scholarly journals Scottish survey of learning disability psychiatrists

2002 ◽  
Vol 26 (8) ◽  
pp. 302-304 ◽  
Author(s):  
E. Smiley ◽  
S.-A. Cooper ◽  
S. Miller ◽  
P. Robertson ◽  
N. Simpson
Keyword(s):  
Learning Disabilities ◽  
Learning Disability ◽  
Service Provision ◽  
Clinical Implications ◽  
Day Hospital ◽  
Catchment Population ◽  
Wide Range ◽  
Assessment And Treatment

Aims and MethodA survey was undertaken to determine the working arrangements of learning disability psychiatrists in Scotland. A questionnaire was sent to each of the 15 NHS providers of learning disabilities services in Scotland. Results were converted to the equivalent of whole time equivalent (WTE) consultant.ResultsThe results showed a wide range in the level of psychiatric staffing throughout services. The median consultant learning disability psychiatrist in Scotland covers a catchment population of 160 000 and works with 0.65 WTE non-consultant career-grade psychiatrists and 0.68 WTE training-grade psychiatrists. They are responsible for a median of 3.7 assessment and treatment beds, no rehabilitation beds, no day hospital places, 23 long-stay beds, 0.6 respite beds and 0.7 forensic beds. At the time of the survey, 15.6% of consultant posts were vacant.Clinical ImplicationsService provision appears to be variable across Scotland. The implications of this may warrant closer scrutiny.

Learning Disability Research: How Far Have We Progressed?

1981 ◽  
Vol 4 (4) ◽  
pp. 372-381 ◽  
Author(s):  
Jean R. Harber
Keyword(s):  
Learning Disabilities ◽  
Learning Disability ◽  
Learning Disabled ◽  
Control Groups ◽  
Wide Range ◽  
Experimental Learning ◽  
Quasi Experimental ◽  
And Control ◽  
Disability Research

This article presents an analysis of the 229 research reports which have appeared in two major learning disability journals since 1978. Findings indicate that (1) the vast majority of these studies are quasi-experimental in nature; (2) control of extraneous variables (e.g., intelligence) was not appropriately demonstrated in many studies; (3) comparability between experimental and control groups was not adequately established in numerous reports; (4) fewer than half of the studies utilized subjects classified as learning disabled; (5) in more than two-fifths of the studies involving learning disabled subjects, the criteria for such classification were not provided; (6) studies which did operationally define learning disabilities utilized a wide range of criteria. The ethical limitations of conducting experimental learning disability research are discussed and suggestions for enhancing such research are offered. Finally, the importance of focusing research efforts on homogeneous populations (e.g., the severely learning disabled) is illustrated.

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.

scholarly journals Psychiatry of learning disability – a future with mental health?

2002 ◽  
Vol 26 (8) ◽  
pp. 299-301 ◽  
Author(s):  
R. Alexander ◽  
A. Regan ◽  
S. Gangadharan ◽  
S. Bhaumik
Keyword(s):  
Mental Health ◽  
Learning Disability ◽  
Social Services ◽  
Service Provision ◽  
Postal Survey ◽  
Clinical Implications ◽  
Current Management ◽  
Process Of Change ◽  
Management Changes ◽  
Integrated Mental Health

Aims and MethodA postal survey was sent to all consultants in the psychiatry of learning disability from four English regions. Their views on job satisfaction, their core roles and the management re-structuring of services were elicited.ResultsThe proportion agreeing or strongly agreeing with each management option was 79% for integrated mental health–learning disability trusts, 61% for specialist learning disability trusts, 47% for care trusts, 10% for primary care trusts and 5% for social services. Only 34% felt consulted or able to influence the process of change and only 33% were satisfied with the current management changes within their trust but 67% were satisfied overall with their jobs.Clinical ImplicationsManagement from integrated mental health–learning disability trusts is the most preferred option for psychiatrists in learning disability. A large number of consultants, though otherwise satisfied with their jobs, feel excluded or unable to influence the current changes in management structures. A model of integrated service provision in line with the government's learning disability strategy is presented.

scholarly journals Psychiatric assertive outreach and learning disability services

2003 ◽  
Vol 9 (5) ◽  
pp. 368-373 ◽  
Author(s):  
Angela Hassiotis ◽  
Peter Tyrer ◽  
Patricia Oliver
Keyword(s):  
Mental Health ◽  
Health Care ◽  
Mental Illness ◽  
Learning Disabilities ◽  
Learning Disability ◽  
Service Provision ◽  
Disability Services ◽  
Established Method ◽  
Assertive Outreach ◽  
Limited Application

Assertive outreach is a well-established method of managing patients with severe mental illness in the community. However, there is limited application and evidence of its efficacy in services for people with learning disabilities who also have mental illness. This paper elucidates current service provision for this group of patients and illustrates the pathways to mental health care available to them.

scholarly journals Delay in the discharge of psychiatric in-patients with learning disabilities

2000 ◽  
Vol 24 (5) ◽  
pp. 179-181 ◽  
Author(s):  
R.V. Watts ◽  
P. Richold ◽  
T. P. Berney
Keyword(s):  
Learning Disabilities ◽  
Learning Disability ◽  
Psychiatric Inpatients ◽  
Clinical Implications ◽  
Service Users ◽  
Disability Service

Aims and MethodThe study aimed to identify factors delaying discharge of psychiatric inpatients from a learning disability service. A census was completed, categorising in-patients as unready for discharge (n=181); discharge planned within 12 weeks (n=22); or ready for discharge but experiencing delay (n=44), the latter were followed-up 16 months later.ResultsDelayed patients were more disabled or disturbed and often awaiting adequate community provision. They were older, had been in hospital longer and were ‘informal’ admissions. At follow-up 23 remained in hospital, 21 of whom had been delayed by lack of placement.Clinical ImplicationsDe-institutionalisation has led to the expectation that more complex and challenging people be placed in the community. This study suggests the community to be, as yet, unready to cope with the needs of these service users.

scholarly journals Use of the HoNOS–LD in identifying domains of change

2010 ◽  
Vol 34 (8) ◽  
pp. 322-326 ◽  
Author(s):  
Bradley Hillier ◽  
Lucy Wright ◽  
Andre Strydom ◽  
Angela Hassiotis
Keyword(s):  
Mental Health ◽  
Learning Disabilities ◽  
Learning Disability ◽  
Daily Living ◽  
Patient Admission ◽  
Disability Services ◽  
Patient Treatment ◽  
Clinical Implications ◽  
State Behaviour ◽  
Indicator Data

Aims and methodTo analyse clinical outcome indicator data from the Health of the Nation Outcome Scales for People with Learning Disabilities (HoNOS-LD) in adults with intellectual disability admitted to mental health wards during a 19-month period; and to identify clinically relevant domains of change associated with in-patient admission.ResultsSignificant improvements were found in mental state, behaviour and social functioning. Improvements were also found in cognition and activities of daily living.Clinical implicationsThe HoNOS-LD is a useful tool for measuring clinical outcomes in several relevant domains and guiding in-patient treatment in learning disability psychiatry. It may also provide a currency for payment-by-results and influence the commissioning of learning disability services.

scholarly journals A survey of consultants in the psychiatry of learning disability

2003 ◽  
Vol 27 (09) ◽  
pp. 342-345 ◽  
Author(s):  
Mary Lindsey ◽  
Adrian Flynn
Keyword(s):  
Learning Disability ◽  
Response Rate ◽  
Clinical Work ◽  
Quantitative Information ◽  
Professional Relationships ◽  
Clinical Implications ◽  
Management Skills ◽  
Qualitative And Quantitative ◽  
Wide Range ◽  
Skilled Group

Aims and Method All 208 consultant members of the Faculty for the Psychiatry of Learning Disability were contacted and asked to complete a questionnaire to provide qualitative and quantitative information about their work and experiences. Results One hundred and thirty-six consultants responded, giving a 64% response rate. They reported a wide range of clinical, academic and management skills, with 72 having registration in other specialities. Insufficient in-patient provision and problems with discharge were cited by 85% of respondents. There was a wide disparity in the provision of mental health services for children and adolescents with learning disabilities and 12 areas reported no services from any source. Although most respondents showed satisfaction with clinical work and professional relationships, there were many concerns about management, commissioning and planning of services. Clinical Implications Consultant psychiatrists in the field of learning disability are a broadly skilled group of clinicians with a wide range of responsibilities and areas of expertise, but many are working in services that they see as under-resourced and poorly managed, planned and commissioned. Overall levels of satisfaction are good, particularly in relation to clinical work, peer support and study/academic work.

scholarly journals Development of psychotherapeutic training in learning disability

2005 ◽  
Vol 29 (3) ◽  
pp. 111-113
Author(s):  
Leila B. Cooke ◽  
Heena Hargovan
Keyword(s):  
Learning Disabilities ◽  
Learning Disability ◽  
Service Provision ◽  
Mental Health Problems ◽  
Single Case ◽  
Psychotherapy Training ◽  
Psychological Treatments ◽  
Published Evidence ◽  
Training And Supervision ◽  
Health And Social Care

There has been an increasing awareness of the usefulness of psychotherapy as a treatment modality for people with learning disabilities and mental health problems over recent years. However, the difficulties involved in providing appropriate training and supervision in this field has resulted in a patchy and erratic development of service provision nationally (Royal College of Psychiatrists, 2004). A review by Hollins and Sinason (2000) of all the available published evidence found that nationally there was inadequate availability of psychological treatments for people with learning disabilities, that there had been few outcome studies published and most of the literature consisted of single case studies. They recommended that ongoing clinical audit, using standard outcome measures, should be part of learning disability psychotherapy service protocols, and that psychotherapy training and supervision should be made available to health and social care practitioners in the learning disability field.

Neuropsychological correlates of learning disability subtypes in children with Tourette's syndrome

1996 ◽  
Vol 2 (5) ◽  
pp. 375-382 ◽  
Author(s):  
Keith Owen Yeates ◽  
Robert A. Bornstein
Keyword(s):  
Learning Disabilities ◽  
Learning Disability ◽  
Neuropsychological Test ◽  
Tourette's Syndrome ◽  
Tourette’S Syndrome ◽  
Wide Range Achievement Test ◽  
Neuropsychological Correlates ◽  
Wide Range ◽  
Pattern Of Performance ◽  
Wide Range Achievement

AbstractNeuropsychological deficits in Tourette's syndrome (TS) may be associated with learning disabilities. We examined the neuropsychological performance of 70 children with TS between the ages of 6 and 18 years who were classified into four groups based on their pattern of performance on the Wide Range Achievement Test-Revised. The groups included three learning disability subtypes and a nonlearning disabled comparison group. The groups differed significantly on several measures in a comprehensive neuropsychological test battery. The pattern of differences was not entirely consistent with previous research, however, suggesting that the neuropsychological correlates of learning disabilities may be influenced by the specific pathophysiology associated with TS. Thus, previous research on the neuropsychology of learning disability subtypes might not be generalizable to children with discrete neuropsychiatric disorders such as TS. (JINS, 1996, 2, 375–382.)

scholarly journals Studying grief in adults with learning disabilities

2000 ◽  
Vol 176 (3) ◽  
pp. 297-297 ◽  
Author(s):  
C. A. Lyons
Keyword(s):  
Mental Health ◽  
Learning Disabilities ◽  
Adult Learning ◽  
Learning Disability ◽  
Research Methodology ◽  
Service Provision ◽  
Mental Health Problems ◽  
Health Problems ◽  
Adults With Learning Disabilities

I read with interest the article by Bonell-Pascual et al (1999) and would agree that recognition of, and service provision for, the bereaved adult learning disability population is markedly deficient. However, their conclusion that learning disability is a significant predictor of future mental health problems following bereavement is not substantiated and should be interpreted with caution in view of the flawed research methodology.

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