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.

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.

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.

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.

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.

scholarly journals Living arrangements of adults with learning disabilities across the UK

2017 ◽  
Vol 22 (1) ◽  
pp. 43-50 ◽  
Author(s):  
Chris Hatton
Keyword(s):  
Learning Disabilities ◽  
Northern Ireland ◽  
Nursing Care ◽  
Living Arrangements ◽  
Social Care ◽  
Content Type ◽  
Adults With Learning Disabilities ◽  
Trends Over Time ◽  
The Uk ◽  
Over Time

Purpose The purpose of this paper is to compare data from national social care statistics on the living situations of people with learning disabilities across England, Scotland, Wales and Northern Ireland. Design/methodology/approach National social care statistics (England, Scotland, Wales, Northern Ireland) reporting the living situations of adults with learning disabilities (residential and nursing care, living with family, other forms of accommodation) were accessed, with data extracted on trends over time and rate of service use. Findings There were substantial differences in the statistics collected across the UK. Overall, there were higher reported rates of adults with learning disabilities in residential/nursing accommodation in England than Scotland or Wales, but much lower reported rates of adults living in other forms of unsupported and supported accommodation and much lower reported rates of adults living with their families. In all three countries, trends over time suggest that reductions in residential care towards more independent living options may be stalling. In Northern Ireland reductions in currently extensive residential and nursing care services are continuing, unlike other parts of the UK. Social implications Despite similar policy ambitions across the four parts of the UK, statistics on the living situations of adults with learning disabilities report substantial differences. Originality/value This paper is a first attempt to compare national social care statistics concerning the living situations of 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 Health and social care access for adults with learning disabilities across the UK during the COVID-19 pandemic in 2020

2021 ◽  
Vol 26 (3) ◽  
pp. 174-179
Author(s):  
Samantha Flynn ◽  
Chris Hatton
Keyword(s):  
Learning Disabilities ◽  
Northern Ireland ◽  
Social Care ◽  
Family Carers ◽  
Content Type ◽  
Care Services ◽  
Health And Social Care ◽  
Adults With Learning Disabilities ◽  
The Uk ◽  
The Impact

Purpose This paper aims to present data about access to health and social care services during the COVID-19 pandemic for adults with learning disabilities across England, Northern Ireland, Scotland and Wales. Design/methodology/approach Data were collected directly from 621 adults with learning disabilities and through separate proxy reports by family carers and paid support staff of another 378 adults with learning disabilities. The data were collected between December 2020 and February 2021 and concerned the use of health and social care services since the start of the first COVID-19 national lockdown in March 2020. Findings Access to and use of health and social care services significantly reduced for adults with learning disabilities across the UK during the COVID-19 pandemic between March 2020 and February 2021, with many people not receiving any services at all during that period. Similar patterns were seen across England, Northern Ireland, Scotland and Wales. However, data suggest some variations between countries for some services. Practical implications Future pandemic planning must ensure that access to these essential services is not completely lost for adults with learning disabilities and their family carers, as it was in some cases during the COVID-19 pandemic in 2020. Originality/value This is the largest study about the impact of the COVID-19 pandemic on health and social care services for adults with learning disabilities in the UK. The authors primarily collected data directly from adults with learning disabilities, and worked with partner organisations of people with learning disabilities throughout the study.

Commentary on a “unified approach to behaviours that challenge”: implementing evidence-based practice – a clinician’s perspective

2020 ◽  
Vol 25 (3) ◽  
pp. 163-167
Author(s):  
Steven Carnaby
Keyword(s):  
Learning Disabilities ◽  
Lived Experience ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Clinical Expertise ◽  
Unified Approach ◽  
Content Type ◽  
Effective Implementation ◽  
Adults With Learning Disabilities

Purpose This paper aims to provide a commentary on papers in this special edition concerning the implementation of evidence-based practice from a clinician’s perspective. Design/methodology/approach The commentary makes a number of points drawing on both recent literature and the author’s own experience working as a clinician with children and adults with learning disabilities including those who are autistic whose behaviours can challenge themselves, their parents, carers and support networks. Findings Effective implementation requires clinical expertise to operate within a context of collaboration and partnership working, where co-production with those who have lived experience ensures that what clinicians offer resonates and contributes to improvements in quality of life for all. Originality/value The paper will be of value to clinicians working alongside children and adults with learning disabilities and their families, particularly clinical psychologists and behaviour specialists, and to other stakeholders wanting to enable and facilitate the development of high-quality support.

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.

Cancer screening for people with learning disabilities and the role of the screening liaison nurse

2015 ◽  
Vol 20 (4) ◽  
pp. 239-246
Author(s):  
Anna Marriott ◽  
Sue Turner ◽  
Sharon Ashby ◽  
Deborah Rees
Keyword(s):  
Learning Disabilities ◽  
Cancer Screening ◽  
Design Methodology ◽  
Unique Role ◽  
Content Type ◽  
Case Examples ◽  
Nurse Role ◽  
Adults With Learning Disabilities ◽  
Liaison Nurse

Purpose – The purpose of this paper is to describe the role of the screening liaison nurses for adults with learning disabilities employed by Peninsula Community Health. Design/methodology/approach – This paper reports on the national situation in regard to cancer screening for people with learning disabilities and explores the barriers which limit their participation in these screening programmes. It describes the screening liaison nurse role and presents case examples of the work they do. Findings – The local screening rates for people with learning disabilities have increased since the creation of this role in 2011. Originality/value – Increasing the uptake of cancer screening by people with learning disabilities is clearly in line with existing national priorities. To the author’s knowledge this is a unique role in this country and the authors propose that other areas would benefit from adopting this model of working.

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