Trends and variations in self-directed support and direct payments for adults with learning disabilities

2013 ◽  
Vol 19 (1) ◽  
pp. 35-38 ◽  
Author(s):  
Chris Hatton
Keyword(s):  
Learning Disabilities ◽  
Content Type ◽  
Geographical Variations ◽  
Health And Social Care ◽  
Adults With Learning Disabilities ◽  
Working Age ◽  
Care Information ◽  
Trends Over Time ◽  
Direct Payments ◽  
Over Time

Purpose – The purpose of this paper is to provide information concerning trends over time and geographical variations in the number of adults with learning disabilities in England using self-directed support (SDS) and direct payments (DPs). Design/methodology/approach – Analysis of local authority returns to the Health and Social Care Information Centre (RAP Table SD1) concerning the number of working age adults with learning disabilities accessing SDS and DPs from 2009/2010 to 2011/2012. Findings – From 2009/2010 to 2012/2013 there has been a rapid increase in the number of working age adults with learning disabilities using SDS, particularly in the form of council services only, with the number of people using DPs staying largely static. There are wide geographical variations in the likelihood of adults with learning disabilities accessing all forms of SDS/DP. Originality/value – This paper analyses trends over time and geographical variations that have not previously been published in a peer-reviewed journal.

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 Deprivation of liberty applications concerning people with learning disabilities in England: trends over time and geographical variation

2017 ◽  
Vol 22 (3) ◽  
pp. 177-183 ◽  
Author(s):  
Chris Hatton
Keyword(s):  
Learning Disabilities ◽  
Geographical Variation ◽  
Local Authority ◽  
Secondary Analysis ◽  
Local Authorities ◽  
Content Type ◽  
Level Statistics ◽  
Adults With Learning Disabilities ◽  
Trends Over Time ◽  
Over Time

Purpose The purpose of this paper is to analyse trends over time and geographical variation in Deprivation of Liberty Safeguards (DoLS) applications for adults with learning disabilities. Design/methodology/approach Secondary analysis of national- and local authority-level statistics collected and reported by NHS Digital. Findings There has been a sharp national increase in the number of completed and granted DoLS applications regarding adults with learning disabilities since the 2014 “Cheshire West” Supreme Court judgement, with a greater proportion of completed DoLS applications being granted. There is extreme geographical variation across local authorities in England in the rates at which DoLS applications are being made and granted. Practical implications The extreme variation in DoLS applications regarding adults with learning disabilities is highly unlikely to be a function of differences in mental capacity and living circumstances experienced by adults with learning disabilities across local authorities, and urgent attention needs to be paid to this variation. Originality/value This is the first paper to analyse the geographical variation at local authority level for completed and granted DoLS applications regarding adults with learning disabilities.

scholarly journals Paid employment amongst adults with learning disabilities receiving social care in England: trends over time and geographical variation

2018 ◽  
Vol 23 (2) ◽  
pp. 117-122 ◽  
Author(s):  
Chris Hatton
Keyword(s):  
Learning Disabilities ◽  
Social Care ◽  
Content Type ◽  
Self Employment ◽  
Paid Employment ◽  
Adults With Learning Disabilities ◽  
Working Age ◽  
Employment Rates ◽  
Over Time

Purpose The purpose of this paper is to examine trends over time and geographical variation in rates of paid employment amongst working age adults with learning disabilities receiving long-term social care in England. Design/methodology/approach Data were drawn from NHS Digital adult social care statistics examining paid/self-employment for working age (18-64 years) adults with learning disabilities known to social care (2008/2009 to 2013/2014) or receiving long-term social care (2014/2015 to 2016/2017). Findings In 2016/2017, councils reported that 5.7 per cent of working age adults (7,422 people) with learning disabilities receiving long-term social care were in paid/self-employment, with higher employment rates for men than women and most people working less than 16 hours per week. Paid employment rates seem to be slightly declining over time, and there is wide variation across councils in reported paid/self-employment rates. Social implications Despite good evidence for the cost effectiveness of supported employment support, employment rates for adults with learning disabilities receiving long-term social care remain extremely low. Originality/value This paper presents in one place statistics concerning the paid employment of working age adults with learning disabilities in England.

scholarly journals Social care for adults with learning disabilities in England: trends over time

2019 ◽  
Vol 24 (2) ◽  
pp. 94-100
Author(s):  
Chris Hatton
Keyword(s):  
Learning Disabilities ◽  
Social Services ◽  
Social Care ◽  
Content Type ◽  
Cent Increase ◽  
Adults With Learning Disabilities ◽  
The Face ◽  
Trends Over Time ◽  
Over Time

Purpose The purpose of this paper is to examine trends over time in social care usage and expenditure for adults with learning disabilities in England. Design/methodology/approach Returns from councils with social services responsibilities in England concerning social care usage and expenditure were analysed to examine the national picture and trends over time for adults with learning disabilities. Findings In 2017/2018, 147,915 adults with learning disabilities were receiving long-term social care, an increase of 5.7 per cent from 2014/2015. Social care expenditure increased by 10.2 per cent from 2014/2015 to £5.54bn in 2017/2018; adjusted for inflation this was a 2.7 per cent increase. For adults with learning disabilities who receive social care, increasing numbers of people are living with families or in supported accommodation/living, with gradual declines in the number of people living in residential or nursing care. The number of adults with learning disabilities in temporary accommodation is small but increasing. Social implications While councils appear to be attempting to protect social care for adults with learning disabilities in the face of cuts to council expenditure, social care expenditure and coverage are not keeping pace with likely increases in the number of adults with learning disabilities requiring social care. Originality/value This paper presents in one place statistics concerning long-term social care for adults with learning disabilities in England.

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 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.

scholarly journals Participation of adults with learning disabilities in the 2015 UK General Election

2018 ◽  
Vol 23 (2) ◽  
pp. 65-71 ◽  
Author(s):  
Elaine James ◽  
Mark Harvey ◽  
Chris Hatton
Keyword(s):  
Learning Disabilities ◽  
Social Workers ◽  
Secondary Analysis ◽  
General Election ◽  
Democratic Participation ◽  
Content Type ◽  
Health And Social Care ◽  
Adults With Learning Disabilities ◽  
Practical Implications ◽  
Housing Units

Purpose People with learning disabilities may experience discrimination which prevents them from exercising choice and control over their right to participate in democratic processes. The paper aims to discuss this issue. Design/methodology/approach Taking data collected by social workers during a campaign from the 2015 UK General Election, this paper analyses the variables associated with higher rates of democratic participation by people with learning disabilities. Findings The present authors undertook secondary analysis on data collected by social workers supporting adults with learning disabilities who were living in community housing units. In total, 1,019 people with learning disabilities who were living in 124 community housing units in one English county gave consent to participate. In total, 84 per cent were registered to vote and 26 per cent cast a vote on polling day. People were significantly more likely to cast a vote if they lived in a housing unit where they understood their rights (Wald χ2 =4.896, p=0.027). Practical implications The analyses are consistent with the hypothesis that supporting people with learning disabilities to understand their right to participate in elections increases the likelihood they will cast a vote on a polling day. There are practical implications from this finding for commissioning practices, support planning, and education of health and social care practitioners. Originality/value This is the first study of this size which examines data from people with learning disabilities on their experience of democratic participation and the role of social work.

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.

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