Duncan Mitchell pays tribute to the impact that Peggy Jay’s political career had on learning disability services and children in hospital

2008 ◽  
Vol 11 (1) ◽  
pp. 26-26
Keyword(s):  
Learning Disability ◽  
Disability Services ◽  
Political Career ◽  
The Impact

scholarly journals The Impact of Training and Staff Attributions on Staff Practice in Learning Disability Services

2002 ◽  
Vol 6 (3) ◽  
pp. 239-251 ◽  
Author(s):  
Karen McKenzie ◽  
Kirstin Sharp ◽  
Donna Paxton ◽  
George C. Murray
Keyword(s):  
Learning Disability ◽  
Disability Services ◽  
The Impact ◽  
Staff Practice

Social climate in Learning Disability services

2014 ◽  
Vol 5 (1) ◽  
pp. 24-37 ◽  
Author(s):  
Laura Willets ◽  
Paul Mooney ◽  
Nicholas Blagden
Keyword(s):  
Learning Disabilities ◽  
Learning Disability ◽  
Psychiatric Patients ◽  
Psychiatric Hospitals ◽  
Learning Disabled ◽  
Social Climate ◽  
Disability Services ◽  
Content Type ◽  
The Social ◽  
The Impact

Purpose – The social climate of psychiatric institutions correlates with multiple outcomes related to staff and patients. Research into social climate in Learning Disability services is limited. Staff and patients in Learning Disability services have documented both positive and negative experiences. No research has directly compared the social climate of Learning Disability and non-Learning Disability psychiatric services. The purpose of this paper is to understand how these compare. The study will also compare staff and patient views of social climate and the impact of security on social climate in Learning Disability services. Design/methodology/approach – A total of 64 patients and 73 staff, from Learning Disability and non-Learning Disability psychiatric hospitals completed the Essen Climate Evaluation Schema (EssenCES) measure of social climate. Findings – Patients in Learning Disability and non-Learning Disability services did not differ in their perceptions of social climate. Staff in non-Learning Disability services had a more positive perception of social climate than staff in Learning Disability services. Patients and staff did not differ in their views on climate. Security was negatively related to patients’ Experienced Safety. Originality/value – The findings suggest that staff perceive that the deficits associated with Learning Disabilities may limit patients’ therapeutic experience and relationships with their peers. Despite this, patients with Learning Disabilities feel supported by their peers, have positive views of the treatment process and feel as safe as non-Learning Disabled psychiatric patients.

The impact of social policy on changes in professional practice within learning disability services: different standards for children and adults? A two-part examination

2011 ◽  
Vol 15 (4) ◽  
pp. 289-299 ◽  
Author(s):  
David G. Race ◽  
Nigel A. Malin
Keyword(s):  
Learning Disability ◽  
Professional Practice ◽  
Large Scale ◽  
Public Expenditure ◽  
Disability Services ◽  
Coalition Government ◽  
Scale Reduction ◽  
Adult Services ◽  
One Year ◽  
The Impact

This is the second of two articles examining links between policy developments and changes in professional practice within learning disability services in England. The first article focused on policy foundations over the last 30 years, and concluded that there was a developing gap in professional inputs between children’s and adult services. This article, written one year into the Coalition government, argues that its policies – especially the large-scale reduction in public expenditure, but also the decline in support for inclusion of children in mainstream education, the rapid growth of academies, and proposals for the reorganization of the NHS – have exacerbated the trends identified earlier. In addition, local authorities, though outwardly compliant, have variously interpreted their responsibilities under the personalization agenda, in particular in relation to individual budgets, and this has resulted in assessments of need being based on ‘service hours’ rather than service quality and staff qualifications.

The Impact of Public Policy on Support Services for Indigenous Families with Children with Special Education Needs

2017 ◽  
Vol 47 (2) ◽  
pp. 198-205 ◽  
Author(s):  
Karen Trimmer ◽  
Roselyn Dixon
Keyword(s):  
National Policy ◽  
Disability Services ◽  
For Profit ◽  
The Past ◽  
Not For Profit ◽  
Special Education Needs ◽  
Provision Of Services ◽  
Education Needs ◽  
Families With Children ◽  
The Impact

In Australia and Europe, government agencies and not-for-profit organisations (NFPOs) have had long involvement in the funding and provision of community disability services. Significant change has occurred in Australia over the past two decades in the way government funds are expended, with marketplace mechanisms increasingly being used. As a consequence of economic and governance imperatives, funding of services via NFPOs has changed significantly with a move away from the provision of grants to the contracting of these organisations for the provision of services. In 2013, a new national policy, the National Disability Insurance Scheme (NDIS), was introduced that has impacts for the provision of disability services for children and their families. In particular, Indigenous families are likely to experience barriers in accessing services. This paper reviews the impact of international changes in policy and associated funding models and considers the impacts and research implications of Australia's initial experience of implementation of the NDIS.

Systemic working in learning disability services: a UK wide survey

2009 ◽  
Vol 37 (3) ◽  
pp. 213-220 ◽  
Author(s):  
Gurpreet Kaur ◽  
Katrina Scior ◽  
Suzanne Wilson
Keyword(s):  
Learning Disability ◽  
Disability Services

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.

scholarly journals Abstract : stomp in HPFT

BJPsych Open ◽  
2021 ◽  
Vol 7 (S1) ◽  
pp. S220-S220
Author(s):  
Anu Sharma ◽  
Kamalika Mukherji ◽  
Chetan Shah
Keyword(s):  
Data Collection ◽  
Learning Disability ◽  
Psychotropic Medication ◽  
Clinical Sample ◽  
Challenging Behaviour ◽  
Psychological Therapies ◽  
Nice Guidance ◽  
The Individual ◽  
Community Team ◽  
The Impact

AimsAnalyse the pattern of psychotropic drug use and deprescribing (in the context of STOMP) in people with Intellectual disability and Challenging behaviour in Hertfordshire community team(s) during 2016-17. STOMP stands for Stopping Over Medication in People with Learning Disability, Autism or both.BackgroundPublic Health England in 2015 estimated that on an average day in England, between 30,000 and 35,000 adults with a learning disability, autism or both were taking prescribed psychotropics without appropriate clinical indications . HPFT signed up to the STOMP pledge in 2017 to actively review psychotropic prescribing in line with NICE guidance alongside patients, carers and professional partnerships. This audit provides the outcomes of applying the STOMP Pledge to clinical practice.MethodData collection for the current audit occurred over Q1-5 in 2016–2017. All patients with Intellectual Disabilities on psychotropic medication were reviewed in psychiatric clinics. Awareness was raised about STOMP in teams. A semi-structured tool was developed based on the Self assessment framework published by the ID faculty RCPsych and prospective data were collected after each outpatient visit.Result347 patients were prescribed psychotropic medication and reviewed quarterly between 2016-2017. 96 patients were prescribed antipsychotics for challenging behaviour. Other prescribed medications included mood stabilisers, anticonvulsants, anti-depressants and benzodiazepines. Common antipsychotics used: Risperidone (63), Aripiprazole (14), Quetiapine (9), Olanzapine (4); Chlorpromazine (2). Four patients were maintained on two antipsychotics in varying combinations. The data collection tool noted that alternatives to medication were tried in 32 cases. Deprescribing occurred in 41 casesConclusionThis study represents an attempt to capture the impact of the STOMP principles in a clinical sample. Various alternatives to medications were pursued in the sample such as positive behaviour support, sensory integration, psychological therapies, social support. Younger adults (under 30 years) represented the largest proportion of cases where medication was increased. Adults over 30 years represented the largest proportion of cases where a STOMP reduction occurred. This may reflect the individual factors at play. Younger people with ID and /or Autism are more likely to experience changes in support and structure at transition, whilst older adults may have more physical comorbidities that may influence this decision.zcvv

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