Search results for ‘Subject term:"learning disabilities services"’ Sort:
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Developing and implementing research as a lever for integration: the impact of service context
- Authors:
- JARRETT Dominic, et al
- Journal article citation:
- Journal of Integrated Care, 17(5), October 2009, pp.38-48.
- Publisher:
- Emerald
There has been a growing emphasis on partnership working between health and local authority services. Integration has intrinsic political and practical appeal, but there is little evidence that it actually benefits services users. This project looks at integration in learning disability services in Ayrshire and Arran with the aim of identifying evidence which could be used to improve services. The research looked at the status of integrated practice in 3 community teams using focus groups, interviews and workshops to gather data. The results showed that people were developing integration in a pragmatic manner without management support, and were also concerned about the dilution of their own roles as health staff took on care management responsibilities. A range of recommendations were made on the strength of the project results, mainly reflecting a need for clear direction and leadership in integration, and clarity over practice issues. However, no direct action was taken by local services in response to these recommendations. This paper discusses the reasons why this project failed to have any impact, arguing that it fell prey to the same lack of direction that characterised the local development of integration.
Your life, your choices
- Author:
- LOGAN Mike
- Journal article citation:
- Llais, 95, Spring 2010, p.20.
- Publisher:
- Learning Disability Wales
A brief description is given of the Your Life, Your Choices project that has been set up to improve transition planning in Torfaen, Monmouthshire and Blaenau Gwent. The team started work in March 2009 and the project will finish in March 2011. The project has 3 transition coordinators who are working with a pilot group of 36 young people with learning disabilities aged 14-25 years. The coordinators are helping each young person to make their own transition plan and ensuring that each young person and their families have the information they need to make a smooth transition into adulthood. They are also trying to ensure that all the other professionals involved are aware of the young person’s transition plan. Training has been organised for some of the young people and professionals involved. This is one of five transition projects that have been set up in Wales. A young people’s video team is producing a DVD and video clips about transition planning which should be useful to other young people and their families as they plan for their transitions into adulthood.
Working together: making the case for integrated forensic services for people with intellectual disabilities
- Authors:
- MacMAHON Kenneth, McCLEMENTS Ricky
- Journal article citation:
- Journal of Intellectual Disabilities and Offending Behaviour, 6(3/4), 2015, pp.204-210.
- Publisher:
- Emerald
Purpose: There is a general consensus that healthcare for people with intellectual disabilities should be provided by multi-disciplinary teams. Within a forensic setting, recommendations are often made for separate or "parallel" forensic teams, operating independently of generic mental health or intellectual disability teams. An alternative to this model is an "integrated" service, where specialist forensic clinicians work within the general intellectual disability service, to provide support for clients with forensic needs. For clients with intellectual disabilities and forensic needs, there may be advantages to providing access to a wider multi-disciplinary team, through the application of an integrated model. The purpose of this paper is to illustrate the working of an integrated forensic service within a learning disability team, to identify positive aspects of this model, and how potential shortcomings may be overcome. Design/methodology/approach: Literature review, description of service outline with case example. Findings: Although some studies have compared parallel and integrated forensic models within mental health services, there are no evaluations that compare models of forensic services for individuals with intellectual disabilities. However, specific advantages of an integrated model may include availability of multi-disciplinary clinicians, development of forensic skills across wider groups of clinicians, reduction in stigma and avoidance of delay in transfer of care between services. In addition, in areas with smaller populations, parallel services may not be feasible due to low case numbers. Originality/value: There has been no formal evaluation of parallel vs integrated forensic services within an intellectual disability setting. However, the authors describe a fully integrated service and suggest means by which the potential shortcomings of an integrated model may be overcome. (Publisher abstract)
Transition partnerships and protocols – do they help planning transition for young people?
- Authors:
- KAEHNE Axel, O’CONNELL Mary Clare
- Journal article citation:
- Llais, 95, Spring 2010, pp.13-16.
- Publisher:
- Learning Disability Wales
Policy in England and Wales has identified transition as a major challenge for social and health services and good collaboration between services is seen as key to adequately supporting young people with learning disabilities at this difficult time in their lives. All learning disabilities services in Wales have been asked to develop robust partnerships between all relevant agencies and parents of young people to create good planning routes and planning practices during transition. Results of an ongoing study being conducted by the Welsh Centre for Learning Disabilities at Cardiff University, to examine all transition protocols that have been written in local authorities in Wales are reported. Twenty one of the 22 local authorities in Wales were found to have transition protocols in place, however a huge variation in the nature and content of these protocols was found. Encouraging findings were that the majority of protocols said something meaningful about the need to involve carers and young people in the planning process and most protocols outlined individual tasks and duties of professionals. However most transition protocols showed lack of involvement of young people and carers as equal partners in the planning process, failed to include external non-statutory agencies in the transition planning process, and showed an absence of robust consent and data sharing arrangements. The study continues to investigate the protocols in 5 local authorities in more detail.
Learning disability services: user views on transition planning
- Authors:
- HUGHES Jane, et al
- Journal article citation:
- Tizard Learning Disability Review, 23(3), 2018, pp.150-158.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to explore the views of people with learning disabilities on issues associated with continuity of care in the transition from full-time education to adult care and support. Design/methodology/approach: Data collection was undertaken with people with learning disabilities and staff in two advocacy organisations in one area of England in 2012. In total, 19 participants attended three focus groups. Analysis focussed on continuity of care and was guided by the framework approach to qualitative analysis. Findings: Teachers, social workers in children’s services and youth workers were identified as making important contributions to the transition process. Information relating to learning and social development was identified as most important to inform transition planning with less priority accorded to health, communication, and self-care and independence. Participants appeared to value principles which underpin continuity of care. Research limitations/implications: This study provides insights into attributes of continuity of care valued by people with a learning disability. Possibilities of translating these attributes into practice within localities are explored. Findings could be used to inform strategic planning locally to promote service integration thereby contributing to continuity of care within transition planning. Originality/value: Continuity of care in the transition planning process is highlighted in policy guidance with recognition that both practice and procedures require improvement. This research explores areas for development from the perspective of people with learning disabilities. (Edited publisher abstract)