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In terms of data, young people who have been adopted are an invisible population in Northern Ireland schools. With increasing knowledge of the impact of being an adoptee and adverse childhood experiences, and greater understanding of the importance of attachment, more research into the school experience of adopted young people is necessary. This study aimed to capture the perspective of adoptees aged 16-21 years on the impact of being an adoptee and their experience of mainstream school in Northern Ireland. Data was collected through one-to-one, face-to-face interviews with nine participants. Interviews were recorded, transcribed and analysed thematically using NVivo. The findings were in keeping with the main themes identified in a review of international literature exploring the experience of adopted children in school. While every participant's experience was unique, common challenges in school, as a result of the impact of their early life experiences, could be identified. How teachers responded to the needs of the participants was a key determinant in their overall experience of school. The study revealed that not every member of staff or school provided the support and understanding that was needed and this had a detrimental impact on the participant's emotional well-being and their ability to thrive. However, when the staff and culture of the school was informed, empathetic and supportive, participants overcame challenges and experienced success.

This article discusses the findings from a study to assess the impact of corrective eye treatment in adults with a learning disability. The Special Visual Assessment Clinic (SVAC) is an optometry led multi professional service delivered in a Resource Centre in Belfast, Northern Ireland. The study, which included user and carer input in its design, involved people with a learning disability (15), their family carers (21) and staff (12) in interviews, group discussions, completion of checklists and clinical audit. Findings revealed that prior to the SVAC taking place there was limited awareness of vision related problems amongst all these groups. Following assessment and corrective treatment which, in the main included the provision of glasses, there was a heightened awareness of visual needs and of the benefits of eye examinations which included some tentative links to quality of life.

A survey of 43 service professionals in Northern Ireland attempted to identify the number of people with intellectual disability diagnosed with or thought to have dementia and their service needs. Findings indicated patchy diagnostic services, exclusion from elderly services, and carers' needs for extra resources and training. (Contains 4 references.) (Author/DB)

In terms of data, young people who have been adopted are an invisible population in Northern Ireland schools. With increasing knowledge of the impact of being an adoptee and adverse childhood experiences, and greater understanding of the importance of attachment, more research into the school experience of adopted young people is necessary. This study aimed to capture the perspective of adoptees aged 16–21 years on the impact of being an adoptee and their experience of mainstream school in Northern Ireland. Data was collected through one-to-one, face-to-face interviews with nine participants. Interviews were recorded, transcribed and analysed thematically using NVivo. The findings were in keeping with the main themes identified in a review of international literature exploring the experience of adopted children in school. While every participant's experience was unique, common challenges in school, as a result of the impact of their early life experiences, could be identified. How teachers responded to the needs of the participants was a key determinant in their overall experience of school. The study revealed that not every member of staff or school provided the support and understanding that was needed and this had a detrimental impact on the participant's emotional well-being and their ability to thrive. However, when the staff and culture of the school was informed, empathetic and supportive, participants overcame challenges and experienced success. [ABSTRACT FROM AUTHOR]

Dual Sensory Loss and learning disability is a historically neglected area of social work practice. This paper presents one element of a research study conducted with a health and social care provider in Northern Ireland. It explored staff experiences of assessing adults and children with a dual sensory loss and learning disability. Two sensory disability team managers, eight social workers and two rehabilitation officers were interviewed across sensory disability, learning disability and children with disability teams. Current levels of engagement and ways in which more inclusive services and practices could be developed were explored. Staff views indicate that there is minimal engagement between staff and service users with unique, complex needs. Staff use a range of tools, resources and skills in an attempt to promote inclusion and engagement. The paper concludes that to promote engagement staff need to develop their practice, making effective use of tools and resources. Staff skills and knowledge can be enhanced through training which is targeted, relevant and specific. There needs to be commitment to sharing good practice and cascading learning throughout teams. This will enable service users to have input into their own assessments which will form the cornerstone of all ongoing interventions. [ABSTRACT FROM AUTHOR]

The lack of robust evaluation of training outcomes has been noted within the delivery of Health & Social Care across the UK. The impact on adult mental health of poor emotional care during infancy and early childhood has also been highlighted by the relatively recent advancements in neuroscience. This study used pre- and post-testing to assess practice across three key domains. The gains observed in staff knowledge and confidence post-training are directly attributable to the training: p <.001 (Knowledge Scores) and p =.001 (Self-Efficacy Scores). Key findings also indicate that Infant Mental Health (IMH) training has potential to encourage staff in Adult Services to take more ownership of a family focused agenda and that current service provision struggles to meet the needs of high-risk infants. With a clear focus on robust methodology, this study measures IMH training outcomes on a multi-professional basis across Adult Mental Health and Children's Services within one Health & Social Care Trust (NI). The findings also add to our understanding of the interface between social work and other services who seek to support families with complex needs. [ABSTRACT FROM AUTHOR]

This article reflects a piece of research conducted with final year social work students and practice teachers within one health and social care trust in Northern Ireland. The work focused on the assessment of students via direct observations and aimed to capture the views, perceptions and experiences of students and practice teachers within this process. The findings highlighted the complexity of the direct observation process and the need for effective communication as a central theme. One finding examined the issue of intervention and participation by a practice teacher within an observation. The outcome challenges current thinking as there was a high level of support for the use of professional discretion to intervene by practice teachers during an observation. The key components of preparation, agreeing goals, frameworks used and practice teacher intervention were dominated by the need for effective communication. [ABSTRACT FROM AUTHOR]

This article details a study undertaken by the Eastern Health and Social Services Board (Northern Ireland) which aimed to identify the number of people with intellectual disability within this area who were diagnosed with or were thought to have dementia. The objectives of the study were to collate demographic details and to profile the needs of this group. Key workers were asked to provide this information and were invited to comment on gaps in existing service provision and on future needs. A number of findings emerged: diagnostic services were patchy; people with dementia were living in a range of residential settings; carers wished to care for their clients for as long as practically possible, but they required extra resources and training to do so; and some individuals with an intellectual disability were excluded from elderly services. A report was compiled incorporating 12 recommendations. [ABSTRACT FROM PUBLISHER]

This article details a study undertaken by the Eastern Health and Social Services Board (Northern Ireland) that aimed to identify the number of people with intellectual disability within this area who were diagnosed with or were thought to have dementia. The objectives of the study were to collate demographic details and to profile the needs of this group. Key workers were asked to provide this information and were invited to comment on gaps in existing service provision and on future needs. A number of findings emerged: Diagnostic services were patchy; people with dementia were living in a range of residential settings; caregivers wished to care for their clients for as long as practically possible, but they required extra resources and training to do so; and some individuals with an intellectual disability were excluded from elderly services. A report is compiled incorporating 12 recommendations. [ABSTRACT FROM AUTHOR]