A review of the literature: interventions to maximize capacity to consent and reduce anxiety of women with learning disabilities preparing for a cervical smear test

2002 ◽  
Vol 15 (3) ◽  
pp. 173-185 ◽  
Author(s):  
Sallyanne Broughton
Keyword(s):  
Learning Disabilities ◽  
Learning Disability ◽  
Cervical Screening ◽  
Complex Nature ◽  
Relaxation Techniques ◽  
Cervical Smear ◽  
Capacity To Consent ◽  
Smear Test ◽  
Key Issues ◽  
Screening Services

Due to the complex nature of the cervical screening for women with learning disabilities, this literature review has several different strands. The aim of which is to give a general overview of the literature available about women with learning disabilities and cervical screening. Discussing key issues in relation to uptake, access and risk factors associated with cervical screening. The role of the learning disability nurse in supporting access to cervical screening services within primary care will be explored. The notion that anxiety and a woman's capacity to consent impacts on her accessing cervical screening services and ultimately undergoing a cervical smear test, will be examined. Relaxation techniques with regard to ascertaining which techniques are more effective when used with individuals with a learning disability will also be discussed.

scholarly journals P63 Improving cervical smear uptake through an Automated Voice Messages Reminder

BJS Open ◽  
2021 ◽  
Vol 5 (Supplement_1) ◽  
Author(s):  
Francesca Bladt ◽  
Felyx Wong ◽  
Francesca Bladt
Keyword(s):  
Cervical Cancer ◽  
Low Cost ◽  
Cervical Screening ◽  
Telephone Triage ◽  
Cervical Smear ◽  
Screening Programs ◽  
Smear Test ◽  
Voice Message ◽  
The Uk ◽  
Busy Schedule

Abstract National cervical screening programs have played a pivotal role in the prevention of cervical cancer. However, practices across the UK have reached an all-time low in cervical screening uptake. This study aimed to assess the efficacy of implementing an automated voice message reminder within the local general practice (GP) telephone triage system and explore the reasons which deter eligible patients away from cervical screening. A 20-second voice-message reminder in the telephone queue was played, addressing key risk factors along with a message from a child who lost his mother to cervical cancer. From the anonymised GP database, weekly new smear test bookings were monitored from 4 weeks prior until 2 weeks after the intervention was implemented. To qualitatively assess factors which deter patients away from screening, female patients were randomly sampled to fill in an anonymous questionnaire. The use of a low-cost 20 second voice message in the telephone queue across UK GP practices could be an effective method to increase cervical smear test coverage towards the national target of 80%. 35 questionnaire responses were received, main themes reported for not attending screening include embarrassment(37%), busy schedule(32%) and cultural differences(24%). In the week following the intervention, cervical smear tests increased more than 2-fold, from an average of 12 to 26 smears per week. This could be partly due to the convenient timing of voice recording, reminding them to book both appointments simultaneously and the child’s emotive message.

Self-Esteem, Compliance, and Cervical Screening

1995 ◽  
Vol 77 (3) ◽  
pp. 891-898 ◽  
Author(s):  
J. R. Wilson ◽  
J. A. Fazey
Keyword(s):  
Cervical Screening ◽  
Semantic Differential ◽  
Self Esteem ◽  
Cervical Smear ◽  
Smear Test ◽  
Health Related ◽  
Personal Questionnaire

A computerized version of the semantic differential was administered to 57 respondents and 43 nonrespondents to invitations for a cervical smear test. 26 concepts pertaining to emotional, social, parental, and health-related domains were tested. The semantic differential was followed by a personal questionnaire. Analysis indicated that fear, worry, and embarrassment were negatively correlated with the decision to have a cervical smear test. Respondents seemed to have higher self-esteem and better relationships with their husbands than nonrespondents.

Specific Learning Disabilities

2018 ◽  
Author(s):  
Christopher J. Lonigan
Keyword(s):  
Learning Disabilities ◽  
Learning Disability ◽  
Language Proficiency ◽  
Medical Condition ◽  
Neurodevelopmental Disorder ◽  
Opportunity To Learn ◽  
Specific Learning Disability ◽  
Specific Learning Disabilities ◽  
Low Achievement ◽  
Specific Learning

Specific learning disability is a common neurodevelopmental disorder affecting about 5–8% of the school-aged population. A key concept in specific learning disabilities is unexpected low achievement. An individual whose achievement in reading, math, or writing is both low and less than what would be expected based on developmental capacity and opportunity to learn and whose low achievement cannot be explained by a sensory impairment, limited language proficiency, or other impairing medical condition is considered to have a specific learning disability. This chapter provides an overview of issues and challenges involved in the identification and diagnosis of a specific learning disability, and it provides information on prevalence, epidemiology, and interventions for specific learning disabilities. Response-to-instruction models of identification hold promise for the identification of individuals with a specific learning disability, and they provide a means for the identification of false positives while enhancing the instructional context for children at risk.

Deficits in musical rhythm perception in children with specific learning disabilities

2021 ◽  
pp. 1-7
Author(s):  
Vasudha Hande ◽  
Shantala Hegde
Keyword(s):  
Learning Disabilities ◽  
Learning Disability ◽  
Language Processing ◽  
Phonological Processing ◽  
Specific Learning Disability ◽  
Specific Learning Disabilities ◽  
Target Language ◽  
Rhythm Perception ◽  
Musical Rhythm ◽  
Specific Learning

BACKGROUND: A specific learning disability comes with a cluster of deficits in the neurocognitive domain. Phonological processing deficits have been the core of different types of specific learning disabilities. In addition to difficulties in phonological processing and cognitive deficits, children with specific learning disability (SLD) are known to also found have deficits in more innate non-language-based skills like musical rhythm processing. OBJECTIVES: This paper reviews studies in the area of musical rhythm perception in children with SLD. An attempt was made to throw light on beneficial effects of music and rhythm-based intervention and their underlying mechanism. METHODS: A hypothesis-driven review of research in the domain of rhythm deficits and rhythm-based intervention in children with SLD was carried out. RESULTS: A summary of the reviewed literature highlights that music and language processing have shared neural underpinnings. Children with SLD in addition to difficulties in language processing and other neurocognitive deficits are known to have deficits in music and rhythm perception. This is explained in the background of deficits in auditory skills, perceptuo-motor skills and timing skills. Attempt has been made in the field to understand the effect of music training on the children’s auditory processing and language development. Music and rhythm-based intervention emerges as a powerful intervention method to target language processing and other neurocognitive functions. Future studies in this direction are highly underscored. CONCLUSIONS: Suggestions for future research on music-based interventions have been discussed.

The Psychologist-Educator Views the Relationship of Vision to Reading and Related Learning Disabilities

1981 ◽  
Vol 14 (10) ◽  
pp. 565-567 ◽  
Author(s):  
Jules C. Abrams
Keyword(s):  
Learning Disabilities ◽  
Visual Field ◽  
Visual Perception ◽  
Learning Disability ◽  
Visual Defects ◽  
Considerable Controversy ◽  
Visual Problems ◽  
Relationship Of ◽  
The Relationship

The role of visual problems in learning disability has been a source of considerable controversy for many years. One major issue in the continuing argument is the frequent confusion of labels and concepts in the visual field. It is important to view vision as a psychophysiologic mechanism and to differentiate it from a mechanistic orientation emphasizing the eyes. Most visual problems related to learning disability represent a breakdown in the ability of the eyes to function in an harmonious fashion, that is, some interference in binocular function. While visual defects should not be confused with defects in visual perception, the identification and treatment of visual problems is an important element in the diagnosis and remediation of learning disabilities.

scholarly journals Learning disability market position statements, are they fit for purpose?

2017 ◽  
Vol 22 (4) ◽  
pp. 198-205 ◽  
Author(s):  
Sarah Broadhurst ◽  
Keri Landau
Keyword(s):  
Learning Disabilities ◽  
Learning Disability ◽  
Good Practice ◽  
Market Position ◽  
Content Type ◽  
Fit For Purpose ◽  
Potential Impact ◽  
Senior Officers ◽  
Market Shaping

Purpose The purpose of this paper is to review whether current learning disability market position statements (MPS) are actually helping to shape the market and explore their implications for people with learning disabilities and their families. Design/methodology/approach Published learning disability MPS were identified via the Institute of Public Care’s MPS database. The quality of the MPS was analysed using a good practice checklist developed by a range of stakeholders. Findings Learning disability MPS are not currently fit for purpose. They demonstrate that local authorities are not fully engaging in their market-shaping duties, as required under The Care Act 2014. It is suggested that this is in part due to the lack of recognition that market shaping is a council-wide responsibility and can only be successful if senior officers across the council (and their partners) acknowledge this and are held accountable. Unless this happens, people with learning disabilities will continue to lack the enablers that support them to lead the lives they choose in their communities. Originality/value This is the first review of the quality and potential impact of learning disability MPS.

Learning disability and the Scottish Mental Health Act

2017 ◽  
Vol 11 (2) ◽  
pp. 74-82
Author(s):  
Heather Welsh ◽  
Gary Morrison
Keyword(s):  
Mental Health ◽  
Mental Illness ◽  
Learning Disabilities ◽  
Mental Disorder ◽  
Learning Disability ◽  
Psychotic Disorders ◽  
Content Type ◽  
Mental Health Legislation ◽  
Scottish Government ◽  
Health Legislation

Purpose The purpose of this paper is to investigate the use of the Mental Health (Care and Treatment) (Scotland) Act 2003 for people with learning disabilities in Scotland, in the context of the recent commitment by the Scottish Government to review the place of learning disability (LD) within the Act. Design/methodology/approach All current compulsory treatment orders (CTO) including LD as a type of mental disorder were identified and reviewed. Data was collected on duration and type of detention (hospital or community based) for all orders. For those with additional mental illness and/or personality disorder, diagnoses were recorded. For those with LD only, symptoms, severity of LD and treatment were recorded. Findings In total, 11 per cent of CTOs included LD as a type of mental disorder. The majority of these also included mental illness. The duration of detention for people with LD only was almost double that for those without LD. A variety of mental illness diagnoses were represented, psychotic disorders being the most common (54 per cent). Treatment was broad and multidisciplinary. In all, 87 per cent of people with LD only were prescribed psychotropic medication authorised by CTO. Originality/value There has been limited research on the use of mental health legislation for people with learning disabilities. This project aids understanding of current practice and will be of interest to readers both in Scotland and further afield. It will inform the review of LD as a type of mental disorder under Scottish mental health law, including consideration of the need for specific legislation.

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