Search results for ‘Subject term:"learning disabilities services"’ Sort:
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Equality and inclusion for learning disability workers
- Authors:
- FULTON Rorie, RICHARDSON Kate
- Publisher:
- Learning Matters; British Institute of Learning Disabilities
- Publication year:
- 2011
- Pagination:
- 62p.
- Place of publication:
- Exeter
This textbook is for social care staff working with people with learning disabilities and looks at the importance of equality and inclusion in learning disability services. Chapters look at the importance of diversity, equality and inclusion in social care and what current good practice is; how to make sure you are putting principles into practice in your every day work; and how to promote and access the information, advice and support you need about equality and inclusion. Chapters contain clear learning objectives, thinking points prompt reflection, examples of good practice and activities. The book also links to Level 2 and 3 Diplomas in Health and Social Care and the Common Induction Standard 4, Equality and Inclusion.
The adult day care workforce in England at a time of policy change: implications for learning disability support services
- Authors:
- HUSSEIN Shereen, MANTHORPE Jill
- Journal article citation:
- Journal of Intellectual Disabilities, 14(2), June 2010, pp.95-110.
- Publisher:
- Sage
- Place of publication:
- London
More people will receive personal budgets to pay for social care services in England. Such people may or may not continue using services such as adult day care centres. Many day centres are under threat of closure. These trends will affect those working in adult day care. This article examines the profile of this workforce, using recent NMDS-SC data and applying multinomial statistical modelling. Using the data approximately 6000 adult day care workers were identified, over half supporting adults with learning disability. The results of the analysis show significant variations between the adult day care, residential care and domiciliary workforces. At the personal level, day care workers are significantly older and less ethnically diverse than other workers. They tend to have been working in the sector for longer, and their work patterns are more stable. The findings are discussed within the context of policy changes affecting learning disabilities and social care workforce strategies.
Working on person-centred planning: from amber to green light?
- Authors:
- DOWLING Sandra, MANTHORPE Jill, COWLEY Sarah
- Journal article citation:
- Journal of Intellectual Disabilities, 11(1), March 2007, pp.65-82.
- Publisher:
- Sage
- Place of publication:
- London
This article reviews the practice and policy based literature on person-centred planning in learning disability services in England. Its aim is to identify the implications for the workforce in practice. The analysis found that implementation is often described as partial or slow and characterizes reasons for this at a number of levels, including the slow pace of change in service culture and power relations, immutable funding structures, services’ inflexible infrastructures, high levels of staff turnover and lack of training, inexperience among service management, inadequate staff supervision, and ambiguity among some stakeholders. Little substantial critique exists of the model itself. Analysis of the literature further reveals that the implementation of person-centred planning in practice is assisted by policy encouragement, service development and investment, favourable case reports and personal accounts, practitioner enthusiasm and positive evaluations. This article explores these to consider what facilitates the adoption of new elements of practice.
Exploring the relative importance of factors that influence the job retention of social care staff working in intellectual disability services
- Authors:
- MURRAY George C., et al
- Journal article citation:
- British Journal of Learning Disabilities, 50(1), 2022, pp.13-18.
- Publisher:
- Wiley
Background: High staff turnover presents a challenge to the provision of good quality community-based support to people with an intellectual disability. While recent research has identified factors that are thought to be important for staff retention, their relative importance to social care staff is unknown. The aim of this study was to address this gap. Methods: 205 social care staff who worked in intellectual disability services completed an online questionnaire that asked them to: rank factors that had been previously identified as influencing staff retention in order of importance; identify the extent to which their most important factor was met by their organisation (fulfilment score); and rate their recent job-seeking intentions. Findings: The most important factor overall was the relationship of the staff member with the person they supported. This was also identified as the most important factor by the most participants, followed by pay. All of the factors, with the exception of "benefits" (such as pensions), were rated by at least one person as the most important factor. A significant negative relationship was found between fulfilment score and job-seeking score; that is, the lower the former, the more the person agreed that they had been seeking a new job. Conclusion: The results suggest that interventions to improve staff retention should take account of differences in staff views about which work-related factors are most important to them; use multi-component approaches where possible; prioritise staff pay; and help ensure that staff relationships with those they support are positive and fulfilling. (Edited publisher abstract)
Who’s challenging who?: a co-produced approach for training staff in learning disability services about challenging behaviour
- Authors:
- FLYNN Samantha, et al
- Journal article citation:
- Tizard Learning Disability Review, 24(4), 2019, pp.200-203.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to outline the development, piloting and evaluation of the Who’s Challenging Who? (WCW) training intervention for social care staff to improve their empathy and attitudes towards people with learning disabilities (LD) and challenging behaviour (CB). Design/methodology/approach: A phased approach was taken to the development and testing of the intervention. Initially, the existing literature was reviewed, the theoretical background of the intervention was developed, and then the intervention was designed. A pilot study was undertaken, followed by further development, and a large-scale randomised controlled trial (RCT). Findings: WCW had a small positive effect on staff empathy 20 weeks after the intervention, and small to moderate effects for other staff reported outcomes (e.g. positive empowerment attitudes and positive work motivation). Being trained by people with LD and CB encouraged staff to reflect on the impact they have on the people they support. The trainers with LD valued their role, and saw benefits beyond this (e.g. friendships). Research limitations/implications: It is possible to carry out high-quality RCT evaluations of social care practice, and research should continue to generate evidence in this way, as in healthcare settings. However, there were difficulties in retaining participants. Practical implications: People with LD can be actively involved in the co-production and delivery of social care training. Social implications: Employment and a fair wage can increase the confidence and empowerment of people with LD. Originality/value: This is the first large-scale RCT of an intervention that aimed to improve empathy/change attitudes in social care staff who work with people with LD and CB. (Publisher abstract)
Learning disabilities core skills education and training framework: consultation draft
- Authors:
- SKILLS FOR HEALTH, HEALTH EDUCATION ENGLAND, SKILLS FOR CARE
- Publishers:
- Skills for Health, Health Education England, Skills for Care
- Publication year:
- 2016
- Pagination:
- 82
- Place of publication:
- Bristol
A draft education and training framework, commissioned by the Department of Health, which sets out the core skills and knowledge which the health and care workforce need to apply in order to deliver quality learning disabilities services. It aims to describe common skills and knowledge that are transferable across different types of service provision. Specialist skills and knowledge are outside the scope of the framework. The framework will also determine the minimum standard for learning disabilities education and training and help to measure if education and training satisfies these standards. The core skills and knowledge are defined at 3 levels: Level 1: knowledge for roles that require general learning disability awareness; Level 2: knowledge and skills for roles that will have some regular contact with people with learning disabilities; and Level 3: knowledge and skills for those working with/caring for people with learning disabilities. The framework includes expected learning outcomes, and will be aligned to relevant quality and regulatory standards. It will be applicable to health and care employers and also educational organisations which train students who will be employed in the health and care workforce. The framework is being developed in parallel with a similar framework for mental health. (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.
The adult social care workforce supporting people with learning disabilities and/or autism
- Author:
- SKILLS FOR CARE
- Publisher:
- Skills for Care
- Publication year:
- 2018
- Pagination:
- 33
- Place of publication:
- Leeds
Based on data from the National Minimum Dataset for Social Care (NMDS-SC), this report provides an overview of the adult social care workforce supporting people with learning disabilities and/or autism. It provides information on recruitment and retention rates, demographics, level of pay, and qualifications and training. Based on the 367,500 workers recorded in the NMDS-SC who were employed in learning disability and/or autism services, the report estimates there were 665,000 jobs in the adult social care learning disabilities and/or autism workforce in 2017/18. Of these, 57,600 were in the local authority sector and 575,000 were in the independent sector. The turnover rate is estimated at 29.3 per cent. (Edited publisher abstract)
Learning disabilities core skills education and training framework
- Authors:
- SKILLS FOR HEALTH, SKILLS FOR CARE, HEALTH EDUCATION ENGLAND
- Publishers:
- Skills for Health, Skills for Care, Health Education England
- Publication year:
- 2016
- Pagination:
- 91
- Place of publication:
- Bristol
Framework which sets out the core skills and knowledge necessary for all health and care staff involved in learning disability care. The Framework will also be used to determine the minimum standard for learning disabilities education and training and help to measure if education and training satisfies these standards. The core skills and knowledge are defined at 3 tiers to support the range of staff who need to have different levels of awareness of learning disabilities issues. Tier 1: covers knowledge for roles that require general learning disability awareness; Tier 2: covers knowledge and skills for roles that will have some regular contact with people with learning disabilities; and Tier 3: covers knowledge and skills for those providing care and support for children, young people and adults with a learning disability. The framework is presented in 19 subjects. Each subject area includes suggested target audience, key learning outcomes, links to relevant guidance and/or legislation, and mapping to relevant national standards, skills frameworks and qualifications. Within each subject, the learning outcomes are presented for relevant tiers. Appendices include sources of further guidance, suggested standards for training delivery, guidance on frequency of refresher training or assessment, and reference list. The Framework will be useful for health and care employers and educational organisations to identify key skills and knowledge for roles and teams; plan and design content for education and training; commission education and training; conduct training needs analysis; and support performance management processes and the assessment of competence. (Edited publisher abstract)
Unit costs of health and social care 2010
- Authors:
- CURTIS Lesley, (comp.)
- Publisher:
- Personal Social Services Research Unit
- Publication year:
- 2010
- Pagination:
- 253p., bibliog.
- Place of publication:
- Canterbury
This publication, funded by the Department of Health and now in its 18th year, was developed with the aim of bringing together information about the costs of health and social care in a way that is transparent and compatible. Supported by an Advisory Group comprising Department of Health personnel, SCIE representatives as well as some of the foremost academics working in health and social care economics, it brings together information from a variety of sources to estimate the most up-to-date nationally-applicable unit costs for a wide range of health and social care services in England. Based in economic theory, the volumes present the unit costs and the estimation methods used, provide references for data sources and other cost-related research. Section I covers services used by a particular client group, and includes services for older people, people with mental health problems, people who misuse drugs/alcohol, people with learning disabilities, younger adults with physical and sensory impairments, services for children and their families, hospitals, and care packages. Sections II, III and IV deal with the unit costs of professionals. The publication also includes four articles on: the costs of short break provision for disabled children; the costs of the Partnerships of Older People Project; the cost of a specialised form of cognitive behavioural therapy used to treat post-traumatic stress disorder; and the cost of long term care.