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Clinical psychology and people with intellectual disabilities
- Authors:
- EMERSON Eric, et al
- Publisher:
- Wiley-Blackwell
- Publication year:
- 2012
- Pagination:
- 408p.
- Place of publication:
- Chichester
- Edition:
- 2nd ed
The editors’ aim when compiling this book was to provide a resource that will support the training of clinical psychologists and other professionals in their work with people with intellectual disabilities. It is pitched to cover the “middle ground” between a "how to" manual and an academic review of the literature. In depth coverage is provided on all aspects of clinical practice, from key basic concepts and assessment to evidence–based intervention techniques. The book is in three main sections: the first sets the scene looking at issues that underpin services for people with intellectual disabilities. The second part addresses a wide range of clinical issues, while the third focuses more specifically on issues related to clinical practice with specific client groups such as people with challenging behaviour, older people and parents with learning disabilities themselves. All chapters in this new edition have been fully updated with the latest evidence. New chapters cover working professionally, working with people with autism and addressing aspects of the wider social context within which people with learning disabilities live.
Christine Noble's story
- Authors:
- HAMES Annette, NOBLE Christine
- Journal article citation:
- British Journal of Learning Disabilities, 37(2), June 2009, pp.145-150.
- Publisher:
- Wiley
Christine lives with her three children, Elizabeth, George and Louise. Following the unexpected death of her husband in December 2001, she has been offered practical support into the home, so that she can continue to look after her children. It has been a long struggle, getting the right support package into the home. This article tells Christine's story. Christine's story identifies how communication is vital, particularly when so many organisations are involved. She has been able to express her needs through the help of her advocate and her extended family. Looking back on the service, difficulties have occurred at times when there is communication breakdown. In order to foster good communication within the home, the immediate support group works best with as few people as possible. Everyone's roles and responsibilities need to be clear, and as members of the group change, group members and their managers need to be reminded of these. As Christine has felt that she is more valued, so her skills have grown and improved. This story ends with a list of what seem to have been the vital ingredients of this support package. The authors hope that this information will be helpful to other families and service providers.
Adults with learning disabilities: a practical approach for health professionals
- Editors:
- O'HARA Jean, SPERLINGER Anthea
- Publisher:
- John Wiley
- Publication year:
- 1997
- Pagination:
- 255p.,bibliogs.
- Place of publication:
- Chichester
Contains chapters on: family aspects; personal perspectives on learning difficulties; communication; a general practice perspective; challenging needs and problematic behaviour; mental health needs; practical support for parents with learning difficulties; cultural issues; vulnerability issues; consent issues; and multidisciplinary and multiagency approaches. Part two consists of checklists, including: GPs assessment and examination; parenting assessment; hospital; prescribing medication; epilepsy in adults with learning difficulties; challenging needs and problematic behaviour; psychiatric assessment; the Mental Health Act; and vulnerability, exploitation and sexuality.