The experience of COVID-19 “lockdown” for people with a learning disability: results from surveys in Jersey and Guernsey

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Sinead Peacock-Brennan ◽  
Kitty Stewart ◽  
Rosalind Jayne Angier ◽  
Julian Morris ◽  
Rachel Rud ◽  
...  
Keyword(s):  
Learning Disability ◽  
Service Provision ◽  
Design Methodology ◽  
Service Evaluation ◽  
Disability Services ◽  
Content Type

Purpose The purpose of this paper is to outline a service evaluation that gathered feedback from people with a learning disability on their experience of lockdown in Jersey and Guernsey. This feedback was intended to guide planning for service provision during any future lockdown and for life as we exit lockdown. Design/methodology/approach An accessible survey was sent to everyone accessing learning disability services across the two islands and Mencap in Jersey. Data was analysed quantitatively and qualitatively to identify patterns in the data and key themes. Findings Most respondents felt safe, calm and happy and valued support from services. Key themes emerging from the data included the importance of relationships, messages of safety, keeping busy and communication. Originality/value This survey has been undertaken at a time where there is a paucity of research and consultation with individuals with a learning disability self-reporting on their experiences of lockdown, during the COVID-19 pandemic.

scholarly journals Commentary on “Who’s Challenging Who?: a co-produced approach for training staff in learning disability services about challenging behaviour”

2019 ◽  
Vol 24 (4) ◽  
pp. 200-203
Author(s):  
Mark Andrew Haydon-Laurelut ◽  
Karl Nunkoosing
Keyword(s):  
Learning Disability ◽  
Design Methodology ◽  
Psychological Research ◽  
Disability Services ◽  
Challenging Behaviour ◽  
Social Psychological ◽  
Content Type ◽  
Systemic Practice ◽  
Social Psychological Research

Purpose The purpose of this paper is to provide a commentary on the article by Flynn et al. Design/methodology/approach In this commentary, the authors will develop some further thoughts about the importance of empathy, its relational nature and place in practice. The authors use some examples from systemic practice to illustrate. Findings Social psychological research underlines the importance of empathy in practice. Systemic practice and other collaborative approaches that ask about the experiences and abilities of people with a learning disability and their networks can support new possibilities as network members are listened to, included and respected. Originality/value The relational nature of empathy and its connection with practice is explored in this paper.

Commentary on: “Ordinary lives” means ordinary schools: towards a unitary 0-99 years policy for adults and children with learning disabilities

2020 ◽  
Vol 25 (1) ◽  
pp. 47-52
Author(s):  
Becky Hardiman
Keyword(s):  
Learning Disabilities ◽  
Learning Disability ◽  
Service Provision ◽  
Role Models ◽  
Design Methodology ◽  
Content Type ◽  
The Future ◽  
Adults And Children ◽  
Effective Inclusion ◽  
Future Of Education

Purpose The purpose of this study is to reflect on some of the challenges faced by caregivers when making decisions relating to school placements for their child with a learning disability. Design/methodology/approach Quotes from parents and caregivers, contacted via a national syndrome support charity, are shared, along with broader perspectives gained through the charity’s helpline service. Findings A number of themes are discussed, including friendships and role models; expectations and educational targets; training, speciality and capacity of staff and managing a widening gap. Originality/value When considering the future of education provision, it is important to consider some of the tensions between an ideology of inclusion and the current realities of service provision. To create effective solutions to achieving more effective inclusion, the concerns and experiences of families, as well as children, must be considered.

Assessing the complexity of adult ASD cases across three areas in Southern England: a service evaluation

2018 ◽  
Vol 4 (1) ◽  
pp. 2-9 ◽  
Author(s):  
Raja A.S. Mukherjee ◽  
Minahil Nawaz ◽  
Terry Joseph
Keyword(s):  
Autism Spectrum Disorder ◽  
Service Provision ◽  
Global Assessment ◽  
Design Methodology ◽  
Service Evaluation ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Service Development ◽  
Global Assessment Of Functioning ◽  
Content Type

Purpose Over the last few years increasing numbers of Autism Spectrum Disorder (ASD) services have been established across the country. The different services use varying models and the level of complexity seen in each is unclear. The paper aims to discuss this issue. Design/methodology/approach In order to facilitate the development of the next phase of service provision the three geographical areas covered by SABP ASD services were compared. Modified Global Assessment of Functioning (mGAF) scores were calculated for 75 patients from each area before being compared across various domains to identify the complexities in each area covered. Findings Overall high levels of complexity were seen, with 85 per cent presenting with a serious or major functional difficulty based on, mGAF scores. Originality/value This has planning implications both for commissioners and future service development as previously not identified at a time when services are continuing to expand.

Commentary on “learning disability services: user views on transition planning”

2018 ◽  
Vol 23 (3) ◽  
pp. 159-163
Author(s):  
Serena Rose Louisa Tomlinson
Keyword(s):  
Young People ◽  
Learning Disability ◽  
Continuity Of Care ◽  
Design Methodology ◽  
Transition Planning ◽  
Disability Services ◽  
Content Type ◽  
Policy Initiatives ◽  
Transition Experience ◽  
Recent Policy

Purpose The purpose of this paper is to provide a commentary on “Learning disability services: user views on transition planning”. Design/methodology/approach The commentary provides a discussion of the concept of continuity of care (Forbes et al., 2001; Freeman et al., 2000) in relation to transition from children’s to adults’ services for young people with intellectual/developmental disabilities. Findings Continuity of care is an important consideration for this population and is emphasised in recent policy initiatives in England, as well as being highlighted by young people and their families as a significant aspect of their transition experience. Despite this, evidence suggests it is not currently achieved for many young people and their families, and a number of challenges that may contribute to this are highlighted. Originality/value The commentary emphasises that continuity of care should be a key consideration for services supporting young people and their families at transition.

Gathering meaningful service user feedback regarding a community forensic service

2015 ◽  
Vol 6 (2) ◽  
pp. 81-93 ◽  
Author(s):  
Karen Bamford ◽  
Carl Benton
Keyword(s):  
Risk Taking ◽  
Service Provision ◽  
Design Methodology ◽  
Service Evaluation ◽  
Third Party ◽  
Service Users ◽  
Engagement In Care ◽  
Content Type ◽  
Forensic Service ◽  
Practical Implications

Purpose – Engaging with people with a learning disability to develop and enhance service provision is central to the ethos of personalisation and citizenship. Despite this there appears to be a lack of research to gather users’ views on how they feel the services meet their unique needs and how these could be improved. A service evaluation was developed to understand service user’s experience of accessing a community forensic service (CFS). The paper aims to discuss these issues. Design/methodology/approach – The questionnaire was conducted by an independent third party experienced in facilitating complex communication, utilising a written format and Widget Rebus symbols. Questions were based on Trust Values, family and friends test and clinical forensic engagement. The samples were service users open to the CFS on 1 July 2014. Findings – Data were gathered from 28 individuals, there was an even spread of ages 17-65. In all, 93 per cent understood what help they needed from the service, there was acknowledgement of who they would go to if they wanted to complain, 100 per cent were happy with how information had been provided, most felt the service was respectful, fair, friendly and they were listened to. Practical implications – The findings suggest that more needs to be done around understanding and engagement in care planning. There are plans to gather information from direct carers and setting up focus groups to further understand some of the issues and ways forward. Originality/value – Asking for feedback from people who have offended, some of whom now experience increased restrictions, is fraught with concern and approached with trepidation. However, the responses received contradict the natural instincts. The results showed promising appreciation of the support received in the context of everyday lives and positive risk taking.

Commentary on: a comparison of dementia assessment service provision across three English county intellectual disability services

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Karen Dodd
Keyword(s):  
Learning Disabilities ◽  
Service Provision ◽  
Gold Standard ◽  
Design Methodology ◽  
Research Study ◽  
Assessment Process ◽  
Disability Services ◽  
Complex Activity ◽  
Content Type ◽  
People With Intellectual Disabilities

Purpose The purpose of this paper is to consider the issue of types of assessment offered by services for people with learning disabilities from the research study “A Comparison of Dementia Assessment Services for People with Intellectual Disabilities”. Design/methodology/approach The commentary is based on a review of the associated literature. Findings Assessment for possible dementia is a complex activity. The gold standard is to ensure that the assessment process is comprehensive including both direct assessments with the person and gathering information from key informants. The issues in not adopting this methodology are considered, as are issues in what services and assessments are called. Originality/value The commentary considers the studies presented from a practitioner perspective.

Forensic learning disability nursing: what's it really like?

2014 ◽  
Vol 5 (4) ◽  
pp. 167-177
Author(s):  
Mark F Dalgarno ◽  
Sharon A Riordan
Keyword(s):  
Learning Disability ◽  
Design Methodology ◽  
Nursing Practice ◽  
Structured Interview ◽  
Phenomenological Analysis ◽  
Forensic Nursing ◽  
Content Type ◽  
Emotional Challenge ◽  
Areas Of Interest

Purpose – The purpose of this paper is to explore the lived experiences of learning disability nurses working within forensic services, and their views on their practice as a speciality. Design/methodology/approach – A qualitative, semi-structured interview-based design was used and participant's voices were examined through interpretive phenomenological analysis. Findings – Nurses explored a range of topics related to their practice and overall, five superordinate themes were developed. Forensic nursing as being both the same and different to generic nursing, the journey, and the emotional challenge of forensic nursing, the balancing act of everyday practice and the role of language within forensic nursing practice. Originality/value – Very little research has examined the views of learning disability nurses within the forensic field. This study gives both a voice to these nurses and suggests areas of interest both for research and for clinicians to consider in their practice.

AI and libraries: trends and projections

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Adetoun A. Oyelude
Keyword(s):  
Language Processing ◽  
Service Provision ◽  
Design Methodology ◽  
Human Robot Interaction ◽  
Human Intelligence ◽  
Library Service ◽  
Robot Interaction ◽  
Content Type ◽  
New Horizons ◽  
Advanced Technologies

Purpose This paper aims to focus on the trends and projection for future use of artificial intelligence (AI) in libraries. AI technologies is the latest among the technologies being used in libraries. The technology has systems that have natural language processing, machine learning and pattern recognition capabilities that make service provision easier for libraries. Design/methodology/approach Systematic literature review is done, exploring blogs and wikis, to collect information on the ways in which AI is used and can be futuristically used in libraries. Findings This paper found that uses of AI in libraries entailed enhanced services such as content indexing, document matching, content mapping content summarization and many others. AI possibilities were also found to include improving the technology of gripping, localizing and human–robot interaction and also having artificial superintelligence, the hypothetical AI that surpasses human intelligence and abilities. Originality/value It is concluded that advanced technologies that AI are, will help librarians to open up new horizons and solve challenges that crop up in library service delivery.

scholarly journals Service provision in Scotland for people with an intellectual disability who have, or are at risk of developing, dementia

Dementia ◽  
2018 ◽  
Vol 19 (3) ◽  
pp. 736-749 ◽  
Author(s):  
Karen McKenzie ◽  
Dale Metcalfe ◽  
Amanda Michie ◽  
George Murray
Keyword(s):  
At Risk ◽  
Intellectual Disability ◽  
Learning Disability ◽  
Service Provision ◽  
Disability Services ◽  
Health Board ◽  
Common Elements ◽  
Online Questionnaire ◽  
Community Learning ◽  
Direct Assessment

This research aimed to identify current national provision by health services in Scotland in relation to proactive screening and reactive assessment for people with an intellectual disability in Scotland who have, or are at risk of developing, dementia. Staff from 12 intellectual disability services, representing the 11 health board areas in Scotland, completed an online questionnaire which asked about proactive screening and reactive assessment for people with intellectual disability who had, or were at risk of developing, dementia as well as suggested areas for improvement. All of the areas provided services for people with intellectual disability who have, or are at risk of developing, dementia, but differed as to whether this was reactive, proactive or both. Nine services offered intervention following diagnosis. The most common elements used across both proactive screening and reactive assessment were conducting a health check, using a general dementia questionnaire designed for people with an intellectual disability and direct assessment with the person. Clinical psychology and community learning disability nurses were the professions most likely to be involved routinely in both proactive screening and reactive assessments. The psychometric properties of the most commonly used assessments of cognitive and behavioural functioning were mixed. The areas of improvement suggested by practitioners mainly related to ways of improving existing pathways. This research represents the first step in providing an overview of service provision in Scotland. There was some inconsistency in relation to the general and specific components which were involved in proactive screening and reactive assessment. Implications for service provision are discussed.

Commentary on “De-fusing and re-fusing face-to-face encounters involving autistic persons in Hong Kong”

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Karl Nunkoosing
Keyword(s):  
Mental Health ◽  
Hong Kong ◽  
Learning Disability ◽  
Design Methodology ◽  
Social Role ◽  
Content Type ◽  
Face To Face ◽  
Seminal Work

Purpose The purpose of this paper is to provide a commentary on Alex Cockain’s article “De-fusing and re-fusing face-to-face encounters involving autistic persons in Hong Kong”. Design/methodology/approach The commentary considers the issues raised in Cockain’s article primarily from a focus on Goffman’s concept of “stigma”. Cognitive, emotional and behavioural components of stigma are examined and its wider relevance considered. Findings There has been less research on the stigma of learning disability than on that of mental health, despite a very early study of learning disability (Edgerton, 1967) using the concept only four years after the publication of Goffman’s (1963) seminal work. A number of points of relevance of stigma are identified including to social role valorisation, visible and invisible stigmas, the concept of “passing”, microaggression, disablism and labelling. Originality/value The commentary illustrates the relevance of the concept of stigma to other aspects of learning disability and disability scholarship.

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