Search results for ‘Subject term:"learning disabilities services"’ Sort:
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Offending by people with intellectual disabilities in community settings: a preliminary examination of contextual factors
- Authors:
- WHEELER Jessica R., CLARE Isabel C.H., HOLLAND Anthony J.
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 26(5), 2013, pp.370-383.
- Publisher:
- Wiley
This study investigates the relationship between contemporary life experiences, well-being, choice and offending among people with intellectual disabilities (ID), exploring the relevance of two classic criminological theories (theories of strain and social control). Questionnaire measures were used to compare a range of ‘ordinary’ life experiences [the ‘Life Experiences Checklist’ (LEC)], subjective well-being (the ‘Personal Well-being Index – ID’) and the extent of choice (the ‘Choice Questionnaire’), between 27 offenders and 19 non-offenders with ID recruited through integrated (NHS and Local Authority) multi-disciplinary teams (community teams for adults with learning disabilities). Using regression analyses to explore the strength of associations with offending, it was found that an indicator of impoverished personal relationships, from the LEC provided the best predictor of offending. This finding appears to favour criminological explanations based on social control. (Edited publisher abstract)
A tale of two white papers: policy documents as indicators of trends in UK services
- Author:
- RACE David G.
- Journal article citation:
- Journal of Intellectual Disabilities, 11(1), March 2007, pp.83-103.
- Publisher:
- Sage
- Place of publication:
- London
Cross-cultural differences in governance and policies for learning disability services are of interest. This article focuses on two UK government policy documents issued in 1971 (Better Services)and 2001 (Valuing People).Their context, creation, principles, proposals and proposed implementation are examined, and lessons are drawn for an international audience as to the changing nature of services in the UK. The analysis reveals a move from a detailed and prescriptive policy in 1971, largely defined by professionals and bureaucrats, and aimed primarily at families with a disabled member, to statements of broad principles in 2001, devised in consultation with and aimed at a range of groups, including disabled people themselves. The article acknowledges progress in individual rights and choices for people with learning disabilities, but raises doubts about how significant this is in achieving a qualitative improvement in their lives. Some of these doubts relate to the governance process itself.
Building bridges to a good life: a review of asset based, person centred approaches and people with learning disabilities in Scotland
- Authors:
- McNEISH Di, SCOTT Sarah, WILLIAMS Jennie
- Publisher:
- Scottish Commission for Learning Disability
- Publication year:
- 2016
- Pagination:
- 79
- Place of publication:
- Glasgow
This review explores the potential to join up thinking on increased choice and control for people with learning disabilities and the principles of asset based working. Commissioned by the Scottish Commission for Learning Disability, it considers the efficacy of asset based approaches for people with learning disabilities, looks at evidence of the impact these approaches can have on people’s lives and also identifies examples of good practice in Scotland. The review draws on the results of a literature review; interviews with key informants involved in asset based working and learning disability services; and a mapping of projects using asset based principles with people with learning disabilities across Scotland. The results suggest that there are is reason why the focus of assets work cannot be broadened to include opportunities for people with learning disabilities. However it suggests that asset based approaches should be seen in the context of efforts to advance the personalisation and social integration agendas, and that if that they need to fit alongside services, support systems and initiatives. Examples included in the review illustrate how services can add to the assets of individuals and communities, provided they are willing and committed to relating to people and doing things differently. Factors identified that facilitate asset based approaches with people with learning disabilities, include: addressing wider inequalities and stigma; ensuring people with learning disabilities are active participants in place based community development; and tackling attitudinal barriers and established ways of doing things. (Edited publisher abstract)
Transforming care for people with learning disabilities: next steps
- Authors:
- NHS ENGLAND, et al
- Publisher:
- NHS England
- Publication year:
- 2015
- Pagination:
- 27
- Place of publication:
- London
A joint report from the Association of Directors of Adult Social Services, Care Quality Commission, Department of Health, Health Education England, local Government Association, and NHS England which sets how they intend to improve the quality of life of people learning disabilities following the 'Winterborne view: time for change' report by Sir Stephen Bubb. The report outlines key aims of reducing the number of people placed in hospital, reducing the length of time those admitted spend there, and improving the quality of both hospital and community settings. Plans include: empowering people and families to challenge their admission or continued placement in inpatient care; working with local authorities and other providers to get the right care in the right place; raising the quality of care through regulation and inspection; and increasing workforce capability by improving their skills and practice. (Edited publisher abstract)
Winterbourne View: time for change. Transforming the commissioning of services for people with learning disabilities and/or autism
- Authors:
- BUBB Stephen, TRANSFORMING CARE AND COMMISSIONING STEERING GROUP
- Publisher:
- NHS England
- Publication year:
- 2014
- Pagination:
- 48
This report sets out recommendations for a national commissioning framework under which local commissioners would secure community-based support for people with learning disabilities and/or autism. The Concordat published after the Winterbourne View scandal set out the necessary key steps very clearly (starting with pooled budgets and joint local commissioning plans), and has been followed by a range of further analysis and guidance. This report aims to ensure that vision is implemented, by removing the barriers that make it hard for stakeholders across the system to make change happen and by empowering and supporting the agents of change, including people with learning disabilities and/or autism themselves and their families. Key recommendations include: the closure of inappropriate in-patient care institutions; a Charter of Rights for people with learning disabilities and/or autism and their families; to give people with learning disabilities and their families a ‘right to challenge’ decisions and the right to request a personal budget; a requirement for local decision-makers to follow a mandatory framework that sets out who is responsible, for which services and how they will be held to account, including improved data collection and publication; improved training and education for NHS, local government and provider staff; a social investment fund to build capacity in community-based services, to enable them to provide alternative support; and empowering people with learning disabilities by giving them the rights they deserve in determining their care. (Edited publisher abstract)