Conversation Analysis of Psychological Formulation Discussions in Adult Learning Disabilities Teams

2018 ◽  
pp. 147-167
Author(s):  
Katherine Peckitt ◽  
Cordet Smart
Keyword(s):  
Learning Disabilities ◽  
Adult Learning ◽  
Conversation Analysis ◽  
Psychological Formulation ◽  
Adult Learning Disabilities

Developmental Correlates of Adult Learning Disabilities in Low-Income Spanish Speakers

2013 ◽  
Author(s):  
Ingrid M. Cordon ◽  
Gail S. Goodman ◽  
Macaria Mendoza ◽  
Ivan Vargas ◽  
Sandra Ruiz ◽  
...  
Keyword(s):  
Learning Disabilities ◽  
Adult Learning ◽  
Low Income ◽  
Spanish Speakers ◽  
Adult Learning Disabilities

scholarly journals The monitoring and use of Pro re nata (PRN) psychotropic medication for people with learning disabilities on an inpatient ward

BJPsych Open ◽  
2021 ◽  
Vol 7 (S1) ◽  
pp. S92-S92
Author(s):  
Heena Mistry
Keyword(s):  
Learning Disabilities ◽  
Clinical Practice ◽  
Adult Learning ◽  
Learning Disability ◽  
Psychotropic Medication ◽  
Simple Calculation ◽  
Electronic Prescribing ◽  
Nice Guidelines ◽  
Inpatient Ward ◽  
Prescribing Medication

AimsThis project was designed to evaluate the use of PRN medication and PRN monitoring charts on an adult learning disability ward. These charts had been designed by the trust to provide us with a way of monitoring the use of psychotropic PRN medication to ensure monitoring of treatment response, physical health and side effects.MethodThe data were collected from PRN monitoring charts, electronic case notes and electronic prescribing chart records for all patients on an adult learning disability inpatient unit. The sample consisted of 7 patients who had been prescribed and/or received PRN psychotropic medication over a five week period. Quantitative data were derived by simple calculation for the total amount of PRN medication used and number of PRN monitoring charts completed. Qualitative data were collected of prescription charts and PRN protocols which is supposed to guide treatment.ResultOut of all the incidences where PRN medication was administered, only 64% of monitoring charts were completed. Out of the 7 patients on the ward, 6 had PRN protocol charts and for only 5 patients these were followed.ConclusionClinical practice must be improved. The results were presented to ward staff and doctors to discuss the implications for patient care and ways to improve clinical practice by ensuring full monitoring of the use of PRN medication to help reduce the overmedication of people with learning disability by improving the use of the PRN charts. NICE guidelines and The Royal College of Psychiatrists have published guidelines on the prescription of psychotropic drugs for people with learning disabilities. NHS England have also published an article to discourage over-medication of people with learning disabilities. There is a risk that doctors are prescribing medication to treat behaviour that is an expression of distress or a mode of communication rather than a mental disorder. Doctors have a responsibility to ensure they have fully assessed the person's potential to benefit from medication before they prescribe. The audit would serve to provide a baseline for this team prior to any audits in the future.

scholarly journals Studying grief in adults with learning disabilities

2000 ◽  
Vol 176 (3) ◽  
pp. 297-297 ◽  
Author(s):  
C. A. Lyons
Keyword(s):  
Mental Health ◽  
Learning Disabilities ◽  
Adult Learning ◽  
Learning Disability ◽  
Research Methodology ◽  
Service Provision ◽  
Mental Health Problems ◽  
Health Problems ◽  
Adults With Learning Disabilities

I read with interest the article by Bonell-Pascual et al (1999) and would agree that recognition of, and service provision for, the bereaved adult learning disability population is markedly deficient. However, their conclusion that learning disability is a significant predictor of future mental health problems following bereavement is not substantiated and should be interpreted with caution in view of the flawed research methodology.

Adult learning disabilities

2019 ◽  
Vol 12 (11) ◽  
pp. 651-655
Author(s):  
Rabia Aftab ◽  
Abrar Anam
Keyword(s):  
Mental Health ◽  
Learning Disabilities ◽  
Adult Learning ◽  
Health Inequalities ◽  
Life Skills ◽  
Barriers To Access ◽  
Healthcare It ◽  
Mental Health Foundation ◽  
The Uk

People with a learning disability (LD) find it harder to learn certain life skills. The problems experienced vary from person to person, but may include learning new things, communication, managing money, reading, writing and personal care. Evidence indicates that people with LDs have poorer health than people without a LD, and have differences in health status that are, to an extent, avoidable. The health inequalities faced by people with LDs in the UK usually start early in life, and often result from barriers to access of timely, appropriate and effective healthcare. It is, therefore, essential at annual checks to opportunistically screen and holistically manage health inequalities. LD is a priority in the National Health Service’s Long Term Plan. Although a LD (depending upon severity) generally becomes apparent in early childhood, this article focuses on LDs in adults. LD and ‘intellectual disability’ are terms used interchangeably and recognised by the Mental Health Foundation.

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