“It’s our Scotland just as much as anyone else’s”

2016 ◽  
Vol 21 (1) ◽  
pp. 2-9 ◽  
Author(s):  
Ian Hood
Keyword(s):  
Learning Disabilities ◽  
Political Parties ◽  
Design Methodology ◽  
Opposite Effect ◽  
Political Debate ◽  
Process Of Change ◽  
Content Type ◽  
Inclusive Approach ◽  
Practical Implications ◽  
Advocacy Organisation

Purpose – The purpose of this paper is to look at some of the experiences of people with learning disabilities in Scotland during the Independence Referendum campaign, through the prism of a series of workshops run by a collective advocacy organisation. These workshops took an inclusive approach to the views of everyone with a learning disability. Design/methodology/approach – This paper is a record of the workshops written after the event. Findings – People with learning disabilities were engaged in the discussion and campaigns around the referendum in similar ways to other members of their communities. The issues that especially affect people with learning disabilities figured highly in the workshops. However, there was also discussion of more general issues such as employment, jobs and constitutional arrangements that affect all citizens. Research limitations/implications – This is an observational study written up by the workshop leader and, as such, can make no claims of complete impartiality. Practical implications – Experience of the workshops suggests that many of the barriers that prevent civic participation of people with learning disabilities may be ones of staff attitude and approach. The support offered to enable people to take part in the community may on some occasions have the opposite effect. Social implications – Nonetheless, for those who have been able to overcome these barriers, there are signs of much greater participation in public life. This reflects an ongoing process of change with many people now joining political parties or being able to make contributions towards political debate. Originality/value – This paper provides an important record of the growing involvement of people with learning disabilities in civil society.

Eye and vision problems associated with learning disabilities

2019 ◽  
Vol 24 (3) ◽  
pp. 126-134
Author(s):  
J. Margaret Woodhouse
Keyword(s):  
Learning Disabilities ◽  
Visual Impairment ◽  
Design Methodology ◽  
Learning Opportunities ◽  
Refractive Errors ◽  
Content Type ◽  
The People ◽  
Eye Problems ◽  
Visual Problems ◽  
Practical Implications

Purpose The purpose of this paper is to educate professionals, families and supporters about the importance of ensuring regular eye examinations for the people with learning disabilities. Design/methodology/approach This is a general review of the type and prevalence of visual problems of which people with learning disabilities are most at risk. Findings Eye problems in people with learning disabilities are common but are often over-looked. Practical implications Uncorrected refractive errors mean that people are unnecessarily denied experiences and learning opportunities. Spectacles are a simple solution, and most people can be supported to wear them. Cataracts and keratoconus are conditions that can lead to visual impairment, but which are now treatable and learning disabilities should not be a contra-indication to treatment. Untreatable eye conditions mean lifelong visual impairment, but if this is not recognised, care may be inappropriate or the learning disability assumed to be greater than it is. Originality/value The review describes how families and supporters can organise successful eye examinations, to ensure that no-one with learning disabilities has an eye condition that is not managed appropriately.

Finding the sparkle: storytelling in the lives of people with learning disabilities

2015 ◽  
Vol 20 (1) ◽  
pp. 29-36 ◽  
Author(s):  
Nicola Grove
Keyword(s):  
Learning Disabilities ◽  
Social Relationships ◽  
Design Methodology ◽  
Independent Research ◽  
Self Advocacy ◽  
Content Type ◽  
Subjective Perceptions ◽  
The People ◽  
The Impact ◽  
Practical Implications

Purpose – The ability to tell a story, whether personal or fictional, is a skill which can enable people to build a sense of identity, friendship, community and self-advocacy. However, narrative is rarely prioritised in services. The paper aims to discuss these issues. Design/methodology/approach – This paper describes two approaches to the development of storytelling for people with learning disabilities used by the charity Openstorytellers. Reflections from interviews are used to illustrate how individuals view their experiences as storytellers, and the benefits that come in the wake of learning to tell and listen to stories. Findings – Storytelling led to an increased sense of purpose, confidence, communication and value. The findings are based on subjective perceptions by the people concerned, and were not obtained through independent research. However, they represent a first step towards evaluating the impact of multidimensional interventions. Practical implications – Services need to consider how they enable their members to participate actively in the sharing of experience, and imaginative and creative activities. Storytelling, both mythic and personal, can help to develop social relationships and active participation in one's community. Originality/value – Both of the approaches described here (Learning to Tell; StorysharingTM) are innovative approaches which are new in the field of learning disabilities.

scholarly journals The demographics of forced marriage of people with learning disabilities: findings from a national database

2020 ◽  
Vol 22 (2) ◽  
pp. 59-74
Author(s):  
Rachael Clawson ◽  
Anne Patterson ◽  
Rachel Fyson ◽  
Michelle McCarthy
Keyword(s):  
Learning Disabilities ◽  
Design Methodology ◽  
Social Care ◽  
Geographic Location ◽  
National Database ◽  
Forced Marriage ◽  
Content Type ◽  
The Uk ◽  
First Time ◽  
Practical Implications

Purpose The purpose of this study is to compare the UK demographics of forced marriage of people with learning disabilities and people without learning disabilities to inform effective safeguarding practice. Design/methodology/approach An analysis of all cases of forced marriage reported to the UK Government’s Forced Marriage Unit (FMU) between 2009 and 2015. Findings People with learning disabilities are at five times greater risk of forced marriage than people without learning disabilities. Men and women with learning disabilities are equally likely to be forced to marry, whereas amongst the general population, women are more likely than men to be forced to marry. Patterns of ethnicity, geographic location within the UK and reporters are the same for people with and without learning disabilities. Research limitations/implications The analysis is based on cases reported to the FMU, and for some cases, data held was incomplete. More importantly, many cases go unreported and so the FMU data does not necessarily reflect all cases of forced marriage in the UK. Practical implications Forced marriage of people with learning disabilities is a safeguarding issue. Practitioners across health, education, criminal justice and social care need to better understand the risk of forced marriage for people with learning disabilities. Links to practice resources developed as part of the wider project are provided. Originality/value This is the first time that researchers have been given access to FMU data and the first time that a statistical analysis of cases of forced marriage involving someone with a learning disability have been analysed.

Participation and engagement of people with a learning disability in the lead up to the 2015 general election

2016 ◽  
Vol 21 (1) ◽  
pp. 10-14 ◽  
Author(s):  
Robert Holland
Keyword(s):  
Learning Disabilities ◽  
Learning Disability ◽  
Design Methodology ◽  
General Election ◽  
Political Debate ◽  
Content Type ◽  
National Debate ◽  
The Impact ◽  
Over Time

Purpose – As a commentary on the article by Ian Hood, the purpose of this paper is to consider participation of people with a learning disability in the lead-up to the 2015 UK general election. It looks at available data on participation and the barriers people face to engagement in the national debate, the process of registering to vote as well as voting itself. Design/methodology/approach – A number of initiatives taken to increase participation are considered and their success evaluated. Available data on participation and previous research are also considered. Findings – It is possible to boost the numbers of people engaged in voting and related activities. More research is needed to look at the impact of moving to a system of individual electoral registration and at whether overall participation by people with a learning disability is increasing over time. The barriers identified need to be tackled if people with a learning disability are to be more fully engaged in voting and the national political debate. Originality/value – Findings will be of particular value to those organisations and individuals interested in increasing the proportion of people with learning disabilities voting in future elections.

Commentary on “Gender disorders in learning disabilities – a systematic review”

2014 ◽  
Vol 19 (4) ◽  
pp. 166-169
Author(s):  
David Thompson
Keyword(s):  
Systematic Review ◽  
Learning Disabilities ◽  
Gender Identity ◽  
Gender Dysphoria ◽  
Design Methodology ◽  
Personal Perspective ◽  
Content Type ◽  
Sexual Characteristics ◽  
Practical Implications ◽  
Support Work

Purpose – The purpose of this paper is to explore the gender identity of people with learning disabilities as a precursor to considerations of gender dysphoria. Design/methodology/approach – Discussion supported by illustrations from the literature. Findings – There is limited research on gender identity for people with learning disabilities. Practical implications – There is an urgent need to look at how men with Klinefelter's syndrome and learning disabilities are supported in relation to common female sexual characteristics. Originality/value – This is personal perspective on gender and people with learning disabilities which may support work with people who question their gender.

Can self-advocacy impact upon culture?

2015 ◽  
Vol 20 (2) ◽  
pp. 77-79
Author(s):  
Rob Greig
Keyword(s):  
Learning Disabilities ◽  
Cultural Change ◽  
Significant Influence ◽  
Design Methodology ◽  
System Change ◽  
Organisational Culture ◽  
Self Advocacy ◽  
Content Type ◽  
Management Change ◽  
Practical Implications

Purpose – The purpose of this paper is to provide a commentary on the preceding article “Changing organisational culture: another role for self-advocacy”. Design/methodology/approach – The paper suggests that self-advocacy has the potential to be a significant influence on organisational culture, but questions whether self-advocacy's current funding regime and limited focus on outcomes makes this possible. Research limitations/implications – This issue is identified as one where further research would be beneficial. Practical implications – If organisations are to use self-advocacy as a route of cultural change, it is suggested that attention will need to be given to issues of independent funding, management change objectives and whole system change. Originality/value – If evidence were generated to support the belief that self-advocacy can impact on organisational culture, the consequences for how society and services behave towards people with learning disabilities could be significant.

scholarly journals Adapting to trauma: disengagement as a holding strategy

2014 ◽  
Vol 8 (5) ◽  
pp. 338-347
Author(s):  
David Barton ◽  
Kath Ward ◽  
Hazel Roddam
Keyword(s):  
Mental Health ◽  
Learning Disabilities ◽  
Everyday Life ◽  
Design Methodology ◽  
Human Condition ◽  
Inner Experience ◽  
Content Type ◽  
Mental Health Difficulties ◽  
Practical Implications

Purpose – The purpose of this paper is to draw upon a range of material to improve the understanding of disengagement with everyday life, by some individuals who have learning disabilities and mental health difficulties. Illustrative incidents from historical clinical cases are utilised, to consider whether this reframing may enhance the interpretation of presenting behaviours. Design/methodology/approach – Key recurring themes within transpersonal literature were reviewed, relevant to adults with behaviour indicating a degree of disengagement from everyday life. These were grouped into Physical Realm, Psychosocial Realm and Realm of Being. Illustrative examples of behaviour are reviewed and re-interpreted within this framework. Findings – These examples generated plausible interpretations for the presenting behaviours within this framework of the Three Realms. These interpretations support a fresh understanding of the quality of the individual's inner experience. This paper suggests a potential framework to consider the way in which some individuals may experience a different quality of consciousness than the usual. Practical implications – Use of the Three Realms for behaviour interpretation should result into a more empathetic and client-centred approach that could reduce the need for aversive approaches, lessening risk for the client and any employing organisation. The identification of behaviours that signal participation in the Realm of Being could be defined and evaluated with the potential to be used to inform the nature and content of the support provided. Originality/value – This paper, rooted in clinical examples, offers an original synthesis with reasons to include the immaterial realm in the perspective of the human condition. This could benefit people with substantial episodes of disconnection from the Physical Realm and everyday culture and those who support them.

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.

Understanding the HR inbetweeners

2019 ◽  
Vol 27 (2) ◽  
pp. 18-20
Keyword(s):  
Political Parties ◽  
Case Studies ◽  
Design Methodology ◽  
Reading Time ◽  
Cutting Edge ◽  
Content Type ◽  
Pertinent Information ◽  
Practical Implications

Purpose The purpose of this paper is to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies. Design/methodology/approach This briefing is prepared by an independent writer, who adds their own impartial comments and places the articles in context. Findings It is perhaps unwise to equate the internal workings of political parties to corporations, but aside from sport and TV, there are a precious few bodies that we can publicly ogle at and discuss, aside from the organizations we ourselves work for. Poking our nose into what makes certain firms tick – and what makes them a disaster scene – is one of the vicarious pleasures we can all enjoy at other people’s expense without feeling too guilty. And more importantly, there can be a lot to learn. Practical implications This paper provides strategic insights and practical thinking that have influenced some of the world’s leading organizations. Originality/value The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

scholarly journals Supporting people with learning disabilities to make and maintain intimate relationships

2017 ◽  
Vol 22 (1) ◽  
pp. 16-23 ◽  
Author(s):  
Claire Bates ◽  
Louise Terry ◽  
Keith Popple
Keyword(s):  
Human Rights ◽  
Learning Disabilities ◽  
Intimate Relationships ◽  
Design Methodology ◽  
Support Staff ◽  
Sexual Relationships ◽  
Professional Support ◽  
Content Type ◽  
Support Provider ◽  
Practical Implications

Purpose The purpose of this paper is to understand some of the barriers people with learning disabilities experience with regards to relationships and consider the possible changes professionals could make to address these. Design/methodology/approach The current paper will draw on case studies extracted from Bates et al. (2016), using them to illustrate a number of themes/issues that relate to the support that people with learning disabilities received and needed from staff to develop and maintain relationships. Findings People with learning disabilities continue to experience barriers with regards to relationships. Their rights and choices are not always respected and a climate of risk aversion persists in areas such as sexual relationships. The research highlighted the balancing act staff must engage in to ensure that they remain supportive without being controlling or overprotective of individuals in relationships. Research limitations/implications Professional/support provider views were not included but these could have lent an additional perspective to the issues discussed. Practical implications An increased understanding of human rights entitlements should be encouraged among people with learning disabilities so they know when their freedom is being unlawfully restricted. Sexuality and relationship training would be beneficial for support staff. This could cover a wider range of areas such as contraception and supporting individuals who have experienced sexual/domestic abuse in starting new relationships. Originality/value This paper explores the barriers to relationships from the perspective of people with learning disabilities and offers practical solutions to address them.

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