Search results

1 – 10 of 56
Article
Publication date: 2 December 2014

P. Heslop, P. Blair, P. Fleming, M. Hoghton, A. Marriott and L. Russ

The purpose of this paper is to report the findings of the Confidential Inquiry into premature deaths of people with intellectual disabilities (CIPOLD) in relation to the Mental…

Abstract

Purpose

The purpose of this paper is to report the findings of the Confidential Inquiry into premature deaths of people with intellectual disabilities (CIPOLD) in relation to the Mental Capacity Act (England and Wales) (MCA) 2005.

Design/methodology/approach

CIPOLD reviewed the deaths of all known people with intellectual disabilities (ID) aged four years and over who had lived in the study area and died between 2010 and 2012.

Findings

The deaths of 234 people with ID aged 16 years and over were reviewed. There were two key issues regarding how the MCA was related to premature deaths of people with ID. The first was of the lack of adherence to aspects of the Act, particularly regarding assessments of capacity and best interests decision-making processes. The second was a lack of understanding of specific aspects of the Act itself, particularly the definition of “serious medical treatment” and in relation to Do Not Attempt Cardiopulmonary Resuscitation guidelines.

Research limitations/implications

CIPOLD did not set out to specifically evaluate adherence to the MCA. It may be that there were other aspects relating to the MCA that were of note, but were not directly related to the deaths of individuals.

Practical implications

Addressing the findings of the Confidential Inquiry in relation to the understanding of, and adherence to, the MCA requires action at national, local and individual levels. Safeguarding is everyone's responsibility, and in challenging decision-making processes that are not aligned with the MCA, the authors are just as effectively protecting people with ID as are when the authors report wilful neglect or abuse.

Originality/value

CIPOLD undertook a retrospective, detailed investigation into the sequence of events leading to the deaths of people with ID. To the authors’ knowledge, this is the first time that such research has associated a lack of adherence to the MCA to premature deaths within a safeguarding framework.

Details

The Journal of Adult Protection, vol. 16 no. 6
Type: Research Article
ISSN: 1466-8203

Keywords

Article
Publication date: 1 June 2003

Johan Elliott, Chris Hatton and Eric Emerson

The paper presents a comprehensive review of the UK research literature on the health needs of people with learning disabilities, and the response of mainstream health services to…

Abstract

The paper presents a comprehensive review of the UK research literature on the health needs of people with learning disabilities, and the response of mainstream health services to those health needs. Evidence from the review, although limited in some areas, clearly demonstrates that people with learning disabilities in the UK have significantly poorer health than the UK population generally in a number of priority areas for the NHS. Furthermore, people with learning disabilities have particularly poor health in a number of additional areas involving significant mainstream NHS resources. Despite these considerably greater health needs, people with learning disabilities receive poorer support from mainstream health services, across primary care, hospital services and screening programmes.The findings of the review indicate that mainstream NHS services should not only include people with learning disabilities, but also prioritise them as a particularly vulnerable group requiring urgent attention if general NHS priorities for health inequalities and service standards are to be met.

Details

Journal of Integrated Care, vol. 11 no. 3
Type: Research Article
ISSN: 1476-9018

Keywords

Abstract

Details

Tizard Learning Disability Review, vol. 16 no. 1
Type: Research Article
ISSN: 1359-5474

Article
Publication date: 30 September 2014

Gyles Glover, Anna Christie and Chris Hatton

The purpose of this paper is to present information from the Joint Health and Social Care Self-Assessment Framework (JHSCSAF) on reported rates of cervical cancer, breast cancer…

Abstract

Purpose

The purpose of this paper is to present information from the Joint Health and Social Care Self-Assessment Framework (JHSCSAF) on reported rates of cervical cancer, breast cancer and bowel cancer screening for eligible people with learning disabilities in England in 2012/2013 compared to screening rates for the general population.

Design/methodology/approach

Between 94 and 101 Learning Disability Partnership Boards, as part of the JHSCSAF, provided information to allow the calculation of rates of cervical cancer, breast cancer and bowel cancer screening in their locality, for eligible people with learning disabilities and for the population as a whole.

Findings

At a national level, reported cancer screening coverage for eligible people with learning disabilities was substantially lower than for the population as a whole (cervical cancer screening 27.6 per cent of people with learning disabilities vs 70 per cent of total population; breast cancer screening 36.8 per cent of people with learning disabilities vs 57.8 per cent of total population; bowel cancer screening 28.1 per cent of people with learning disabilities vs 40.5 per cent of the general population). There were considerable geographical variations in reported coverage for all three screening programmes.

Originality/value

Consistent with previous research, localities in England report cancer screening rates for eligible people with learning disabilities considerably below those of the general population. There is an urgent need to address data availability and quality issues, as well as reasonable adjustments to cancer screening programmes to ensure uniformly high rates of cancer screening for people with learning disabilities across England.

Details

Tizard Learning Disability Review, vol. 19 no. 4
Type: Research Article
ISSN: 1359-5474

Keywords

Article
Publication date: 6 April 2012

Pauline Heslop, Anna Marriott, Peter Fleming, Matt Hoghton and Lesley Russ

This paper seeks to provide a commentary on the previous paper in this issue “Does he have sugar in his tea? Communication between people with learning disabilities, their carers…

591

Abstract

Purpose

This paper seeks to provide a commentary on the previous paper in this issue “Does he have sugar in his tea? Communication between people with learning disabilities, their carers and hospital staff”.

Design/methodology/approach

This commentary outlines some “reasonable adjustments” for people with learning disabilities in primary and secondary care.

Findings

The paper finds that there is a potential for Hospital Passport‐type documents to provide a better link between individuals and primary and secondary healthcare services.

Originality/value

The paper suggests that one way of helping to improve outcomes for people with learning disabilities would be to work more creatively across traditional boundaries.

Details

Tizard Learning Disability Review, vol. 17 no. 2
Type: Research Article
ISSN: 1359-5474

Keywords

Article
Publication date: 20 January 2023

Daniel James Acton, Sujeet Jaydeokar and Steven Jones

A systematic review of the literature was completed to examine the needs of those who provide care to people with intellectual disability and dementia. The purpose of this paper…

Abstract

Purpose

A systematic review of the literature was completed to examine the needs of those who provide care to people with intellectual disability and dementia. The purpose of this paper was to develop an understanding of the complexities, challenges and support available to meet the needs of an ageing population.

Design/methodology/approach

A qualitative evidence synthesis was used to appraise 12 studies. An evidence synthesis approach was used to better understand the challenges caregivers experience in caring for a person with intellectual disability and dementia. Aggregating and integrating findings from multiple studies allowed to identify inconsistencies, quality, relationships and trends to enhance the awareness of gaps in care provision.

Findings

There were six main domains identified from the available literature which included: gaps in knowledge and skills, early identification of dementia and associated difficulties, managing behaviour, coping, burden of care and Impact on confidence.

Originality/value

To the best of the authors’ knowledge, this is the first paper to use qualitative evidence synthesis to understand the challenges of caring for a person with intellectual disability and dementia.

Details

Advances in Mental Health and Intellectual Disabilities, vol. 17 no. 1
Type: Research Article
ISSN: 2044-1282

Keywords

Article
Publication date: 1 April 2014

Julie Foster and Bob Marks

– The purpose of this commentary is to reflect on the implications for practice and lessons that can be drawn from the case study presented.

124

Abstract

Purpose

The purpose of this commentary is to reflect on the implications for practice and lessons that can be drawn from the case study presented.

Design/methodology/approach

The commentary is based on a review of the case study and tools available to support practice.

Findings

The case study highlights weaknesses in the way that access to healthcare is currently facilitated for people with learning disabilities.

Originality/value

The commentary explores the lessons to be drawn from the case study in the wider context of health facilitation.

Details

Tizard Learning Disability Review, vol. 19 no. 2
Type: Research Article
ISSN: 1359-5474

Keywords

Article
Publication date: 12 May 2023

Daniel James Acton, Sujeet Jaydeokar and Steven Jones

Education and training is vital in improving age-related care provisions. However, a lack of awareness and understanding of dementia could be a factor in meeting the age-related…

Abstract

Purpose

Education and training is vital in improving age-related care provisions. However, a lack of awareness and understanding of dementia could be a factor in meeting the age-related needs of people. This paper aims to examine the impact dementia education has on caregivers’ confidence to provide person-centred care for people with intellectual disability and identifies additional training needs.

Design/methodology/approach

A systematic scoping review was completed using preferred reporting items for systematic reviews and meta-analyses to guide the process of mapping existing evidence of dementia education and training programmes available to caregivers of people with intellectual disability.

Findings

A search of five electronic databases identified 11 articles that reported on the role of dementia education in improving the knowledge of caregivers in effectively delivering the age-related care. Findings suggest that improved training provision is needed to support early diagnosis and increase caregivers’ confidence in meeting the physical and psychological needs of older adults with intellectual disability.

Originality/value

This review contributes to the literature by identifying the value of and need for continued development in dementia education and training to improve person-centred dementia care.

Details

Advances in Mental Health and Intellectual Disabilities, vol. 17 no. 3
Type: Research Article
ISSN: 2044-1282

Keywords

Article
Publication date: 1 January 2014

Jo Kirk, Aneet Sehmi, Charlotte Hazeldine, Gemma Palmer and Georgina Ruddle

There is a move to make primary care models of mental health care more accessible to people with intellectual disabilities (IAPT, 2009) but little evidence of their ability of…

1142

Abstract

Purpose

There is a move to make primary care models of mental health care more accessible to people with intellectual disabilities (IAPT, 2009) but little evidence of their ability of services to make the necessary reasonable adjustments or their effectiveness (Dodd et al., 2011). The purpose of this paper is to describe a pilot project to evaluate an anxiety management group co-facilitated by Least Intervention First Time (LIFT) Psychology and Community Team for People with Learning Disabilities (CTPLD) services.

Design/methodology/approach

Five people attended a nine-week anxiety management group, adapted from a course offered by LIFT services. The Glasgow Anxiety Scale (GAS-ID) and a skills and knowledge assessment were completed pre-group, post-group and follow-up to evaluate outcome and consider the ability of LIFT to make reasonable adjustments to deliver effective services for people with intellectual disabilities.

Findings

Participants showed no significant reduction in anxiety levels but improvements in their skills and knowledge. An evaluation of the adjustments to make the group accessible for people with intellectual disabilities identified that some were feasible if offering the group on a long-term basis, and others were not. The viability of future groups is considered.

Originality/value

The paper looks at the viability of making reasonable adjustments to psychoeducational groups within Improving Access to Psychological Therapies services to better meet the needs of people with intellectual disabilities, an area of limited research. It raises dilemmas and considerations for the future development of such services.

Details

Advances in Mental Health and Intellectual Disabilities, vol. 8 no. 1
Type: Research Article
ISSN: 2044-1282

Keywords

Article
Publication date: 5 September 2016

Grégoire Billon, Chris Attoe, Karina Marshall-Tate, Samantha Riches, James Wheildon and Sean Cross

The purpose of this paper is to discuss the role of education and training in addressing health inequalities in intellectual disabilities, before examining innovative approaches…

Abstract

Purpose

The purpose of this paper is to discuss the role of education and training in addressing health inequalities in intellectual disabilities, before examining innovative approaches to healthcare education. Preliminary findings of a simulation training course to support healthcare professionals to work with people with intellectual disability are then presented.

Design/methodology/approach

This study employed a mixed methods design to assess the impact of the simulation course. Quantitative data were collected using the Healthcare Skills Questionnaire and a self-report confidence measure; qualitative data were collected using post-course survey with free text responses to open questions.

Findings

Healthcare skills and confidence showed statistical improvements from pre- to post-course. Qualitative analyses demonstrated that participants perceived improvements to: attitudes, communication skills, reasonable adjustments, interprofessional and multi-disciplinary working, knowledge of key issues in working with people with intellectual disabilities.

Practical implications

Encouraging findings imply that simulation training to address health inequalities in intellectual disabilities is a valuable resource that merits further development. This training should be rolled out more widely, along with ongoing longitudinal evaluation via robust methods to gauge the impact on participants, their workplaces, and people with intellectual disabilities.

Originality/value

The authors believe this paper to be the first to assess an interprofessional, high-fidelity simulation course, using actors as simulated patients to address the mental and physical health needs of people with intellectual disabilities. The rigorous use of co-production and co-delivery, alongside promising findings for this training method, represent a useful contribution to the literature.

Details

Advances in Mental Health and Intellectual Disabilities, vol. 10 no. 5
Type: Research Article
ISSN: 2044-1282

Keywords

1 – 10 of 56