Search results for ‘Subject term:"learning disabilities services"’ Sort:
Results 1 - 4 of 4
It can still happen here: systemic risk factors that may contribute to the continued abuse of people with intellectual disabilities
- Authors:
- MARSLAND David, OAKES Peter, BRIGHT Naomi
- Journal article citation:
- Tizard Learning Disability Review, 20(3), 2015, pp.134-146.
- Publisher:
- Emerald
Purpose: This paper reflects on the response to the scandal of abuse in services for people with intellectual disabilities in the light of research evidence and analysis. Design/methodology/approach: Critical reflection and review of literature. In particular, recent research into possible indicators that a service is at risk of becoming abusive is used to test the hypotheses and implied solutions that are currently being adopted. Findings: The review finds that some of the responses to recent scandals are necessary but not sufficient to prevent future harm. Furthermore, some of the proposed solutions may actually increase the likelihood of further abuse. The paper calls for a broader and more evidence-based response to prevent abuse. (Edited publisher abstract)
Commentary on “It can still happen here: systemic risk factors that may contribute to the continued abuse of people with intellectual disabilities”
- Author:
- WIESE Michele
- Journal article citation:
- Tizard Learning Disability Review, 20(3), 2015, pp.147-150.
- Publisher:
- Emerald
Purpose: This commentary takes Marsland et al.’s paper about services at risk of becoming abusive to the people they support, as a platform to consider issues around implementation science and its role in minimising this risk. The paper aims to discuss this issue. Design/methodology/approach: The commentary is a selected review of implementation science. The research is used to define implementation, identify prerequisites, selectively review methods and comment on fidelity. Findings: The commentary proposes that implementation science has an important role in ensuring evidence-based practice transfers from research to disability services. (Edited publisher abstract)
Better nights, happy days
- Author:
- BREND Mark
- Journal article citation:
- Learning Disability Today, 13(1), January/February 2013, pp.28-29.
- Publisher:
- Pavilion
- Place of publication:
- Hove
This article describes a project between the social care charity Choice Support and Southwark Council to remove waking night staff from learning disabilities services and to replace them with sleep-in staff and assistive technology (AT). The aims of the Better Nights project were to cut costs whilst also improving the quality of life for people with learning disabilities by making night time support less intrusive while maintaining safety. The project involved the removal of waking night staff in services for 27 people. Potential risks to the individuals were identified (including seizures, incontinence and the possibility of night-time wandering) and the capacity of AT to alert sleep-in staff of risky situations was assessed. The implemented changes included: introduction of appropriate AT; changes to the environment including sleepover facilities; and changes to the staff teams and rotas. An evaluation of the project has shown improved outcomes for service users including increased independence and improved sleep. It also concluded that the risks were properly assessed and ameliorated and that there was full stakeholder consultation. The changes have resulted a saving of over £250,000.
Providing forensic community services for people with learning disabilities
- Authors:
- DINANI Shamim, et al
- Journal article citation:
- Journal of Learning Disabilities and Offending Behaviour, 1(1), April 2010, pp.58-63.
- Publisher:
- Emerald
The Avon Forensic Community Learning Disabilities Team, formed in 2000, was developed with the aim of identifying those who had convictions or allegations of offending made against them or were as risk of offending and, where possible, to divert them to community settings by providing therapeutic interventions and support. This team attempted to avoid inappropriate imprisonment or admission to out-of-area units by providing specialist assessment and intervention. This article reports on the first eight years of this team. The authors give an overview of current research and government guidance regarding the prevalence, care pathway and treatment of people with learning disabilities who offend, and describe the role and function of the community forensic team. An analysis of referrals to the service is given. The authors reflect on the frustrations as well as the achievements associated with providing this service. Implications for practice include: early identification of people with learning disabilities in the criminal justice system; community teams developing awareness, skills and knowledge by working with specialist teams; teams delivering assessment and treatment in community settings, bypassing inpatient treatment; improved links with the criminal justice system results in increased referrals of people not previously known to have learning difficulties.