Learning disabilities

The present paper examines the importance of risk when supporting individuals with learning disabilities. It uses data from a small research project designed to examine the perceptions of risk held by users, carers and professionals, as well as the risk policies of agencies. Risk is an important issue in the provision of support. The service users in the present study saw risk primarily in terms of hazards. The carers were concerned about hazards and harm, but recognized the need for risk-taking. The professionals emphasized the importance of reasonable risk-taking.

Using interviews with two parent carers, and with specialist input from Peter McGill (Senior Lecturer in Learning Disability at the University of Kent at Canterbury Tizard Centre), this 40 minute video gives a basic introduction to challenging behaviour associated with severe learning disabilities. The video has been produced for parents and carers of individuals with severe learning disabilities and challenging behaviour, or anyone wanting to understand what it can be like for the families involved.

Psychotropic medications are a treatment commonly used for people with learning disabilities. Legislation and guidance suggest that, for a person to give informed consent to treatment, they must have knowledge of the potential treatment. This study of 21 people with learning disabilities, and their carers and prescribers, living in four different regions of England, suggests that few of the people with learning disabilities were fully informed about their treatment.

The present paper describes conflicts of interest in families which include someone with intellectual disabilities. Data were taken from a study concerned with the 1995 Carers Act. The research examined the experiences and views of 51 families who had some kind of assessment by a social services department. Cases were analysed where it was found that carers, the people for whom they cared and the assessors did not agree about such conflicts. Assessors sometimes stereotyped families and spoke of conflicts of interest when the situation was more complex.

Background: Growing numbers of people with learning disabilities are now living into older age. This study aims to examine the state of knowledge about their lives and the challenges that ageing has for both family carers and policymakers and practitioners.

Materials and Methods: The article synthesises existing research in the fields of learning disability, ageing and family and social care with a view to learning lessons from these separate fields, identifying possibilities for collaboration and identifying gaps in knowledge.

Background  As part of a UK programme of work focusing on older people with intellectual disabilities, the circumstance of those who reside in generic services for older people were investigated.

Materials and methods  Questionnaires were sent to 2570 residential and nursing homes in 53 local authorities across the UK.

Decisions made on behalf of people with a learning disability and their families are often made without any input from the people they affect the most. Mencap's 'Listen and Learn' consultation programme was developed to find what is important to people with learning disabilities. The consultation used surveys, focus groups and interviews with people with learning disabilities, their family members or carers, Mencap members of staff and leaders of local Mencap groups.

The update reports on an action research project which aimed to identify how best to support older family carers and their relatives with learning disabilities plan for a transition from living together in the family home. It found that there are eight distinct stages to this process. Moving on takes time and sensitivity on the part of services and workers. The process must develop at a pace and in a way that retains the confidence of the family carers. Firm plans are only realistic where a move is imminent. Where this is not the case preparation work is still vital. 3 refs. [Summary]

Research into how unpaid carers for people with learning disabilities cope with 'crisis' in their lives and the lives of those they care for was commissioned by Gwalia Housing in Wales. Twenty four carers who had experienced a crisis situation were interviewed. Although carers feedback found great variation in carers experience and definitions of crisis, the most frequent theme was that a crisis was something that stopped carers carrying out their duties.

Summarises a research project jointly commissioned by the Department for Work and Pensions and the Department of Health, which explored how day centres are addressing employment, the relationships between day centres and employment related organisations, and the views and experiences of those who attend day centres and their carers. The research was undertaken to understand current provision and how employment opportunities for people with learning disabilities can be extended.