Search results for ‘Subject term:"learning disabilities services"’ Sort:
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Driving up quality code: driving up quality in learning disability services
- Author:
- DRIVING UP QUALITY ALLIANCE
- Publisher:
- Driving Up Quality Alliance
- Publication year:
- 2013
- Pagination:
- 6
- Place of publication:
- Liverpool
The Driving Up Quality Code for Learning Disability Services has been developed in response to the Winterbourne View programme of action. Although voluntary, the Code's aim is to avoid what happened at Winterbourne View ever happening again. Providers will be asked by umbrella organisations to sign up publicly to the Code. and offer evidence on how they meet, or are working towards meeting the Code. Likewise, commissioners will be also asked to sign up to the Code and commit to actively using the Code through their commissioning processes to improve quality in learning disability services. The Code explains its five main statements which are that: support is focussed o the person; the person is supported to have an ordinary and meaningful life; care and support focuses on people being happy and having a good quality of life; a good culture is important to the organisation; and managers and board members lead and run the organisation well. The Driving Up Quality Code has been developed by members of the Driving Up Quality Alliance: Housing and Support Alliance, English Community Care Association, Voluntary Organisations Disability Group, Sitra, Association for Real Change, National Care Association, National Care Forum, Adults with Learning Disability Services Forum, Shared Lives Plus and the Independent Healthcare Advisory Services. The Code is supported by the Care Quality Commission, the Department of Health, the Association of Directors of Adults Social Services, the Challenging Behaviour Foundation and NHS England. (Original abstract)
Learning disabilities: challenging behaviour: QS101
- Author:
- NATIONAL INSTITUTE FOR HEALTH AND CARE EXCELLENCE
- Publisher:
- National Institute for Health and Care Excellence
- Publication year:
- 2015
- Place of publication:
- London
This quality standard covers the care of children, young people and adults with a learning disability and behaviour that challenges. It is focused on ensuring that assessment leads to personalised care planning and access to meaningful activities. It consists of eight quality statements, aiming to ensure that the approaches used by staff to support people with a learning disability follow the least restrictive practice and promote privacy and dignity. The statements cover: comprehensive health assessment; initial assessment of behaviour that challenges; designated coordinator; personalised daily activities; review of restrictive interventions; use of medication; review of medication; and family and carer support. (Edited publisher abstract)
The self-assessment checklist for monitoring services for people with learning disability and challenging behaviour
- Author:
- LEARNING DISABILITY IMPLEMENTATION ADVISORY GROUP
- Publisher:
- Wales. Welsh Assembly Government
- Publication year:
- 2007
- Pagination:
- 48p.
- Place of publication:
- Cardiff
In order to support agencies to monitor and further develop services for people whose behaviour poses challenges to services, the Learning Disability Implementation Advisory Group (LDIAG) has produced a Self-Assessment Checklist. This is a tool intended for use by commissioners and providers from health and social services to establish what is in place and working well for people with learning disabilities and challenging behaviour in local areas. Ideally, the self-assessment should be based on a process that involves key stakeholder services, users and carers. The checklist can be used as a first step towards service improvement and development and afterwards at regular intervals to track developments, celebrate achievements and maintain progress towards better services and support for people with challenging behaviour.
The learning disability improvement standards for NHS trusts
- Author:
- NHS IMPROVEMENT
- Publisher:
- NHS Improvement
- Publication year:
- 2018
- Pagination:
- 20
- Place of publication:
- London
Four standards designed to help NHS trusts measure the quality of care they provide to people with learning disabilities, autism or both. The standards have been developed with outcomes created by people and families, which state what they expect from the NHS. The four standards cover: respecting and protecting rights; inclusion and engagement; workforce; and learning disability services standard. The final standard is specifically for trusts that provide services commissioned exclusively for people with learning disabilities, autism or both. The standards are supplemented by improvement measures or actions that trusts are expected to take. The standards reflect the priorities described in national policies and programmes, in particular ‘Transforming care for people with learning disabilities – next steps’ and the ‘Learning Disabilities Mortality Review (LeDeR) programme.’ (Edited 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)
A strategy for the development of psychological therapy services
- Author:
- NORTHERN IRELAND. Department of Health, Social Services and Public Safety
- Publisher:
- Northern Ireland. Department of Health, Social Services and Public Safety
- Publication year:
- 2010
- Pagination:
- 58p., bibliog.
- Place of publication:
- Belfast
Following a number of recommendations made by the Bamford Review of Mental Health and Learning Disability, a draft Strategy for the development of Psychological Therapy Services has been now issued for consultation. This strategy proposes a framework for the development of Psychological Therapy Services with the aim of improving access to these services together with promoting early intervention, self help and support in the community, but also recognising the need for specialist services for people with complex conditions, particularly those arising from mental health and learning disabilities. The Strategy was developed by a multi-disciplinary team. This document is divided into sections with recommendations contained throughout the sections. Section one outlines the aims and objectives of the strategy. Section two contains a definition of psychological therapies and further outlines the scope of the strategy. Section three outlines the principles for service commissioning and recognises the importance of national and regionally agreed standards and guidelines. Section four deals with the operationalisation of the stepped care models. Section five deals with workforce issues and highlights the need for new ways of working. And section six focuses on implementation of the strategy and the need for further research.
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)