British Journal of Learning Disabilities最新文献_第3页

Menstruation and learning disability across the life course: Using a two-part scoping exercise to co-produce research priorities 月经与一生中的学习障碍：利用由两部分组成的范围界定工作共同制定研究重点

IF 1.2 4区医学 Q3 EDUCATION, SPECIAL

British Journal of Learning Disabilities

Pub Date : 2024-03-18 DOI: 10.1111/bld.12592

Sarah Earle, Susan Ledger, Victoria Newton, Lorna Rouse, Elizabeth Tilley

Background

Across the life course, women and girls with learning disabilities and their carers report difficulties in accessing information and support with menstruation, yet their experiences are often overlooked in initiatives to improve menstrual health and wellbeing. Our aim was to collaborate with women with learning disabilities to co-produce future research priorities in a UK context.

Methods

We undertook a two-part scoping exercise to explore what is known about this topic from a life course perspective, beginning pre-menarche and extending to post-menopause support. This combined a rapid scoping review of the literature since 1980 with a stakeholder consultation where people with learning disabilities, family carers, advocacy groups and staff working across education, health and social care were invited to share their experiences of menstruation support.

Findings

UK and international literature provided insight across five narrative themes. Seventy stakeholders took part in our consultation, enabling the identification of five key themes. Findings across both highlight examples of supportive practice and valued resources alongside enduring health inequalities and barriers to menstruation support faced by women and girls with learning disabilities across the life course.

Conclusion

Our scoping exercise identified multiple gaps in research and practice, ongoing reproductive health inequalities and a need for improved access to peer support, resources and training that take a life course approach. The scoping exercise indicates the need for further empirical research on menstruation and learning disability, with a particular focus on collating people's lived experiences.

在整个生命过程中，有学习障碍的妇女和女孩及其照顾者都表示很难获得有关月经的信息和支持，但在改善月经健康和福祉的活动中，她们的经历往往被忽视。我们的目标是与有学习障碍的妇女合作，共同制定英国未来的研究重点。

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引用次数: 0

The role of lived experience eye care champions in improving awareness and access to eye care services for people with learning disabilities and/or autism 生活经验眼科护理倡导者在提高学习障碍者和/或自闭症患者对眼科护理服务的认识和获取方面的作用

IF 1.2 4区医学 Q3 EDUCATION, SPECIAL

British Journal of Learning Disabilities

Pub Date : 2024-03-12 DOI: 10.1111/bld.12594

Marek Karas, Donna O'Brien, Lance Campbell, Rebecca Lunness, Joanne Kennedy, Grace McGill, Stephen Kill, Lisa Donaldson

<div> <section> <h3> Background</h3> <p>Documented inequalities in access to eye care for people with learning disabilities and/or autism are caused by poor uptake of primary eye care services, poor identification of eye problems, lack of signposting and reasonable adjustments of existing services, concerns about costs of care and the low priority historically given to these issues in eye care policy at a regional and national level. In 2019, the charity SeeAbility employed four eye care champions (ECCs) with lived experience of learning disability and/or autism to work in local communities in London and the Northwest of England. They provided peer-to-peer support on understanding the need for good eye health and engaged with policy makers, and learning disability, autism and eye care professionals at the local, regional and national levels to influence both the clinical practice of individual practitioners (within existing service/pathway models) and more widely to influence the commissioning of the Easy Eye Care pathway. This study explores the experiences of these ECCs.</p> </section> <section> <h3> Methods</h3> <p>The study was conducted in April and May 2023. A case study approach was used to describe the experiences of the ECCs from March 2019 to March 2023. Data from structured interviews with the four ECCs and workload analysis were triangulated to provide a multifaceted understanding of this novel health promotion project.</p> </section> <section> <h3> Findings</h3> <p>The ECCs found the role useful and reported that confidence in their practice and impact grew with time but they required ongoing support in the role. A good understanding of the promotional messages was reported. Developing a good network of contacts at an early stage, both people with learning disabilities and healthcare professionals, was key. Relationships with professionals were supportive and positive and a positive emotive response to their lived experience was reported in these interactions.</p> </section> <section> <h3> Conclusions</h3> <p>From the perspective of the ECCs, the role is useful and beneficial. The work suggests some key recommendations for future development which include planning to build networks, support in presentation and communications skills and defining key messages and knowledge. Confidence of the ECCs builds with time in the role but also needs support the emotive impact of their lived experiences on audiences is highlighted. There is a need to evaluate how the programme is perceived by those who interact with it and how it changes behaviours

背景有记录显示，学习障碍者和/或自闭症患者在获得眼科护理方面存在不平等，其原因包括：初级眼科护理服务的使用率低、眼部问题的识别率低、现有服务缺乏指引和合理调整、对护理成本的担忧，以及地区和国家层面的眼科护理政策历来对这些问题重视不够。2019 年，慈善机构 SeeAbility 雇用了四名有学习障碍和/或自闭症生活经验的眼科护理倡导者（ECCs），在伦敦和英格兰西北部的当地社区开展工作。他们提供点对点支持，帮助人们了解良好眼健康的必要性，并在地方、地区和国家层面与政策制定者以及学习障碍、自闭症和眼科护理专业人士接触，以影响个别从业者的临床实践（在现有服务/路径模式内），并在更大范围内影响 "轻松护眼 "路径的委托。本研究探讨了这些易护理中心的经验。研究采用个案研究的方法来描述这些易护理中心在 2019 年 3 月至 2023 年 3 月期间的经验。通过对四位幼儿保育员进行结构化访谈和工作量分析，对这一新颖的健康促进项目有了多方面的了解。研究结果幼儿保育员认为这一角色很有用，并表示随着时间的推移，他们对自己的实践和影响越来越有信心，但他们需要持续的支持。据报告，他们很好地理解了宣传信息。在早期阶段建立良好的联系网络（包括学习障碍人士和医疗保健专业人员）是关键所在。与专业人员的关系是支持性的、积极的，在这些互动中，他们对自己的生活经历做出了积极的情感回应。这项工作为今后的发展提出了一些重要建议，其中包括计划建立网络、支持演讲和沟通技巧以及确定关键信息和知识。随着时间的推移，幼儿保育员的自信心不断增强，但他们的生活经历对受众产生的情感影响也需要支持。有必要评估与该计划互动的人是如何看待该计划的，以及该计划是如何改变行为从而取得更好的健康成果的。

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引用次数: 0

Evaluation of a co-designed Health Check-in for adults with intellectual and developmental disabilities and family caregivers to support pandemic recovery 评估为智力和发育障碍成人及家庭照顾者共同设计的健康检查，以支持大流行病的恢复

IF 1.2 4区医学 Q3 EDUCATION, SPECIAL

British Journal of Learning Disabilities

Pub Date : 2024-03-08 DOI: 10.1111/bld.12593

Yona Lunsky, Tiziana Volpe, Laura St. John, Anupam Thakur, Johanna Lake, the H-CARDD COVID Program Team

Background

The COVID-19 pandemic has brought about disruptions in healthcare for adults with intellectual and developmental disabilities. There is a need to explore ways to promote proactive healthcare and better prepare individuals for healthcare encounters.

Methods

A co-designed tool, the COVID Check-in Tool, was introduced as part of a virtual health education programme to encourage proactive healthcare. Implementation of this Health Check-in was evaluated with 36 adults with intellectual and developmental disabilities and 96 family caregivers who completed the programme using surveys, structured interviews and focus groups.

Findings

Forty-four percent of participants engaged in the Health Check-in process, resulting in many reported benefits for those who participated. However, there were also barriers to initiating the Check-in, along with challenges using the COVID Check-in Tool, according to both the adults with disabilities who were interviewed and the family caregivers.

Conclusions

The study underscores the importance of considering ways to integrate tools into routine healthcare practices, to facilitate improved healthcare delivery for people with intellectual and developmental disabilities during pandemic recovery efforts. As well, involving people with lived experience in the development and implementation of healthcare resources is critical.

COVID-19 大流行给智力和发育障碍成人的医疗保健带来了混乱。有必要探讨如何促进积极主动的医疗保健，并让个人为医疗保健做好更充分的准备。

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引用次数: 0

Co-producing ethics guidelines together with people with learning disabilities 与有学习障碍的人共同制定道德准则

IF 1.2 4区医学 Q3 EDUCATION, SPECIAL

British Journal of Learning Disabilities

Pub Date : 2024-03-08 DOI: 10.1111/bld.12590

Mary Bottomley, Jodie Bradley, Lisa Clark, Bryan Collis, Bojana Daw Srdanovic, Victoria Farnsworth, Annie Ferguson, Dan Goodley, Andrew Fox, Nikita K. Hayden, Charlotte Lawthom, Rebecca Lawthom, Claudia Magwood, Robert McLean, Ian Middleton, Alison Owen, Matty Prothero, Simon Rice, Simon Richards, Katherine Runswick-Cole, Kelly Scargill, Rohit Shankar, Toni Ann Wood

Background

We are a research team of clinical, academic and advocacy-based researchers with and without learning disabilities, working on the Humanising Healthcare (for people with learning disabilities) project. The project is dedicated to finding and sharing healthcare practices that enhance the lives of people with learning disabilities. As part of our ethics applications to access National Health Service study sites for fieldwork, we worked together to write guiding principles for co-producing research ethics with researchers with learning disabilities. In this paper, we introduce these Participatory Ethics Good Practice Guidelines and reflect on our collaboration.

Methods

We reflect on developing the Participatory Ethics Good Practice Guidelines. These guidelines were developed during online co-production meetings with our full research team, including advocacy-based organisation researchers, clinical researchers and university researchers. We considered consent, understanding research, and understanding research methods during the development of these Guidelines.

Findings

We present ten guidelines for co-producing research with people with learning disabilities.

Conclusions

Our findings may be helpful to researchers with learning disabilities, university and clinical researchers, funders, and those who work in research governance (e.g., ethics committees and university research departments).

背景我们是一个由临床、学术和宣传研究人员组成的研究团队，成员中既有学习障碍者，也有非学习障碍者，我们致力于 "人性化医疗保健（针对学习障碍者）"项目。该项目致力于发现和分享能够改善学习障碍人士生活的医疗保健实践。作为我们申请进入国家卫生服务研究机构进行实地调查的伦理申请的一部分，我们共同编写了与有学习障碍的研究人员共同制定研究伦理的指导原则。在本文中，我们将介绍这些 "参与式伦理学良好实践指南"，并对我们的合作进行反思。这些指南是在与我们整个研究团队（包括倡导型组织研究人员、临床研究人员和大学研究人员）举行的在线共同制作会议上制定的。结论我们的研究结果可能会对有学习障碍的研究人员、大学和临床研究人员、资助者以及从事研究管理的人员（如伦理委员会和大学研究部门）有所帮助。

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引用次数: 0

Homeless youth with intellectual disabilities: Precarious lives and health inequalities 无家可归的智障青年：不稳定的生活和健康不平等

IF 1.2 4区医学 Q3 EDUCATION, SPECIAL

British Journal of Learning Disabilities

Pub Date : 2024-03-06 DOI: 10.1111/bld.12588

Ann Fudge Schormans, Stephanie Baker Collins, Heather Allan, D. O'Neil Allen, Nathan Gray

Background

Youth with intellectual disabilities experiencing homelessness are invisible within multiple service sectors. We know little about their experiences of homelessness, or the impacts of such on the social and physical health and well-being.

Methods

We used quantitative and qualitative methods to measure prevalence and learn from key informants and homeless youth with intellectual disabilities about factors leading to and sustaining homelessness, and the implications of such on their social, physical, and mental health and well-being. The project involved seven co-researchers with intellectual disabilities and experience of youth homelessness in research design, data collection, analysis, and dissemination. We created Forum Theatre scenes that creatively represent the findings of the project. In this paper we share one of those scenes, as well as the recommendations three co-researchers with intellectual disabilities have for improving support to homeless youth with intellectual disabilities.

Findings

Lack of awareness of and about homeless youth with intellectual disabilities, combined with siloed ways of working by involved sectors, results in significant disadvantage and health inequities for youth. Also revealed was the likelihood this would continue given existing obstacles to accessing appropriate housing and supports to exit homelessness.

Conclusion

Services providers, policy makers and representatives of the involved sectors need to recognize and acknowledge homeless youth with intellectual disabilities and take responsibility for learning and working together to develop integrated and responsive approaches to effectively supporting them.

背景无家可归的智障青少年在多个服务部门中都是隐形的。我们使用定量和定性的方法来测量流行程度，并向主要信息提供者和无家可归的智障青少年了解导致和维持无家可归的因素，以及这些因素对他们的社会、身体和心理健康和幸福的影响。该项目有七位智障和有无家可归青少年经历的共同研究者参与研究设计、数据收集、分析和传播。我们创作了论坛剧场场景，创造性地表现了该项目的研究成果。在本文中，我们将与大家分享其中的一个场景，以及三位智障共同研究者为改善对无家可归的智障青少年的支持而提出的建议。研究结果缺乏对无家可归的智障青少年的认识和了解，再加上相关部门各自为政的工作方式，导致青少年处于非常不利的地位，并在健康方面遭受不公平待遇。结论服务提供者、政策制定者和相关部门的代表需要认识到并承认无家可归的智障青年，并承担起学习和合作的责任，以制定综合的、有针对性的方法来有效地支持他们。

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引用次数: 0

Mapping stakeholders to maximise the impact of research on health inequalities for people with learning disabilities: The development of a framework for the Making Positive Moves study 摸清利益相关者的情况，最大限度地扩大对学习障碍者健康不平等问题研究的影响：制定 "积极行动 "研究框架

IF 1.2 4区医学 Q3 EDUCATION, SPECIAL

British Journal of Learning Disabilities

Pub Date : 2024-03-04 DOI: 10.1111/bld.12591

Francesca Beeken, Dafni Katsampa, Moureen Duxbury, Helen-Ellis Caird, Annabel Head, Sam Prowse, David Wellsted, Pashtana Zormati, Silvana E. Mengoni, Louisa Rhodes

<div> <section> <h3> Background</h3> <p>People with learning disabilities experience health and social inequalities, and research that could improve health services may not be implemented in real-life settings. Building stakeholder networks that can share and implement research findings may address this. This paper presents a framework for building a stakeholder network that maximises the likelihood of research recommendations being implemented in practice. This was developed as part of the ‘Making Positive Moves’ (MPM) study, which explores the experiences of people with learning disabilities following discharge from a residential stay within a hospital inpatient setting.</p> </section> <section> <h3> Methods</h3> <p>We reviewed the literature on existing theoretical frameworks to support the development of a model for dissemination of the MPM findings. Stakeholder categories were identified through consultation with the MPM researchers, experts by experience and the steering group and a hub and spoke model to represent all stakeholder categories was created. These categories include person moving; family of the person moving; specialist schools; social care; care providers; regulators; third sector organisations; policy organisations; academic community; and NHS professionals. After establishing the categories, we consulted with people with learning disabilities and other stakeholders and conducted online searches to create a stakeholder database. Through information gathering and direct contact with stakeholders, we assessed levels of interest, power and engagement to determine which stakeholders to prioritise in our dissemination activities. The Stakeholder Wheel was created to present the data captured within the database and engagement profiles in an illustrative way.</p> </section> <section> <h3> Findings</h3> <p>We use two stakeholder sub-categories, user-led organisations and care providers, to demonstrate the methodological approach. The examples illustrate how a scoring system helped us to identify high-priority stakeholders who we then contacted to collaborate within developing our dissemination strategy to maximise the impact of the MPM research findings.</p> </section> <section> <h3> Conclusions</h3> <p>We developed a framework to map stakeholders for the MPM study and enable targeted dissemination to increase the impact of the research. This approach has the potential to reduce health inequalities among people with learning disabilities by increasing the awareness of and ability to implement evidence-based recommendations in real-lif

背景有学习障碍的人经历着健康和社会不平等，可以改善医疗服务的研究可能无法在现实生活中实施。建立能够分享和实施研究成果的利益相关者网络可以解决这一问题。本文介绍了建立利益相关者网络的框架，以最大限度地提高研究建议在实践中得到实施的可能性。该框架是 "积极行动"（MPM）研究的一部分，该研究探讨了学习障碍人士从医院住院环境中的住宿出院后的经历。通过咨询 MPM 研究人员、经验专家和指导小组，我们确定了利益相关者的类别，并创建了一个中心辐射模型来代表所有利益相关者类别。这些类别包括搬家者、搬家者的家人、专科学校、社会医疗机构、医疗服务提供者、监管机构、第三部门组织、政策组织、学术界以及国家医疗服务体系的专业人员。确定类别后，我们咨询了有学习障碍的人和其他利益相关者，并进行了在线搜索，以创建一个利益相关者数据库。通过收集信息和与利益相关者直接接触，我们评估了利益相关者的兴趣、权力和参与程度，以确定在传播活动中优先考虑哪些利益相关者。我们创建了 "利益相关者轮盘"，以说明性的方式展示数据库中的数据和参与情况。研究结果我们使用两个利益相关者子类别（用户主导的组织和护理提供者）来展示方法论。这些例子说明了评分系统如何帮助我们识别出高优先级的利益相关者，然后我们联系这些利益相关者，共同制定传播策略，以最大限度地扩大 MPM 研究成果的影响。这种方法可以提高人们在现实生活中实施循证建议的意识和能力，从而有可能减少学习障碍人群中的健康不平等现象。利益相关者绘图框架可应用于与学习障碍有关的研究项目，以缩小研究与实践之间的差距，减少健康不平等现象。

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引用次数: 0

Rehabilitation for adults with an intellectual disability and mental health and behavioural complexities: A scoping review 智力残疾、精神健康和行为复杂的成年人的康复：范围界定审查

IF 1.2 4区医学 Q3 EDUCATION, SPECIAL

British Journal of Learning Disabilities

Pub Date : 2024-02-29 DOI: 10.1111/bld.12581

Jonathan Williams, Saman Shahzad, Mizla Manandhar-Richardson, Sujeet Jaydeokar, Vicky Bramwell, Adam Garland, Christine Hutchinson, Mahesh Odiyoor

<div> <section> <h3> Background</h3> <p>There has been significant focus in the past decade on reducing admissions to assessment and treatment units for people with intellectual disabilities experiencing mental health or behavioural concerns. This has included the development of intensive support functions of National Health Service Learning Disability services to bolster community support and treatment for people at risk of admission. However, in recent years, there has been increased consideration of service development to include rehabilitation functions which would aim to proactively provide medium-term additional input to individuals with a complexity of need. This input would aim to improve future trajectories and support the individuals to remain living a good life in their own community. This review focuses on community and in-patient approaches to meeting a complexity of need.</p> </section> <section> <h3> Method</h3> <p>A scoping review was carried out according to established best practice guidelines. Papers returned from the search were screened by the following inclusion criteria (a) Models or Outcomes of Rehabilitation; (b) Intellectual Disability Population; (c) Sample being 18 or above and (d) longer than short-term stay/treatment, defined as 6 months or longer; and (e) Mental health and/or behaviour complexities. The search was conducted in electronic databases CINAHL, PsycInfo, Medline, Embase and Social Policy & Practice. Here, 3790 articles were initially identified and 27 were ultimately included in the review.</p> </section> <section> <h3> Findings</h3> <p>There are few studies evaluating rehabilitation for people with intellectual disabilities and mental health or behavioural concerns. There was some evidence that accessing assessment and treatment inpatient provision resulted in clinical improvements. Some studies demonstrated initial evidence that longer term rehabilitation was beneficial as a step-down from inpatient care. Some key principles were identified in terms of rehabilitation approaches: the need for person-centred creative approaches, suitable staff training, focus on building skills, and a focus on increasing quality of life.</p> </section> <section> <h3> Conclusion</h3> <p>There are some indicators of what good rehabilitation services might comprise for people with an intellectual disability, who have rehabilitation needs. However, far more research and guidance are required in this area. In particular, it is unclear whether rehabilitation is best provided within an inpatient or community model, and further detail is required about optimal components of such rehabilitation.</p>

背景在过去的十年中，人们一直非常关注如何减少智障人士因精神健康或行为问题而被送往评估和治疗机构的情况。这包括发展国民健康服务学习障碍服务的强化支持功能，以加强对有入院风险的人的社区支持和治疗。然而，近年来，人们越来越多地考虑将康复功能纳入服务发展，旨在积极主动地为有复杂需求的个人提供中期额外投入。这种投入的目的是改善未来的生活轨迹，支持个人在自己的社区继续过上美好的生活。本综述重点关注满足复杂需求的社区和住院方法。根据以下纳入标准对检索到的论文进行筛选：（a）康复模式或结果；（b）智障人群；（c）样本年龄在 18 岁或以上；（d）住院/治疗时间超过短期，定义为 6 个月或以上；以及（e）精神健康和/或行为复杂性。检索在电子数据库 CINAHL、PsycInfo、Medline、Embase 和 Social Policy & Practice 中进行。研究结果很少有研究对智障人士和精神健康或行为问题人士的康复进行评估。有证据表明，住院评估和治疗可改善临床症状。一些研究初步证明，较长期的康复治疗作为住院治疗的下一步是有益的。在康复方法方面，确定了一些关键原则：需要以人为本的创造性方法、适当的员工培训、注重培养技能以及注重提高生活质量。然而，这一领域还需要更多的研究和指导。特别是，目前还不清楚在住院模式还是社区模式下提供康复服务最合适，还需要进一步详细了解此类康复服务的最佳组成部分。

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引用次数: 0

The demographic and diagnostic profile of women with intellectual disability and mental health disorder in New South Wales and patterns of service use: A data linkage study 新南威尔士智障和精神障碍妇女的人口和诊断概况以及服务使用模式：数据关联研究

IF 1.5 4区医学 Q3 EDUCATION, SPECIAL

British Journal of Learning Disabilities

Pub Date : 2024-02-29 DOI: 10.1111/bld.12575

Erin L. Whittle, Karen Fisher, Preeyaporn Srasuekbul, Julian Trollor

Background

Current evidence indicates that intellectual disability and gender are both factors in differential usage of services. However, there are limited data about the demographic and service usage patterns of people with intellectual disability who use mental health services. This is particularly true in relation to women with intellectual disability with mental ill health. Interrogation of large-scale linked data sets can provide valuable insights into patterns of service usage among marginalised groups.

Method

A large collaborative data linkage project was assembled with the overarching aim of providing an epidemiological profile of the health (including mental health), health service use, mortality and other service system contacts of people with intellectual disability in New South Wales (NSW), Australia. These linked data were used to interrogate the demographic, diagnostic and service use profiles of women with intellectual disability who have sought mental health support in NSW.

Results

The linked data demonstrated important differences in patterns of diagnosis and service use for women with intellectual disability and mental health disorders, when compared to women without intellectual disability and men with and without intellectual disability, with mental health disorders. The diagnostic profile of women with intellectual disability reflected the gendered nature of diagnoses found in the wider population. Women with intellectual disability also experienced higher rates of diagnostic instability than other groups.

Conclusions

The intersection between gender, intellectual disability and mental health has an effect on diagnostic profile and patterns of service use for women with intellectual disability. These differences are important and may impact targeted service delivery and planning for women with intellectual disability who have sought mental health support.

背景目前的证据表明，智力残疾和性别都是造成服务使用情况不同的因素。然而，有关使用精神健康服务的智障人士的人口统计和服务使用模式的数据却很有限。对于患有精神疾病的智障女性来说，情况尤其如此。对大规模链接数据集进行查询可以为了解边缘化群体的服务使用模式提供有价值的信息。方法澳大利亚新南威尔士州（NSW）开展了一个大型合作数据链接项目，其总体目标是提供智障人士的健康（包括精神健康）、医疗服务使用、死亡率和与其他服务系统接触的流行病学概况。这些关联数据被用于分析新南威尔士州寻求精神健康支持的智障女性的人口统计学、诊断和服务使用概况。结果关联数据显示，与无智障女性和有或无智障、有精神健康障碍的男性相比，智障女性和有精神健康障碍的女性在诊断和服务使用模式上存在重大差异。智障妇女的诊断情况反映了更广泛人群中诊断的性别性质。结论：性别、智障和精神健康之间的交叉影响了智障妇女的诊断概况和服务使用模式。这些差异非常重要，可能会影响到为寻求心理健康支持的智障女性提供的有针对性的服务和规划。

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引用次数: 0

Staffs' experiences and strategies to maintain care for individuals with intellectual disabilities living in supported living facilities during the Covid-19 pandemic 工作人员在 Covid-19 大流行期间为生活辅助设施中的智障人士提供护理的经验和策略

IF 1.5 4区医学 Q3 EDUCATION, SPECIAL

British Journal of Learning Disabilities

Pub Date : 2024-02-29 DOI: 10.1111/bld.12589

Ellen M. I. Ersfjord, Tanja Plasil, Hege M. Johnsen

Background

We explored the experiences of staff working in Norwegian community-based living facilities, caring for people with intellectual disabilities during the Covid-19 pandemic, and what self-regulatory strategies staff used to maintain health and care service delivery and contribute to organisational resilience.

Methods

A qualitative design was utilized. Data were collected from September 2021 to April 2022 with individual and focus group interviews. In this study, 25 staff members participated. Thematic analysis was conducted.

Findings

Five main themes were identified regarding the experiences of staff during the pandemic: Lockdown of facilities, social isolation of residents, lack of health follow-up, high sick leave rates and communication challenges. Only some of the strategies to mitigate pandemic-related challenges were based on current Norwegian infection control guidelines. Some strategies were successful while others were not and some were negligent and challenged the delivery of health and care services for the residents.

Conclusions

Our study shows that people with intellectual disabilities living in the community-based living facilities were subjected to human rights violations and violations of the Norwegian infection control law. This was caused by a lack of several important organisational qualities in the facilities.

背景我们探讨了挪威社区生活设施的工作人员在Covid-19大流行期间照顾智障人士的经历，以及工作人员采用了哪些自我调节策略来维持医疗和护理服务的提供并促进组织的复原力。数据收集时间为 2021 年 9 月至 2022 年 4 月，采用了个人访谈和焦点小组访谈的方式。本研究共有 25 名员工参与。研究结果就工作人员在大流行病期间的经历确定了五大主题：封锁设施、居民的社会隔离、缺乏健康跟踪、高病假率和沟通挑战。只有部分缓解大流行相关挑战的策略是以挪威现行的感染控制指南为基础的。我们的研究表明，生活在社区生活设施中的智障人士的人权受到了侵犯，挪威的感染控制法也受到了违反。造成这种情况的原因是这些设施缺乏若干重要的组织素质。

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引用次数: 0

‘I wouldn't change my flat for anything’. Is there scope for more people with learning disabilities to rent their own homes? 我不会为任何事改变我的公寓"。是否有可能让更多有学习障碍的人租住自己的房子？

IF 1.5 4区医学 Q3 EDUCATION, SPECIAL

British Journal of Learning Disabilities

Pub Date : 2024-02-25 DOI: 10.1111/bld.12584

Deborah Quilgars, Eppie Leishman, David Abbott, Samantha Clarke, Becca Cooper, Stephen Hodgkins, Paul Scarrott, Andy Pollin, Lois Beech

Background

Policy, research, and people's own experience in the UK consistently highlight the central importance of a home of choice for people with learning disabilities. Yet attention is mainly focused on the development of specialist as opposed to generic housing options for people with learning disabilities.

Methods

This article reviews the findings from a major research study looking at the rented housing sector for people with learning disabilities. The study comprised of a review of local authority learning disability strategies; a ‘national conversation’ with key stakeholders; and thirty-five, qualitative interviews with people with learning disabilities who rent their own homes.

Findings

The research found that local learning disability strategies are lacking in information on rented housing for people. A national consultation identified a range of challenges in accessing rented housing for people wishing to do so. Interviews with people with learning disabilities renting their own place confirmed some of these problems but also, crucially, highlighted the success for most who rented their own home. People liked renting and were managing their tenancies well with relatively modest support.

Conclusions

The evidence points to the possible benefits of a greater focus on renting for people with learning disabilities.

背景英国的政策、研究和人们的亲身经历都一致强调，为学习障碍者提供一个可供选择的居所至关重要。然而，人们的注意力主要集中在为有学习障碍的人开发专业而非普通的住房选择上。方法本文回顾了一项针对有学习障碍的人的租房部门的大型研究的结果。该研究包括对地方当局学习障碍战略的回顾；与主要利益相关者的 "全国性对话"；以及对租住自己房屋的学习障碍者进行的 35 次定性访谈。一项全国性咨询确定了希望租房者在租房方面面临的一系列挑战。对租房居住的学习障碍人士进行的访谈证实了其中的一些问题，但至关重要的是，访谈也强调了大多数租房居住者所取得的成功。他们喜欢租房，并且在相对较少的支持下就能很好地管理自己的租房。

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引用次数: 0