Supporting People with Learning Disabilities in Health & Social Care
Publication Year: 2012
Supporting People with Learning Disabilities in Health and Social Care is a reflective and evidence-based book that will equip students and professionals with the knowledge and skills they need. Chapters discuss core issues, while a case-study approach ensures a solid grounding in practical skills. This practical element is further reinforced by the inclusion of service-user and practitioner ‘voices’, whose lived experiences make the book even more engaging, as well as a range of reflective exercises and regular opportunities for readers to self-audit their learning.
- Front Matter
- Subject Index
- Chapter 1: Social Policy Tensions – Empowerment and Vulnerability
- Chapter 2: The History and Context of Learning Disability: A Parent's Perspective
- Chapter 3: Enabling People with Learning Disabilities to be Valued Citizens
- Chapter 4: Living with a Learning Disability
- Chapter 5: Enabling Families: A Model of Helping
- Chapter 6: Building Positive Relationships with People with Learning Disabilities
- Chapter 7: Promoting Effective Communication
- Chapter 8: Health and Well-Being
- Chapter 9: Epilepsy, Pain and End of Life Care: Healthcare Issues for People with Learning Disabilities
- Chapter 10: Meeting Some Specific Mental Health Needs of People with Learning Disabilities
- Chapter 11: People with Learning Disabilities in the Criminal Justice System
- Chapter 12: Professional Practice
The Natural Home[Page ii]
SAGE has been part of the global academic community since 1965, supporting high quality research and learning that transforms society and our understanding of individuals, groups, and cultures. SAGE is the independent, innovative, natural home for authors, editors and societies who share our commitment and passion for the social sciences.
Find out more at: http://www.sagepublications.com
Editorial arrangement © Eric Broussine and Kim Scarborough 2012
Chapter 1 © Jonathan Coles 2012
Chapter 2 © Jackie Edwards 2012
Chapter 3 © Sue Hogarth 2012
Chapter 4 © Dawn Rooke and Kim Scarborough 2012
Chapter 5 © Neil Summers 2012
Chapter 6 © Eric Broussine 2012
Chapter 7 © Robert Pardoe 2012
Chapter 8 © Matthew Godsell 2012
Chapter 9 © Amelia Oughtibridge 2012
Chapter 10 © Alan Nuttall 2012
Chapter 11 © Sarah Campbell and Wendy Goodman 2012
Chapter 12 © Crispin Hebron
First published 2012
Apart from any fair dealing for the purposes of research or private study, or criticism or review, as permitted under the Copyright, Designs and Patents Act, 1988, this publication may be reproduced, stored or transmitted in any form, or by any means, only with the prior permission in writing of the publishers, or in the case of reprographic reproduction, in accordance with the terms of licences issued by the Copyright Licensing Agency. Enquiries concerning reproduction outside those terms should be sent to the publishers.
SAGE Publications Ltd
1 Oliver's Yard
55 City Road
London EC1Y 1SP
SAGE Publications Inc.
2455 Teller Road
Thousand Oaks, California 91320
SAGE Publications India Pvt Ltd
B 1/I 1 Mohan Cooperative Industrial Area
New Delhi 110 044
SAGE Publications Asia-Pacific Pte Ltd
3 Church Street
#10-04 Samsung Hub
Library of Congress Control Number: 2011928955
British Library Cataloguing in Publication data
A catalogue record for this book is available from the British Library
ISBN 978-1-84920-084-4 (pbk)
Typeset by C&M Digitals (P) Ltd, Chennai, India
Printed by MPG Books Group, Bodmin, Cornwall
Printed on paper from sustainable resources
List of Figures and Tables[Page vii]Figures
- 1.1 The What? Model of Structured Reflection and its Relationship to an Experiential Learning Cycle 10
- 2.1 The What? Model of Structured Reflection and Associated Trigger Questions 11
- 5.1 Elements of Empowerment: Parent 92
- 5.2 Elements of Disempowerment: Parent and Workers 92
- 5.3 A Model of Helping 93
- 6.1 The Johari Window (Luft, 1969) 109
- 8.1 Theory and Context–Mechanism–Outcomes Relationships 140
- 8.2 Levels to Consider in Decision Making 141
- 8.3 Required Outcomes of an Effective Person Centred Plan 146
Notes on the Editors and Contributors[Page viii]
Eric Broussine is a Senior Lecturer at the University of the West of England, Bristol. He teaches a range of subjects across all nursing programmes but specifically focuses on communication and interpersonal skills. He has a particular interest in the mental health needs of people with learning disabilities and autism. He chairs a nurse elective group and has developed strong links with learning disability services in Croatia.
Kim Scarborough is a National Teaching Fellow who works at the University of the West of England, Bristol. She has worked with people who have a learning disability for 30 years and now focuses on their involvement in the education of health and social care professionals.
Jonathan Coles is a Senior Lecturer in learning disabilities studies in the Faculty of Health and Life Sciences at the University of the West of England. He has both a practice and research interest in the involvement of service users and carers in both social care service development and also education and training for social care staff.
Jackie Edwards is the mother of 3 young men. Her middle son has learning disabilities. Jackie has worked with family carers since 1997 highlighting the need for professionals and families to work in partnership to ensure the best outcomes for individuals who are not able to speak for themselves.
Sue Hogarth works for Gloucestershire County Council as the Learning Disability Partnership Board Support Officer. Sue has worked for over 20 years in the learning disability field, including the development and management of courses in further education. Sue has also set up and supported members to run an independent self-advocacy group.
Dawn Rooke is a mother to three boys, two of which have autistic spectrum disorders and learning difficulties, and carer to a husband with complex medical conditions.
Dawn volunteers as a trainer in Transition, Person Centred Thinking Skills and is also a Visiting Lecturer at UWE in Bristol, where she speaks on autism, person centred planning and the carer's views and experiences.[Page ix]
Neil Summers is a Senior Lecturer working at The University of the West of England, Bristol. He has been working with children with special educational needs and their families for 30 years. He has a research interest in how professionals support families with children with special needs. He has experience of facilitating mixed groups of professionals, students, carers and users of services. His work is focussed on collaboration and partnership with families and has an interest in widening access in higher education.
Robert Parode is Programme Leader for the BSc (Hons) Learning Disabilities Nursing programme at UWE Bristol. Robert also teaches a range of modules related to communication, relationship building, inter-professional working and challenging behaviour. He has been a Registered Nurse for 25 years, a Senior Lecturer for 19 years and a Social Worker for 10 years.
Matthew Godsell is a Senior Lecturer in the School of Learning Disabilities in the Faculty of Health and Life Sciences at the University of the West of England, Bristol. His current interests are social policy, developing evidence based practice and the history of specialised services for people with learning disabilities.
Amelia Oughtibridge has a background in both community residential services and community nursing for people with learning disabilities. She has specialist expertise in meeting the complex health care needs of the population, in particular end of life care, and is the current Vice Chair of the Palliative Care for People with Learning Disabilities (PCPLD) Network. As Lead Nurse and Team Co-ordinator for Wiltshire Learning Disability Services, Amelia continues to develop her interest in health facilitation and promotion.
Alan Nuttall has worked as a nurse for people with learning disabilities for over 30 years, as a ward and residential home manager. He has been involved in creating several new residential services for people with complex emotional needs. He is currently employed as Positive Behaviour Support Manager for Milestones Trust, an organisation which supports people with learning disabilities and mental health needs, including dementia.
Wendy Goodman is a registered mental health nurse with 22 years' post registration experience working in forensic health care including 12 years in medium secure provision and 10 years as senior nurse with a community forensic learning disabilities team. Her current role involves providing assessment and therapeutic interventions for offenders who have learning disabilities in community settings.
Sarah Campbell has 27 years experience as a nurse and 12 years working in forensic and offending healthcare in the Gloucester area. In 2007 Sarah returned to offender health, taking the role of Mental Health Service [Page x]Manager and then Clinical Services Manager at HMP Gloucester. She is currently the Service Manager for Mental Health at HMP Hewell in Redditch.
Crispin Hebron is a Non Medical Consultant in a Mental Health and Learning Disability Foundation Trust. He has previously worked in the NHS and third sector in a range of nursing, project and management roles. He is currently contributing as an investigator to the Confidential Inquiry into premature deaths in people with learning disabilities run by the Norah Fry Research Centre at Bristol University.