within a paediatric tertiary hospital setting. Results: Five themes, developed using the acronym LEARN, explained what is important to CYP with intellectual disabilities in hospital: (i) little things make the biggest difference, (ii) eliminate unnecessary waiting, (iii) avoid boredom, (iv) routine and home comforts are key and (v) never assume. Conclusions: It is imperative that the present authors continue to challenge the idea that it is acceptable to exclude CYP with intellectual disabilities from research because of their inability to participate. (Edited publisher abstract)
Remember the past: prepare for the future
- Author:
- FRENCH Miranda
- Journal article citation:
- Llais, 108, Autumn 2013, pp.7-9.
- Publisher:
- Learning Disability Wales
Two new innovative projects from Disability Wales are described. The first project, The Story at 40, is an oral history project capturing the experiences of six people with disabilities in Wales from the 1970's to the present day. The second project, Real Human Being, uses theatre to educate young people on the impact of disability hate crime. (Original abstract)
Quality counts
- Author:
- MILES Adrian
- Journal article citation:
- Community Care, 27.5.93, 1993, pp.vi-vii.
- Publisher:
- Reed Business Information
Birmingham SSD have made user involvement the cornerstone of their quality initiatives. They have drawn on the lessons learnt during the Community Care Special Action Project. Looks at user involvement in two projects: the Connections scheme which supports people with learning difficulties and the Young People's Forum which involves young people aged 11 and above who are being 'looked after' by the SSD.
Collaborative case report: participatory action research into using EQUIP to support community discharge
- Authors:
- TEARLE Shaw, S. Sam, HOLT Rachel R.
- Journal article citation:
- Journal of Intellectual Disabilities and Offending Behaviour, 11(1), 2020, pp.23-34.
- Publisher:
- Emerald
Purpose: There is a need to evaluate an adapted Equipping Youth to help One Another (EQUIP) programme for people with intellectual disabilities and forensic needs. The purpose of this paper is to explore a service user’s experience of completing the intervention as part of their transition into the community. Design/methodology/approach: A collaborative case report was used. Following hospital discharge and completion of the adapted EQUIP programme, one service user with mild intellectual disability was supported to share their treatment experiences using participatory action research. Findings: Findings suggest that while the adapted community EQUIP group can support skills acquisition (e.g. problem-solving), discharge processes and community reintegration, professionals need to maintain a person-centred approach mindful of participants’ complex emotional journeys. Research limitations/implications: The design allows for tentative conclusions to be made about the service user’s journey and is not necessarily generalisable. Practical implications: There is a pressing need to develop the evidence base for interventions offered in the community to people with intellectual disabilities and a history of offending. This report provides some evidence that EQUIP can be adapted to support this population. Originality/value: This is the first coproduced publication exploring the experience of a service user with intellectual disability who completed an adapted EQUIP programme. (Publisher abstract)
Enhancing support for the mental wellbeing of parents of children with a disability: developing a resource based on the perspectives of parents and professionals
- Authors:
- GILSON Kim-Michelle, et al
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 43(4), 2018, pp.463-472.
- Publisher:
- Taylor and Francis
Background: Raising a child with a disability can place significant strain on the mental wellbeing of parents and carers. This study developed a mental wellbeing resource specifically for parents and carers of children and adolescents with a disability. Methods: Interviews with 20 parents and carers and 13 health and disability service professionals were conducted to determine resource content and format. Results: Key information areas for the resource were information about parent/carer wellbeing; understanding the barriers to wellbeing, including lack of support, being unable to ask for help, being isolated from the community, and having insufficient time or income to spend on self; suggestions on how to organise respite; and opportunities for increasing wellbeing. Conclusions: Given parental mental health is key to the quality of life of the child and family, it is recommended that the resource is distributed to parents and professionals, and adapted for different cultural and linguistic backgrounds. (Publisher abstract)
Mental health services for children and adolescents with learning disabilities: a review of research on experiences of service users and providers
- Authors:
- JACOBS Myrthe, et al
- Journal article citation:
- British Journal of Learning Disabilities, 44(3), 2016, p.225–232.
- Publisher:
- Wiley
Background: Children and young people with learning disabilities experience high rates of mental health problems. Methods: The present study reviewed the literature on mental health services for children with learning disabilities, to identify known models of service provision and what has been experienced as effective or challenging in providing good services. Results: Children with learning disabilities and their parents experience barriers accessing mental health services that are related to a lack of information and perceptions of services as being inadequate. Service providers identified a lack of resources as a barrier to meeting needs. Although positive experiences are also observed, many parents have found services to be inappropriate or overwhelming. Conclusion: Research linking population need to available resources, and service models to services users’ outcomes would be valuable to make clear recommendations on how mental health services can address the needs of this group more effectively. (Publisher abstract)
You tell me what we can do after this: findings and recommendations for the participation of young people with learning disabilities
- Author:
- WILSON Charlotte
- Journal article citation:
- Scottish Journal of Residential Child Care, 15(2), 2016, pp.8-28.
- Publisher:
- Department of Social Work. University of Strathclyde.
In recent years the participation of children has been highlighted with ever increasing importance, due to a raft of inquiry reports and legislation. In spite of this, and the increasing number of children defined as ‘disabled’, the participation of children with learning disabilities has been marginalised and is often described as ‘tokenistic’. This article reports on a research project which explored the factors which impact on levels of participation, for children and young people with learning disabilities in a residential short breaks setting. (Publisher abstract)
Engaging young people with Autism Spectrum Disorder in research interviews
- Authors:
- HARRINGTON Caitlin, et al
- Journal article citation:
- British Journal of Learning Disabilities, 42(2), 2014, pp.153-161.
- Publisher:
- Wiley
This study draws on the first author's doctoral research on the mainstream schooling experiences of young people with autism spectrum disorder (ASD) and their parents in Queensland, Australia. The aims are to share some of the practical strategies that were adapted and developed to engage the young people in the research and to critically reflect on what this means for future inclusive methodological approaches in this area. The key message is that diagnostic-related assumptions about impairments can lead researchers to develop strategies which exclude or restrict rather than maximise participation of disabled people in research. To enable young people with ASD to provide rich and meaningful insights researchers need to acknowledge and plan creatively and flexibly for the interactive dynamic that is unique to each individual as well as for needs which might be shared. (Publisher abstract)
‘I know how I feel’: listening to young people with life-limiting conditions who have learning and communication impairments
- Author:
- MITCHELL Wendy
- Journal article citation:
- Qualitative Social Work, 9(2), June 2010, pp.185-203.
- Publisher:
- Sage
While current government policy in the United Kingdom encourages involving children in decisions about their lives, disabled children are often marginalised and not consulted, especially those with learning disabilities and communication impairments. This article, drawing on an ongoing English Government funded longitudinal study exploring different groups of service users’ choices, uncovers the important contribution that qualitative research methods, especially non-traditional methods, can identify when working with young people who are either non-verbal or have limited speech. The author describes how working with young people with life-limiting conditions raises some specific challenges for researchers, where it is necessary to adapt existing project wide materials and research methods in order to gain some thematic continuity across different service user groups. Some of these considerations and challenges are discussed by the author, especially the development of non-verbal forms of communication. Practical experiences, both positive and negative are investigated. The author concludes by considering some wider implications of using symbols based methods for future research and how these methods can be used in multiple disciplines and by practitioners in their everyday work.
Quality of life: perspectives and policies
- Editors:
- BALDWIN Sally, GODFREY Christine, PROPPER Carol
- Publisher:
- Routledge
- Publication year:
- 1994
- Pagination:
- 268p.
- Place of publication:
- London
Covers conceptual frameworks of quality of life, methodology - including Quality Adjusted Life Years -, empirical perspectives with various client groups, and policy issues.