Handle with care: providing pre-trial therapy for adults with learning disabilities

2014 ◽  
Vol 16 (4) ◽  
pp. 232-243
Author(s):  
Clare Le Roux ◽  
Mandy Leach
Keyword(s):  
Learning Disabilities ◽  
Clinical Practice ◽  
Emotional Support ◽  
Subject Area ◽  
Emotional Needs ◽  
Content Type ◽  
Written Information ◽  
Adults With Learning Disabilities ◽  
The Common ◽  
Vulnerable Adults

Purpose – The purpose of this paper is to highlight the provision of therapy for witnesses who have a learning disability prior to and following a criminal trial. Authors will reflect on clinical practice whilst stressing that this area of work is in its infancy and both continue to learn through continued reflection and each new experience. Design/methodology/approach – The paper broadly describes the nature of pre-trial therapy followed by reflection by a Counsellor and Supervisor on their clinical practice. Findings – Authors describe some of the common themes that arise whilst providing pre-trial therapy. Social implications – The authors hope that the paper will encourage professionals involved in Safeguarding cases to fully consider the emotional needs of victims and to seek timely therapeutic support where the need presents. They also hope that it will encourage practitioners from various professions to consider providing this specialist and delicate type of therapy whilst highlighting the need for good supervision. Originality/value – There is a paucity of written information about this specific subject area. Although safeguarding of vulnerable adults has grown considerably over the last decade and investigations are now more likely to lead to legal action, the availability of emotional support for victims who have learning disabilities needs to be addressed.

Narrative therapy in a learning disability context: a review

2015 ◽  
Vol 20 (3) ◽  
pp. 121-129 ◽  
Author(s):  
James McParland
Keyword(s):  
Learning Disabilities ◽  
Clinical Practice ◽  
Learning Disability ◽  
Outcome Measures ◽  
Narrative Therapy ◽  
Disability Services ◽  
Validity And Reliability ◽  
Content Type ◽  
Adults With Learning Disabilities ◽  
Therapy Interventions

Purpose – Narrative therapy is aligned with government priorities for learning disabilities as it promotes inclusion and seeks to empower. While research on narrative therapy in learning disability services is emerging, it has not been critically evaluated. The purpose of this paper is to identify, summarise and critique the extant literature that has explored narrative therapy for adults with learning disabilities, and consider the implications for research and clinical practice. Design/methodology/approach – A literature search identified seven relevant case studies that described individual narrative therapy interventions for adults with learning disabilities. A qualitative review of these studies was carried out. Findings – Overall, the reviewed studies offer tentative evidence for the short-term usefulness of narrative therapy for difficulties with anger and qualitative benefits for ritualistic behaviour, social anxiety and stealing behaviour. Research limitations/implications – A number of methodological issues are identified, particularly concerning the use of outcome measures and the generalisability of findings. The research is limited due to a reliance on case study evidence and outcome measures that lack validity and reliability. Both larger scale and more robust research, and high quality practice-based evidence, are required. Practical implications – Learning disability services could consider providing narrative therapy for people with learning disabilities experiencing anger problems and other psychological difficulties. Clinical practice suggestions are identified, such as choosing relevant metaphors and including the individual’s wider system. Originality/value – This paper provides an up-to-date, comprehensive review of the literature on narrative therapy for people with learning disabilities that will be of use to clinicians providing therapeutic support and to people commissioning such services.

scholarly journals Enabling good emotional support for and with people with learning disabilities

2017 ◽  
Vol 22 (3) ◽  
pp. 144-147
Author(s):  
Victoria Mason ◽  
Val Williams
Keyword(s):  
Learning Disabilities ◽  
Emotional Support ◽  
Emotional Needs ◽  
Institutional Barriers ◽  
Content Type ◽  
Face To Face ◽  
Qualitative Approaches ◽  
Sensitive Topics ◽  
Therapeutic Context ◽  
Practical Implications

Purpose Picking up from Cotter et al.’s article on the transferential process, the purpose of this paper is to set out some arguments about the ways of meeting the emotional needs of people with learning disabilities. Design/methodology/approach The commentary draws on two studies: one is about understanding and changing disabling practices, and the other is about bereavement support for people with learning disabilities. Both use qualitative approaches, and in both studies, people with learning disabilities are active agents or co-researchers, who have assisted in shaping the ideas and values of the research. Findings Professional practices, including those within the therapeutic context, can act as institutional barriers which create people with learning disabilities as passive or incompetent. However, this paper sets out some preliminary findings showing that not only can people with learning disabilities support each other, but also that face-to-face support workers can support people with learning disabilities to understand and cope with their emotions. Practical implications Frontline support workers should be seen as professionals, with their own range of resources to provide good emotional support. Further, people with learning disabilities can come together in groups to develop peer support about difficult and sensitive topics. Originality/value Talking about therapies for people with learning disabilities has long been overlooked. As their value is now recognised, it is important that the views and wishes of people with learning disabilities themselves are heard, so that they can contribute to the processes which support them.

Brick by brick: building up our knowledge base on the abuse of adults with learning disabilities

2014 ◽  
Vol 19 (3) ◽  
pp. 130-133 ◽  
Author(s):  
Michelle McCarthy
Keyword(s):  
Learning Disabilities ◽  
Knowledge Base ◽  
Design Methodology ◽  
Personal Relationships ◽  
Good Thing ◽  
Social Changes ◽  
Sources Of Information ◽  
Content Type ◽  
Adults With Learning Disabilities ◽  
Many Sources

Purpose – The purpose of this paper is to draw readers’ attention to the myriad ways to find out about abuse towards people with learning disabilities. Design/methodology/approach – Whilst acknowledging the continued importance of research studies specifically focused on the topic of abuse, this commentary reviews information about abuse of adults with learning disabilities from other sources, e.g., through service audits, studies on sexual and personal relationships. Findings – Having many sources of information about abuse against people with learning disabilities is a good thing, but there are some problems associated with this. First, some forms of abuse appear to be easier to find out about than others, and second, the difficult question of how the information can be used to improve the lives of people with learning disabilities. Originality/value – This commentary encourages readers to take a broad view of abuse of people with learning disabilities and to use all the knowledge available to support individuals, whilst at the same time demanding social changes.

scholarly journals Commentary on “promoting positive communication environments: a service evaluation”: the communication partnership as a focus for change

2018 ◽  
Vol 23 (4) ◽  
pp. 201-206 ◽  
Author(s):  
Karen Bunning
Keyword(s):  
Learning Disabilities ◽  
Research Design ◽  
Service Evaluation ◽  
Realist Evaluation ◽  
Content Type ◽  
Positive Communication ◽  
Communication Environments ◽  
Adults With Learning Disabilities ◽  
Instructional Training

Purpose The purpose of this paper is to debate the complexities of intervening with adults with learning disabilities and support staff in the natural environment and challenges of evaluating change. Design/methodology/approach A critical review of the relevance and amenability of communication partnerships for interventions that promote communication growth in context was carried out. Particular consideration was given to the mechanism for change and implications for research design. Findings The communication partnership is a reasonable focus for interventions aiming to promote the communication of adults with learning disabilities. Combining instructional training with in situ coaching appears to provide the most effective approach. Bringing about change within the dynamic context of communication is challenging and may benefit from an open, investigative design. Originality/value This paper synthesises the available evidence on intervening in the communication environment and debates the potential of realist evaluation as a context-focused research design.

Supported Loving – developing a national network to support positive intimate relationships for people with learning disabilities

2019 ◽  
Vol 24 (1) ◽  
pp. 13-19 ◽  
Author(s):  
Claire Bates
Keyword(s):  
Learning Disabilities ◽  
Intimate Relationships ◽  
Positive Impact ◽  
Academic Research ◽  
Research Literature ◽  
Content Type ◽  
National Network ◽  
Adults With Learning Disabilities ◽  
Practical Development ◽  
Future Growth

Purpose The purpose of this paper is to outline the work of the Supported Loving Network from its origin in academic research to the practical development of a national Network supporting relationships for people with learning disabilities. Design/methodology/approach First, the need for the Network is established through a review of the research literature. The paper goes on to critically discuss the Network’s progress to date including its limitations and difficulties encountered, concluding by considering plans for future growth and development. Findings There is evidence that having a national Network is helpful in supporting intimate relationships for people with learning disabilities. The Network is having a positive impact on professionals who support people with learning disabilities by providing a space for discussion, inspiration and to share positive practice. However, an increase in resources would enable Supported Loving to have a wider reach and possibly a greater influence on organisations that provide social care to adults with learning disabilities. Originality/value The research indicates that people with learning disabilities are still less likely to have a loving relationship. The level of interest and engagement with Supported Loving implies that the Network is of value to people with learning disabilities and the professionals who work with them.

scholarly journals Day services and home care for adults with learning disabilities across the UK

2017 ◽  
Vol 22 (2) ◽  
pp. 109-115 ◽  
Author(s):  
Chris Hatton
Keyword(s):  
Learning Disabilities ◽  
Northern Ireland ◽  
Home Care ◽  
Service Use ◽  
Social Care ◽  
Content Type ◽  
Adults With Learning Disabilities ◽  
Day Services ◽  
The Uk ◽  
Over Time

Purpose The purpose of this paper is to compare data from national social care statistics on day services and home care for people with learning disabilities across England, Scotland, Wales and Northern Ireland. Design/methodology/approach National social care statistics (England, Scotland, Wales and Northern Ireland) reporting the number of adults with learning disabilities accessing day services and home care were reviewed, with data extracted on trends over time and rate of service use. Findings Regarding day services, despite some variations in definitions, the number of adults with learning disabilities in England, Scotland and Wales (but not Northern Ireland) using building-based day services decreased over time. Data from Scotland also indicate that adults with learning disabilities are spending less time in building-based day services, with alternative day opportunities not wholly compensating for the reduction in building-based day services. Regarding home care, there are broadly similar rates of usage across the four parts of the UK, with the number of adults with learning disabilities using home care now staying static or decreasing. Social implications Similar policy ambitions across the four parts of the UK have resulted (with the exception of Northern Ireland) in similar trends in access to day services and home care. Originality/value This paper is a first attempt to compare national social care statistics concerning day services and home care for adults with learning disabilities across the UK. With increasing divergence of health and social service systems, further comparative analyses of services for people with learning disabilities are needed.

scholarly journals Collaborations: providing emotional support to senior leaders

2019 ◽  
Vol 5 (1) ◽  
pp. 1-14 ◽  
Author(s):  
Carla Solvason ◽  
Alison Kington
Keyword(s):  
Emotional Support ◽  
Primary Schools ◽  
Emotional Needs ◽  
Senior Leaders ◽  
Head Teachers ◽  
Content Type ◽  
Social And Emotional ◽  
Study Approach ◽  
Significant Discovery

Purpose The purpose of this paper, based upon research carried out between a university and a Local Authority (LA) in the Midlands, UK, is to explore the phenomenon of head teachers working collaboratively across clusters of primary schools, or inter-collaboration. Design/methodology/approach A qualitative case study approach was taken and the data collection methods co-constructed with the participants. Findings The head teachers were eager to share what they perceived as an overwhelmingly positive collaborative experience. The findings in this paper illustrate perhaps the most significant discovery, i.e. the role that the collaborative clusters can play in offering emotional support to those head teachers involved. Research limitations/implications This research was based within a specific LA, so the findings reflect the values manifested there. Quite different results may have been discovered in alternative contexts. Originality/value The personal, social and emotional needs of leaders are often overlooked in research whilst focussing upon the support that they offer to others. This paper explores the solitary role that headship can be and the function that supportive, collaborative clusters can provide in filling that emotional void.

ICON stores: managing a new business venture

2016 ◽  
Vol 6 (1) ◽  
pp. 1-20
Author(s):  
Waheed Ali Umrani ◽  
Abdul Khaliq Doudpota ◽  
Umair Ahmed
Keyword(s):  
Learning Outcomes ◽  
Subject Area ◽  
New Venture ◽  
Venture Creation ◽  
Entrepreneurial Success ◽  
Content Type ◽  
Creation Process ◽  
Common Practices ◽  
New Business ◽  
The Common

Subject area Entrepreneurship. Study level/applicability Undergraduate – Entrepreneurship. Case overview The case concerns to an entrepreneur named Aamir Ghouri, a US graduate, who is concerned about managing the growth of his newly established venture named ICON Stores. The case presents the idea of entrepreneurial mindset characteristics and motivation besides which, it also explains the typical venture creation process in Pakistan and the general rubrics used to measure the entrepreneurial success in the economy. Expected learning outcomes The case is designed to help students to understand entrepreneurial mindset, characteristics and motivation; to understand entrepreneurial venture creation process; to learn the common practices regarding the measurement of entrepreneurial success of new venture; and to outline as to how growth of a new venture could be managed profitably. Supplementary materials Teaching notes are available for educators only. Please contact your library to gain login details or email [email protected] to request teaching notes. Subject code CSS 3: Entrepreneurship.

An investigation of the delivery of health-related accessible information for adults with learning disabilities

2016 ◽  
Vol 21 (1) ◽  
pp. 15-23 ◽  
Author(s):  
Clare Mander
Keyword(s):  
Learning Disabilities ◽  
Community Based ◽  
Content Type ◽  
Naturally Occurring ◽  
Accessible Information ◽  
Adults With Learning Disabilities ◽  
Health Related ◽  
Community Based Learning ◽  
The Individual ◽  
Implementation Stage

Purpose – People with learning disabilities often require support to fully understand information produced in an accessible format. What happens during the delivery of accessible information (AI) is largely unknown. The purpose of this paper is to examine the implementation stage of the AI process. Design/methodology/approach – Two community-based learning disability nurses and two people with learning disabilities took part in a non-participant observational study of the naturally occurring conversations that took place during the delivery of health-related AI. Conversation analysis was used to explore both vocal and non-vocal behaviours. Findings – Three clusters of episodes were identified: providing the AI, topic development, and consent. The use of AI appeared to provide a script for the delivery of the information; however, practical considerations of topic development and tailoring resources to the individual were evident. For sensitive conversations the use of shared experience and challenges in judging comprehension were apparent. Contradictory goals in the decision-making process were highlighted, presenting potential ethical dilemmas. Originality/value – The delivery of AI allowed for personalisation and appeared to support understanding; however, this was partly reliant on mutual empathy between the nurse and their client.

Dainik Bhaskar: live no negative

2017 ◽  
Vol 7 (3) ◽  
pp. 1-22
Author(s):  
Chandan Parsad ◽  
Sanjeev Prashar ◽  
Vinita Sahay
Keyword(s):  
Brand Management ◽  
Subject Area ◽  
Primary Objective ◽  
Good News ◽  
Common Belief ◽  
Content Type ◽  
Newspaper Industry ◽  
Negative News ◽  
The Common ◽  
Management Students

Subject area Strategic Marketing Management. This case is also relevant for discussion in other courses like brand management. Study level/applicability Postgraduate Management students. Case overview Just before the official launch of “no-negative” news edition by Dainik Bhaskar Corp. Ltd, there was widespread speculation that the group was risking too much by going against the set convention of the newspaper industry. The common belief in the industry was “If it bleeds, it leads” and “good news is no news”. While endeavoring to do away with this perception, the management needed answers to questions like “Would it really be an attractive proposition for the readers?”, “Was the group compromising the role and responsibilities of press in presenting the truth to the world?” and “How would it add value to the brand?” The entire debate was pivoted around the sustainability of positive marketing strategy and “Is it a good idea to go forward with No Negative?” For decades, Dainik Bhaskar was known for its strategy of capturing untapped markets or denting into monopolistic markets and become a leader. This case is an odyssey of moving away from the “me-too” to category (positive newspaper) positioning. The main objective of this case is to build the concept and rudiments of positive marketing in practical perspectives using the backdrop of the Hindi newspaper industry and its largest player breaking the myth “only negative news sell”. Besides this, the case also evolves the process of institutionalizing positive marketing in organizations. Expected learning outcomes The primary objective of teaching through this case is to make students aware and understand the emerging strategy of positive marketing and its ability to break through the present clutter in the market. It also elaborates on how companies can use this tool for differentiating themselves from others. Supplementary materials Teaching Notes are available for educators only. Please contact your library to gain login details or email [email protected] to request teaching notes. Subject code CSS 8: Marketing.

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