scholarly journals Promoting positive communication environments: a service evaluation

2018 ◽  
Vol 23 (4) ◽  
pp. 192-200 ◽  
Author(s):  
Kunden Patel ◽  
Laura Roche ◽  
Nicola Coward ◽  
Jacqueline Meek ◽  
Celia Harding
Keyword(s):  
Learning Disabilities ◽  
Service User ◽  
Augmentative And Alternative Communication ◽  
Service Evaluation ◽  
Support Staff ◽  
Communication Styles ◽  
Future Research ◽  
Post Intervention ◽  
Content Type ◽  
Communication Environments

Purpose The purpose of this paper is to present an evaluation of a programme of training and support provided to staff, which aimed to encourage supported communication environments for people with learning disabilities. Design/methodology/approach Training, monitoring and support for communication, specifically augmentative and alternative communication (AAC) strategies, was provided by speech and language therapy staff to two residential services over 46 weeks. Staff and service user communications were observed pre- and post-intervention. Findings In one provision there was an increase in service user initiations and the use of some AAC strategies by support staff. In the other provision there was no change in service user initiations and a decrease in the range of AAC strategies used. It appears that some forms for AAC remain challenging for staff to implement. Originality/value This evaluation explores ways of using specialist support services to improve communication environments for people with learning difficulties. Possible reasons for differences in the outcome of the intervention are discussed. Future research into the types of communication interactions experienced by people with learning disabilities across the range of communication styles may be useful so that support staff can be better helped to provide sustained and enriched communication environments.

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.

Commentary on “Diabetes and people with learning disabilities: issues for policy, practice and education”

2020 ◽  
Vol 25 (1) ◽  
pp. 35-39 ◽  
Author(s):  
Brianne Redquest ◽  
Yona Lunsky
Keyword(s):  
Health Care ◽  
Learning Disabilities ◽  
Health Care Providers ◽  
Diabetes Care ◽  
Future Research ◽  
Care Providers ◽  
Family Carers ◽  
Content Type ◽  
Policy Practice

Purpose There has been an increase in research exploring the area of intellectual and developmental disabilities (IDD) and diabetes. Despite being described as instrumental to diabetes care for people with IDD, the role and experiences of family carers, such as parents and siblings, are often neglected in this research. However, it is clear that family carers do not feel that they have sufficient knowledge about diabetes. The purpose of this commentary is to extend the content from “Diabetes and people with learning disabilities: Issues for policy, practice, and education (Maine et al., 2020)” and discuss how family carers can feel better supported when caring for someone with IDD and diabetes. Design/methodology/approach This commentary discusses specific efforts such as STOP diabetes, DESMOND-ID and OK-diabetes for people with IDD including family carers. Encouragement is given for health care providers to recommend such programmes to people with IDD and their family carers. It is also suggested that health care providers involve family carers in diabetes care planning and implementation for people with IDD. Findings It is hoped that if changes are made to current diabetes practices and more research with family carers is conducted, diabetes prevention and management for people with IDD will be more successful and family carers can feel more confident in providing support to their loved ones. Originality/value Research exploring the role of family carers in diabetes care for people with IDD and diabetes is very limited. This commentary makes recommendations to help family carers feel better supported in their role. It also provides areas for future research.

scholarly journals Conceptualising bereavement in profound and multiple learning disabilities

2016 ◽  
Vol 21 (4) ◽  
pp. 186-198 ◽  
Author(s):  
Hannah Young
Keyword(s):  
Learning Disabilities ◽  
Future Research ◽  
Emotional Wellbeing ◽  
Theoretical Frameworks ◽  
Content Type ◽  
Making Sense ◽  
Cognitive Approaches ◽  
Grief Responses ◽  
Grief Reactions ◽  
Grief Theories

Purpose Bereavement and loss are key factors in poor emotional wellbeing among people with profound and multiple learning disabilities (PMLD). However, little attention has been drawn to this group in the grief and disability literature. The purpose of this paper is to make sense of bereavement and loss in people with PMLD, with reference to theoretical contributions to the field and studies of grief reactions. Design/methodology/approach A systematic review revealed 34 relevant published works. These were analysed for relevant contributions. Findings Three main types of theoretical contributions have been made; traditional grief theories, cognitive approaches and attachment-based perspectives. Although a limited number of case studies exist, a range of grief reactions have been reported in people with PMLD. Traditional grief theories and cognitive approaches are somewhat limited in making sense of grief responses in this group, while attachment-based perspectives may prove useful in providing theoretical and therapeutic direction. Research limitations/implications Further research is required to more accurately describe the nature of relationships in people with PMLD. Practical implications Major contributions to the field point to the value of facilitating engagement with the grieving process, through communication around the loss and training for staff. In addition, attachment-based perspectives are offering routes for establishing therapeutic relationships that may help to resolve behavioural difficulties. Originality/value This paper provides an overview of the perspectives within bereavement and disability, drawing together clear theoretical frameworks for future research and practice.

Knowledge of mental capacity assessment in staff working with people with learning disabilities

2019 ◽  
Vol 14 (1) ◽  
pp. 14-24
Author(s):  
Ashley Chapman ◽  
Karen Dodd ◽  
Laurence Rogers
Keyword(s):  
Learning Disabilities ◽  
Decision Maker ◽  
Clinical Work ◽  
Evidence Base ◽  
Mental Capacity ◽  
Care Staff ◽  
Future Research ◽  
Capacity Assessment ◽  
Case Scenario ◽  
Content Type

Purpose The purpose of this paper is to evaluate staff knowledge of Mental Capacity Act (MCA) capacity assessments within the Learning Disabilities division of a Mental Health and Learning Disabilities Trust. The limited research available suggests staff knowledge tends to be poor, particularly concerning who is the decision maker. Design/methodology/approach A 12-item multiple choice questionnaire, which reflects the five core principles of MCA (2005), was developed. Questionnaires were completed by 262 health and social staff members who support people with LD. Findings Results show high variability of MCA capacity assessment knowledge within the LD division. However, qualified staff and those from health services scored significantly higher across all categories on the questionnaire compared to non-qualified and social care staff, respectively. On average, all staff scored poorly when asked to identify “who is the decision maker?” in a case scenario question. Research limitations/implications The main limitation is that we did not collect data on how many previous capacity assessments and discussions each person had been involved with. The findings clearly suggest current methods of training lack efficacy in helping staff apply MCA knowledge to their clinical work. Originality/value Compared to past literature, this study utilised a novel and more comprehensive questionnaire. This focused on case scenario questions to assess staff situational judgement. In addition, the findings add to a sparse evidence base that provides a foundation for future research.

The effect of cues on service quality expectations and service selection in a restaurant setting

2016 ◽  
Vol 30 (2) ◽  
pp. 136-140 ◽  
Author(s):  
Jill Sweeney ◽  
Robert W. Armstrong ◽  
Lester W. Johnson
Keyword(s):  
Design Methodology ◽  
Service Selection ◽  
Service Evaluation ◽  
Google Scholar ◽  
Future Research ◽  
Content Type ◽  
Customer Expectations ◽  
Personal Impact ◽  
Research Themes ◽  
The Status

Purpose The purpose of this paper is to revisit our original paper published over 20 years ago and reflect on its purpose, contribution and what we can glean that might have implications for future research. Design/methodology/approach A Google Scholar search showed that the article was cited 74 times. We discuss some of the contexts in which it was cited and identify two research themes that have emanated from this paper and hold promise for future research. Findings We discuss two of the several contexts in which our research is discussed. These include the differential ways in which cues are used in a services context, including the ways in which different cues are used to evaluate services and how cues are used to develop consumer expectations. Originality/value The study, which was cited 74 times according to Google Scholar, was formative in terms of discussion of, for example, how a variety of cues influence customer expectations and service evaluation, and how categories of cues, such as marketer controlled versus non-marketer controlled and personal versus non-personal, impact outcomes. The retrospective analysis was helpful in both reflecting on the status quo on some of these issues and suggesting directions for future research.

The use of cognitive behaviour therapy to treat depression in people with learning disabilities: a systematic review

2015 ◽  
Vol 20 (2) ◽  
pp. 54-64 ◽  
Author(s):  
Caroline Jennings ◽  
Olivia Hewitt
Keyword(s):  
Learning Disabilities ◽  
Learning Disability ◽  
Cognitive Behaviour Therapy ◽  
Evidence Base ◽  
Small Sample ◽  
Future Research ◽  
Behaviour Therapy ◽  
Content Type ◽  
Psychological Therapies ◽  
Cognitive Behaviour

Purpose – Cognitive behaviour therapy (CBT) is currently one of the recommended treatments for depression for the general population and guidance recommends that people with a learning disability should have access to the same treatments as people without a learning disability. The purpose of this paper is to identify, outline and evaluate current research on the effectiveness of CBT for depression for people with a learning disability. The clinical, service and research implications are considered. Design/methodology/approach – A systematic search was conducted and five relevant articles were identified for critical review. Findings – There is a limited but promising evidence base for the use of CBT for depression with people with learning disabilities. Research limitations/implications – The current review identified a number of methodological issues and future research should attempt to overcome these (e.g. small sample sizes and lack of controls). In particular, research should focus on determining the relative contribution of cognitive and behavioural techniques in producing a change in depressive symptoms. Practical implications – Services (including those provided as part of Improving Access to Psychological Therapies) should be offering CBT-based interventions for people with learning disabilities who are experiencing depression. Originality/value – This paper provides a comprehensive and up to date review of the current literature regarding the use of CBT for depression for people with a learning disability. This will be of value to clinicians working with people with a learning disability as well as those commissioning services.

scholarly journals Service user experiences of mentalisation-based treatment for borderline personality disorder

2017 ◽  
Vol 22 (1) ◽  
pp. 16-27 ◽  
Author(s):  
Diarmaid Ó. Lonargáin ◽  
Suzanne Hodge ◽  
Rachael Line
Keyword(s):  
Borderline Personality Disorder ◽  
Personality Disorder ◽  
Interpretative Phenomenological Analysis ◽  
Service User ◽  
Borderline Personality ◽  
Individual Therapy ◽  
Future Research ◽  
User Experiences ◽  
Content Type ◽  
The Uk

Purpose Previous research indicates that mentalisation-based treatment (MBT) is an effective therapeutic programme for difficulties associated with borderline personality disorder (BPD). The purpose of this paper is to explore service user experiences of the therapy. Design/methodology/approach Seven adults (five female and two male), recruited via three NHS trusts, were interviewed. Participants were attending intensive out-patient MBT for BPD between 3 and 14 months. Data were analysed using interpretative phenomenological analysis. Findings Participants experienced the group component of MBT as challenging and unpredictable. They highlighted developing trust as key to benefitting from MBT. This was much more difficult to achieve in group sessions than in individual therapy, particularly for those attending MBT for less than five or six months. The structure of MBT generally worked well for participants but they identified individual therapy as the core component in achieving change. All participants learned to view the world more positively due to MBT. Practical implications Enhanced mentalisation capacity may help address specific challenges associated with BPD, namely, impulsivity and interpersonal difficulties. MBT therapists are confronted with the ongoing task of creating a balance between sufficient safety and adequate challenge during MBT. Potential benefits and drawbacks of differing structural arrangements of MBT programmes within the UK are considered. Originality/value Learning about service user perspectives has facilitated an enhanced understanding of experiences of change during MBT in addition to specific factors that may impact mentalisation capacity throughout the programme. These factors, in addition to implications for MBT and suggestions for future research, are discussed.

scholarly journals An exploration of the challenge's fathers' experience when parenting a child that presents with dyspraxia

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Kyle Jackson ◽  
Michelle Andipatin
Keyword(s):  
Learning Disabilities ◽  
Mental Health Professionals ◽  
Developmental Disorders ◽  
Treatment Plan ◽  
Learning Disorders ◽  
Future Research ◽  
Depth Information ◽  
Subjective Experiences ◽  
Content Type ◽  
Individual Interviews

PurposeDue to the limited research on fatherhood and dyspraxia, this study is critical as it highlights the challenges that fathers face in parenting a child that presents with dyspraxia. The purpose of this study is to inform various interventions while simultaneously highlighting a largely neglected area of research.Design/methodology/approachThe principal aim of this study was to explore the subjective challenges that fathers experience in parenting a child that presents with dyspraxia in the Cape Metropole area. This study adopted a qualitative approach utilising an exploratory design to understand and provide in-depth information about fathers' subjective experiences of parenting a child that presents with dyspraxia (Mack et al., 2005). Data were collected using semi-structured individual interviews with fathers.FindingsThe authors’ findings highlight that fathers' roles are inextricably more complex, shifting between more traditional conceptions such as the provider toward the all giving and nurturing care. Future research would benefit from adopting a more masculinity-focused framework to determine the effect that learning disorders have on constructing and challenging more traditional gendered constructions of what it means to be a man, masculinity and what it means to be a father, fatherhood and fathering.Research limitations/implicationsThe study was limited to the challenges faced by fathers whose children were engaged in some or other treatment plan. In addition, the study was limited to children who presented with dyspraxia, rather than those who had received an official diagnosis and this relates directly to the obscurity and ambiguity surrounding diagnosis of the disorder itself.Practical implicationsThe study has shed light in terms of the common features between dyspraxia and that of other developmental disorders. This is further extended to include the comorbidity of this disorder with other learning disabilities.Social implicationsMental health professionals may benefit from identifying the issues raised by fathers within this study and to further aid and support both children and parents in the treatment of dyspraxia.Originality/valueThe study has shed much needed light on two very neglected areas – the area of learning disabilities, in particular, the issue of dyspraxia and second, including fathers’ voices in the discussion of their experiences.

Personalized coupons for lower-calorie fast-food choices among young German adults and the influence of consumers' nutritional attitudes on promotion effectiveness

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Minh Thi Thuy Nguyen ◽  
Agnes Emberger-Klein ◽  
Klaus Menrad
Keyword(s):  
Fast Food ◽  
Food Choices ◽  
Economic Benefits ◽  
Control Treatment ◽  
Current Evidence ◽  
Future Research ◽  
Control Group ◽  
Grocery Stores ◽  
Post Intervention ◽  
Content Type

PurposePersonalized price promotion (PPP) is a marketing instrument that addresses the limitations of untargeted promotions by tailoring the offers to individual customers based on their purchase histories. Current evidence on PPP is limited to its immediate effects on buying behaviors at grocery stores and food companies' economic benefits. Moreover, little is known about the role of consumer characteristics in determining how effectively this promotional tool works. Hence, we aim to assess the effectiveness of PPP in promoting healthy fast food and which consumer-specific factors affect its performance.Design/methodology/approachThe authors conduct a laboratory experiment to examine the effects of personalized and non-personalized coupons for lower-calorie fast food menus on food and calorie selection. The coupon personalization is based on participants' menu choices, calorie needs and deal proneness. The authors additionally investigate how post-intervention changes are influenced by consumers' estimation of their selected calories, and their attitudes toward nutrition.FindingsRecipients of personalized incentives are more likely than participants in the control group to redeem the offered coupons, select more healthy items and reduce their selected calories. Such changes are less likely among participants underestimating the calorie content of their menu choices and perceiving higher barriers to healthy eating. Personalized coupons perform better even among subjects receiving lower discounting levels than the control treatment.Originality/valueAs the first to evaluate the effectiveness of PPP in encouraging healthy food choices, this study highlights the potential of this cutting-edge price intervention and provides valuable implications for future research.

Commentary on “Building capable environments using practice leadership”

2021 ◽  
Vol 26 (1) ◽  
pp. 9-13
Author(s):  
Edwin Jones
Keyword(s):  
Learning Disabilities ◽  
Early Intervention ◽  
Implementation Science ◽  
Design Methodology ◽  
Social Care ◽  
Future Research ◽  
Content Type ◽  
Health And Social Care ◽  
Care Training ◽  
Practical Implications

Purpose This paper aims to present a conceptual viewpoint highlighting the utility of active support in implementing capable environments and to extend this by presenting a three-tiered preventative model of positive behavioural support (PBS) in UK health and social care. Design/methodology/approach Provision of a commentary on “Building capable environments using practice leadership” by Linda Hume, Nadia Khan and Martin Reilly. Findings Capable environments and active support should be key, universal and essential PBS tier one supports in UK health and social care. Training staff in Active Support and developing practice leadership help implement capable environments. Originality/value The three-tiered PBS model was recently proposed by Leitch et al. (2020) and is worthy of further debate and refinement with the involvement of stakeholders. It has several practical implications including refocussing efforts on early intervention to get tier one supports implemented effectively in recognition that PBS is much wider than intense tier three supports. It could reinforce and motivate existing providers of quality support and indicate where and how other providers can commence the process of implementing PBS. Future research could consider the effectiveness of applying implementation science to the field of learning disabilities and PBS in particular.

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