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The purpose of this paper is to introduce people working in the field of learning disabilities to the concept of 'protective behaviours' (PBs). It suggests that the PBs approach is relevant to people with learning disabilities, particularly in relation to issues of vulnerability and empowerment. The paper briefly overviews the basic features of the PBs approach and provides examples of its application in clinical settings. It concludes that the PBs process is of fundamental importance to services for people with learning disabilities and recommends that professionals would benefit from attending any training opportunities that may arise. [ABSTRACT FROM AUTHOR]

With the promotion and wider acceptance of the concept of ‘normalization’ and ‘community integration’, an increased number of adults with learning disabilities are living in the community and facing more social and health care problems. The authors describe the introduction of new guardianship laws in Hong Kong with the creation of a Guardianship Board to safeguard the interests of all those who are mentally unable to make decisions about their personal, medical or financial affairs. Some case vignettes are provided to illustrate its functions and roles. By sharing the Hong Kong experience, it is hoped that this paper can raise awareness of circumstances in countries that are planning to develop or reform their guardianship practices for people with learning disabilities. [ABSTRACT FROM AUTHOR]

Until recently, the carer's perspective has dominated research on families who include someone with a learning disability and recent legislation has underlined the carer's rights. Previous research has found that some more able people with learning disabilities were very aware of their parents' growing needs, and were taking on responsibilities within the family to help and support their carer/parents. However, recent legislation still dichotomizes family members into carers and cared-for people. The present paper is based on a research study of the impact of the UK Carers Act 1995 on families with someone with a learning disability. It involved canvassing the views of people with learning disabilities about their experience of assessments and their relationships within the family. The present authors found that many people with learning disabilities expressed empathy for their carer's point of view and that several people (including some who had high support needs themselves) were performing care tasks for their elderly parents. However, no one appeared to recognize the situation as one of mutual care, and parents generally carried on defining themselves as carers since they took responsibility and exercised control. The present authors conclude that mutual caring is far more common than is recognized and includes people with severe learning disabilities. A more holistic approach to assessment of needs is required that can take into account the complex web of interdependence within a family. Rather than categorizing people into 'carers' and 'cared-for', the present authors suggest a model that recognizes mutually supportive partnerships within the family. [ABSTRACT FROM AUTHOR]

Accessible summary In Ireland school leavers with intellectual disabilities were tracked over a 10-year period from 2004 to 2014. Nearly half were no longer known to services after 10 years., In the 5 years after leaving school, most young adults went to either training centres or to care centres. After 10 years, most were placed in care centres. Few were getting help to obtain paid work or were receiving support in the community., New models of day supports are being promoted by the Government but they are not widely available. Shortage of money and pressure to provide places for school leavers may have contributed to the growth of attendances in care centres., Abstract Background In recent years, efforts have been made to improve the transition of pupils with intellectual disabilities to adult services and to offer a wider range of choices. However, there have been few longitudinal studies to monitor the services provided to young adults post-school. This case study in the Republic of Ireland identified the services provided 5 and 10 years after pupils had left school. Method Using records from the National Intellectual Disability Database ( NIDD), a cohort of 3,206 young people aged 14 to 21 years in 2004 were followed up in 2009 and again in 2014. The pathways to different types of services were identified. Results Upwards of 50% of school leavers were no longer in receipt of services 10 years later. Most had mild intellectual disabilities. Of those who were still involved with services, after 5 years most attended either training centres or care centres with small proportions in sheltered workshops or employment schemes. By 2014, most students leaving training centres had transferred to care centres; including those with mild disabilities. There had been little increase in the numbers receiving other types of day support. Conclusions Care centres remain the most common form of day services provided to school leavers in the Republic of Ireland. The economic recession may have contributed to this. Recent government policies aim to promote more innovative day supports with a focus on employment but further cohort studies should monitor the success of these initiatives. [ABSTRACT FROM AUTHOR]

Accessible summary Active support is one of the best ways of getting people with learning disabilities to be busy and to look after themselves., Good relationships between staff and people with learning disabilities are important., This study looked at organising staff to be better at supporting the person with a learning disability. We also got them to record on video how they worked with the person. They watched these videos back so they could find out how to improve their support., The results showed that the staff were better at helping service users do things for themselves and that service users were busier. It is also showed that staff had better relationships with the service users., Abstract Background This study evaluated a package of Active Support ( AS), which included standard training with additional video informed reflective practice. Materials & Methods The training package was implemented as part of a service improvement initiative in four residential intellectual disability homes, using a concurrent multiple baseline across environments design. Training consisted of a 1-day workshop, and follow-up coaching. Momentary time sampling was used to measure engagement levels and staff assistance. A new observational tool was piloted to code the presence of positive and negative interactions between staff and the people with intellectual disabilities. Results Results showed that service user engagement levels and staff assistance increased significantly following the training. There was also a significant increase in positive interactions and a significant decrease in negative interactions between staff and service users. Conclusion The implications of these results are discussed. [ABSTRACT FROM AUTHOR]

Accessible summary Some people who find it hard to manage their emotions can be helped by a therapy called Dialectic Behaviour Therapy (DBT). Some studies show that DBT might help people with an intellectual disability., We ran a group to see if DBT helped people coming to the group to feel better and manage their difficult feelings more easily. Group members brought their support staff to the group., We asked people what they thought about the group and asked them to fill in some questionnaires to see whether they felt better., The group seemed to help people, even after the group ended., We think DBT might be a useful treatment for people with intellectual disabilities., Abstract Background A growing body of evidence supports the use of Dialectic Behaviour Therapy with people with an intellectual disability. Various adaptation have been used in studies exploring the efficacy of this intervention. Method A Dialectic Behaviour Therapy DBT skills training group was attended by people with an intellectual disability and their support staff. Standardised measures of psychological well-being, overall functioning and psychological distress were taken before and after the group and at 4 months follow-up. Qualitative interviews were conducted and analysed using thematic analysis. Results Results suggested an improvement in all areas for three of the four participants, which were largely maintained at follow-up. Conclusions This study adds to the growing literature supporting the use of DBT with people with an intellectual disability. The role of support workers in supporting generalisation of skills is considered. Ideas for improving the quality of future studies are considered. [ABSTRACT FROM AUTHOR]

The success of family placement schemes depends largely on the recruitment of suitable people who are willing to offer placements in their own home yet little research has been undertaken of their characteristics and the reasons for their involvement. Thirty providers of family based placements to adult persons with intellectual disabilities were individually interviewed. All but one were female; two-thirds were aged 50 plus and just over one-third were in employment. The majority of providers have been recruited from the care sector and many had experience of people with intellectual disabilities. Most had come into the schemes because of their personal interest in this client group. No one came solely as a result of seeing an advertisement and only one person explicitly mentioned the financial reimbursement. Over half had been involved for 3 years and more. All felt they gained a great deal of satisfaction and enjoyment from their involvement but stressed the amount of commitment needed to become a provider. The placement providers overall were very satisfied with the way the schemes operated. The main complaint appeared to be in regard to the low payments. Proposals are made for the future development of family placement schemes particularly in the recruitment of providers. [ABSTRACT FROM AUTHOR]

• The Learning Disability Coalition was set up to fight the cuts being made to services for people. • There are 10 organisations involved including People First and the National Forum of people with learning difficulties. • I talked to the manager, Heather Honour, about the work of the organisation and how they are asking for more money for services. • They are also finding out what it is like for people who have had their services cut. [ABSTRACT FROM AUTHOR]