摘要:

Facilitated Communication (FC) is a said by its proponents to allow people thought previously to have little or no expressive language to communicate in sometimes sophisticated ways about themselves, their feelings and their views on the world. These claims challenge accepted understandings of intellectual and cognitive disability and language development. They have naturally caused controversy, the more so since FC involves direct physical guidance being given to enable the individual to spell out messages. Such guidance may permit direct facilitator control of the content of what is being communicated. Several research studies investigating the validity of FC and the possibility of facilitator influence have now been published. All of those described here show that individuals could not communicate beyond their previously recognised language abilities when facilitators have been prevented from knowing what response was required. This evidence alone suggests that the facilitators must shape the message being produced during FC. However, most studies also produced direct evidence that they do indeed do so. There is no basis for encouraging more widespread implementation of FC at the moment.

ISSN:1354-4187    

DOI:10.1111/j.1468-3156.1994.tb00133.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

摘要:

This study examines some of the stresses, rewards and motivations associated with being a carer in a family placement scheme offering long‐term care to adults with learning disabilities. Semi‐structured interviews were carried out with 20 carers in a family placement scheme in the North of England. The carers reported that the greatest stress is caused by factors such as severe incontinence or challenging or asocial behaviour. The rewards gained from being a carer were both altruistic, for example seeing the clients develop towards greater independence, and personal, for example in fulfilling a need to care described in terms of the general caring roles of a parent, spouse or professional carer. The lack of research into this model of care is highligh

ISSN:1354-4187    

DOI:10.1111/j.1468-3156.1994.tb00134.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

摘要:

There has been very little research into work stress experienced by staff working in day care settings. This study describes the steps taken to assess and attempt to reduce stress levels in a day centre for people with learning disabilities. The work was prompted by concern over a high incidence of minor chronic ailments among staff. Assessment was by interview, discussion and questionnaires. High levels of stress were found in staff. The main sources of stress appeared to be ‘work load’ and organisational structure reflecting recent external pressures on the centre. Three one hour long intervention sessions were arranged and plans were made to address the sources of stress. At eight months follow‐up staff were positive about the intervention and specific organisational changes had occurred. Statistically significant changes in stress levels were not found, however. The results and their implications for other day care settings are disc

ISSN:1354-4187    

DOI:10.1111/j.1468-3156.1994.tb00135.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

摘要:

The aim of this paper is to review how issues around HIV and learning difficulties come together to present a challenge for health promotion/HIV prevention and services for people with learning difficulties. This review will also identify the key practice issues which services for people with learning difficulties need to address in relation to HIV and offer a model for developing policy and resources for carrying forward work in this area. The information and arguments presented in this paper are my personal interpretations based on the experiences and issues generated by two areas of work.The first is a series of learning sets organised for South East Thames Regional Health Authority (SETRHA) on HIV and HEP B and services for people with learning difficulties. These were open to managers and staff working in learning difficulty services across agencies and sectors, and have recently been completed. (1) SETRHA Learning Sets. Organised by Paul Cambridge and Hilary Brown at The Tizard Centre. Inputs involved SE London Health Promotion Service (James Nichol) and the Sex Education Team (David Thompson). The second is a needs assessment exercise funded by South East London Health Authority (SELHA), covering the special and ordinary needs of men with learning difficulties who have sex with men in public places. (2) SELHA Needs Assessment Exercise. The steering group developed and conducted the study and included Paul Cambridge (Tizard Centre), Simon Davies (Southside Partnership), James Nichol (SELHPS) and David Thompson (Sex Education Team).

ISSN:1354-4187    

DOI:10.1111/j.1468-3156.1994.tb00136.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

摘要:

While life in small, ordinary type homes in the community is seen as desirable for the majority of people with learning disability, it may not serve the special needs of people with more complex impairment, such as those with additional severe sensory impairment. The case is made for retention and development of specialised residential provision for this group of people and for specialised service centres. This is on the condition that, firstly, such services see their function as the provision of intensive specialist help which equips people to make use of community services, as well as that of providing more permanent care for those whose severity of need requires it. Secondly, that they act as resource centres of ideas and practice which provide training for staff who work in a wide variety of situations with people with sensory impairment. Parallels are drawn between meeting children's special educational needs and the special needs of adults with learning disability. A flexible continuum of provision is seen as desirable to meet the diversity of need.

ISSN:1354-4187    

DOI:10.1111/j.1468-3156.1994.tb00137.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

摘要:

There exists, as yet, no proven service model for people with learning difficulties who are difficult to serve in community settings. This paper describes an initial survey of referrals to separate services for people with a dual diagnosis or behavioural challenges using a structured rating scale. Few significant differences were evident between the populations using the two services, and those which were found related more to the severity of management problems rather than diagnostic criteria. It is suggested that planners and clinicians should avoid producing overlapping services and concentrate instead on unified multidisciplinary assessment and intervention.

ISSN:1354-4187    

DOI:10.1111/j.1468-3156.1994.tb00138.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

摘要:

This paper describes a small pilot project carried out in Bradford in 1991/92, with the aim of assessing the efficacy of goal attainment scaling (GAS) as a tool for setting, monitoring and evaluating goals for people with learning disabilities who attended a day centre. GAS was found to be effective in that service users made good progress towards their goals, and staff found the system simple and quick to use. Since the day centre pilot project the GAS programme has been developed further and introduced into other parts of the learning disabilities service. Following the introduction of a training package aimed at equipping staff with a basic knowledge and understanding of GAS, it is anticipated that staff in both day and residential services will be able to take more of a leading role in the implementation and monitoring of GAS in their own establishments. It is envisaged that the wider implementation of GAS will not only assist in meeting the individual needs of the service's clients, but will also be a valuable quality assurance instrument which will help services evaluate their own performance.

ISSN:1354-4187    

DOI:10.1111/j.1468-3156.1994.tb00139.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

ISSN:1354-4187    

DOI:10.1111/j.1468-3156.1994.tb00140.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

摘要:

Book reviewed in this article:The Assessment of Special Educational Needs: International Perspectivesby Tony Cline (ed.)Practical Record Keeping for Special Schoolsby Hazel LawsonSocial Skills Training and the Professional Helperby John and Mary CollinsThe Reality of Dyslexiaby John Osmond

ISSN:1354-4187    

DOI:10.1111/j.1468-3156.1994.tb00141.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

ISSN:1354-4187    

DOI:10.1111/j.1468-3156.1994.tb00142.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY