Pub Date : 2021-08-21DOI: 10.1108/tldr-08-2020-0019
Jonathan Pepin
Purpose The purpose of this paper is to describe and evaluate the programme of philanthropy arising from the work of the Shirley Foundation, with particular reference to its impact in addressing issues related to autism. Design/methodology/approach The paper is based on the 2017 evaluation of The Shirley Foundation 1996–2016 by Aperio Group (Europe) Limited entitled 20 Years of Grant Making Autism and Information Technology: An Overview of The Foundation’s Impact (Pepin, 2017). The evaluation included interviews with Dame Stephanie Shirley CH (the Foundation’s founder), a documentation review and a survey of key grantees. Findings The evaluation concluded that the funding achieved both grantee purposes and those of The Shirley Foundation. The projects funded generally produced outcomes that made a difference and grant-making and monitoring processes were regarded, on the whole, as efficient. Originality/value The evaluation demonstrates the value of an innovative, catalytic, social entrepreneurial approach to funding to achieve impact.
本文的目的是描述和评估由雪莉基金会的工作产生的慈善项目，特别是它在解决与自闭症有关的问题方面的影响。设计/方法/方法本文基于Aperio Group (Europe) Limited对Shirley Foundation 1996-2016的2017年评估，题为“20年的资助自闭症和信息技术:基金会影响概述”(Pepin, 2017)。评估包括对基金会创始人斯蒂芬妮·雪莉·CH夫人的采访，对文件的审查和对主要受助者的调查。评估的结论是，该基金既达到了受助人的目的，也达到了雪莉基金会的目的。资助的项目通常产生了产生影响的结果，总的来说，赠款和监测过程被认为是有效的。原创性/价值该评估展示了创新的、催化的、社会企业家的融资方法的价值，以实现影响。
{"title":"Making the world a better place: achieving impact through innovation and an entrepreneurial ethos","authors":"Jonathan Pepin","doi":"10.1108/tldr-08-2020-0019","DOIUrl":"https://doi.org/10.1108/tldr-08-2020-0019","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to describe and evaluate the programme of philanthropy arising from the work of the Shirley Foundation, with particular reference to its impact in addressing issues related to autism.\u0000\u0000\u0000Design/methodology/approach\u0000The paper is based on the 2017 evaluation of The Shirley Foundation 1996–2016 by Aperio Group (Europe) Limited entitled 20 Years of Grant Making Autism and Information Technology: An Overview of The Foundation’s Impact (Pepin, 2017). The evaluation included interviews with Dame Stephanie Shirley CH (the Foundation’s founder), a documentation review and a survey of key grantees.\u0000\u0000\u0000Findings\u0000The evaluation concluded that the funding achieved both grantee purposes and those of The Shirley Foundation. The projects funded generally produced outcomes that made a difference and grant-making and monitoring processes were regarded, on the whole, as efficient.\u0000\u0000\u0000Originality/value\u0000The evaluation demonstrates the value of an innovative, catalytic, social entrepreneurial approach to funding to achieve impact.\u0000","PeriodicalId":54179,"journal":{"name":"Tizard Learning Disability Review","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2021-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44888037","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-10DOI: 10.1108/tldr-12-2020-0041
Sinead Peacock-Brennan, K. Stewart, Rosalind Jayne Angier, J. Morris, Rachel Rud, T. Byrom
Purpose The purpose of this paper is to outline a service evaluation that gathered feedback from people with a learning disability on their experience of lockdown in Jersey and Guernsey. This feedback was intended to guide planning for service provision during any future lockdown and for life as we exit lockdown. Design/methodology/approach An accessible survey was sent to everyone accessing learning disability services across the two islands and Mencap in Jersey. Data was analysed quantitatively and qualitatively to identify patterns in the data and key themes. Findings Most respondents felt safe, calm and happy and valued support from services. Key themes emerging from the data included the importance of relationships, messages of safety, keeping busy and communication. Originality/value This survey has been undertaken at a time where there is a paucity of research and consultation with individuals with a learning disability self-reporting on their experiences of lockdown, during the COVID-19 pandemic.
{"title":"The experience of COVID-19 “lockdown” for people with a learning disability: results from surveys in Jersey and Guernsey","authors":"Sinead Peacock-Brennan, K. Stewart, Rosalind Jayne Angier, J. Morris, Rachel Rud, T. Byrom","doi":"10.1108/tldr-12-2020-0041","DOIUrl":"https://doi.org/10.1108/tldr-12-2020-0041","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to outline a service evaluation that gathered feedback from people with a learning disability on their experience of lockdown in Jersey and Guernsey. This feedback was intended to guide planning for service provision during any future lockdown and for life as we exit lockdown.\u0000\u0000\u0000Design/methodology/approach\u0000An accessible survey was sent to everyone accessing learning disability services across the two islands and Mencap in Jersey. Data was analysed quantitatively and qualitatively to identify patterns in the data and key themes.\u0000\u0000\u0000Findings\u0000Most respondents felt safe, calm and happy and valued support from services. Key themes emerging from the data included the importance of relationships, messages of safety, keeping busy and communication.\u0000\u0000\u0000Originality/value\u0000This survey has been undertaken at a time where there is a paucity of research and consultation with individuals with a learning disability self-reporting on their experiences of lockdown, during the COVID-19 pandemic.\u0000","PeriodicalId":54179,"journal":{"name":"Tizard Learning Disability Review","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2021-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43434100","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-10DOI: 10.1108/tldr-05-2021-0011
Karen Dodd
Purpose The purpose of this paper is to consider the issue of types of assessment offered by services for people with learning disabilities from the research study “A Comparison of Dementia Assessment Services for People with Intellectual Disabilities”. Design/methodology/approach The commentary is based on a review of the associated literature. Findings Assessment for possible dementia is a complex activity. The gold standard is to ensure that the assessment process is comprehensive including both direct assessments with the person and gathering information from key informants. The issues in not adopting this methodology are considered, as are issues in what services and assessments are called. Originality/value The commentary considers the studies presented from a practitioner perspective.
{"title":"Commentary on: a comparison of dementia assessment service provision across three English county intellectual disability services","authors":"Karen Dodd","doi":"10.1108/tldr-05-2021-0011","DOIUrl":"https://doi.org/10.1108/tldr-05-2021-0011","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to consider the issue of types of assessment offered by services for people with learning disabilities from the research study “A Comparison of Dementia Assessment Services for People with Intellectual Disabilities”.\u0000\u0000\u0000Design/methodology/approach\u0000The commentary is based on a review of the associated literature.\u0000\u0000\u0000Findings\u0000Assessment for possible dementia is a complex activity. The gold standard is to ensure that the assessment process is comprehensive including both direct assessments with the person and gathering information from key informants. The issues in not adopting this methodology are considered, as are issues in what services and assessments are called.\u0000\u0000\u0000Originality/value\u0000The commentary considers the studies presented from a practitioner perspective.\u0000","PeriodicalId":54179,"journal":{"name":"Tizard Learning Disability Review","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2021-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44481344","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-09DOI: 10.1108/tldr-06-2021-0016
Gemma Rogers
Purpose This paper aims to consider the experiences of people with intellectual disabilities in relation to the COVID-19 pandemic and subsequent lockdown restrictions. Design/methodology/approach This commentary reflects on the issues raised by Morris et al., and in the wider literature. Findings Although there have been some benefits to lockdown for people with intellectual disabilities, mainly they have experienced isolation, increased mental health and well-being challenges, difficulty in accessing services, support and adequate adapted information. Originality/value This commentary argues that it is important to continue to capture the experiences of people with intellectual disabilities now and over time to assess the long-term consequences of the pandemic and to design services which are respondent to their needs.
{"title":"Commentary on “The experiences of Covid-19 ‘lockdown’ for people with a learning disability: results from surveys in Jersey and Guernsey”","authors":"Gemma Rogers","doi":"10.1108/tldr-06-2021-0016","DOIUrl":"https://doi.org/10.1108/tldr-06-2021-0016","url":null,"abstract":"\u0000Purpose\u0000This paper aims to consider the experiences of people with intellectual disabilities in relation to the COVID-19 pandemic and subsequent lockdown restrictions.\u0000\u0000\u0000Design/methodology/approach\u0000This commentary reflects on the issues raised by Morris et al., and in the wider literature.\u0000\u0000\u0000Findings\u0000Although there have been some benefits to lockdown for people with intellectual disabilities, mainly they have experienced isolation, increased mental health and well-being challenges, difficulty in accessing services, support and adequate adapted information.\u0000\u0000\u0000Originality/value\u0000This commentary argues that it is important to continue to capture the experiences of people with intellectual disabilities now and over time to assess the long-term consequences of the pandemic and to design services which are respondent to their needs.\u0000","PeriodicalId":54179,"journal":{"name":"Tizard Learning Disability Review","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2021-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44775956","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-29DOI: 10.1108/tldr-06-2021-0015
P. McGill
Purpose The purpose of this paper is to provide a commentary on “Making the world a better place: achieving impact through innovation and an entrepreneurial ethos” written by John Pepin. Design/methodology/approach The commentary considers the broader role of philanthropy especially with respect to learning disability and autism. Findings The work of the Shirley Foundation is a good example of the contribution that can be made by philanthropy. Although philanthropy has many critics, it remains one way in which significant change can by supported. Originality/value Partnerships between philanthropic and government funding may help both to address some of the concerns raised about philanthropy and maximise the potential for beneficial impacts.
本文的目的是对John Pepin的《Making the world a better place: achieve impact through innovation and an entrepreneurial ethos》一文进行评论。这篇评论考虑了慈善事业更广泛的作用，特别是在学习障碍和自闭症方面。研究结果雪莉基金会的工作是慈善事业可以做出贡献的一个很好的例子。尽管慈善事业受到许多批评，但它仍然是支持重大变革的一种方式。创意/价值慈善机构和政府资助之间的合作可能有助于解决人们对慈善事业的一些担忧，并最大限度地发挥有益影响的潜力。
{"title":"Commentary on “Making the world a better place: achieving impact through innovation and an entrepreneurial ethos”","authors":"P. McGill","doi":"10.1108/tldr-06-2021-0015","DOIUrl":"https://doi.org/10.1108/tldr-06-2021-0015","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to provide a commentary on “Making the world a better place: achieving impact through innovation and an entrepreneurial ethos” written by John Pepin.\u0000\u0000\u0000Design/methodology/approach\u0000The commentary considers the broader role of philanthropy especially with respect to learning disability and autism.\u0000\u0000\u0000Findings\u0000The work of the Shirley Foundation is a good example of the contribution that can be made by philanthropy. Although philanthropy has many critics, it remains one way in which significant change can by supported.\u0000\u0000\u0000Originality/value\u0000Partnerships between philanthropic and government funding may help both to address some of the concerns raised about philanthropy and maximise the potential for beneficial impacts.\u0000","PeriodicalId":54179,"journal":{"name":"Tizard Learning Disability Review","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2021-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46314935","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-12DOI: 10.1108/tldr-06-2021-0014
S. Flynn, C. Hatton
Purpose This paper aims to present data about access to health and social care services during the COVID-19 pandemic for adults with learning disabilities across England, Northern Ireland, Scotland and Wales. Design/methodology/approach Data were collected directly from 621 adults with learning disabilities and through separate proxy reports by family carers and paid support staff of another 378 adults with learning disabilities. The data were collected between December 2020 and February 2021 and concerned the use of health and social care services since the start of the first COVID-19 national lockdown in March 2020. Findings Access to and use of health and social care services significantly reduced for adults with learning disabilities across the UK during the COVID-19 pandemic between March 2020 and February 2021, with many people not receiving any services at all during that period. Similar patterns were seen across England, Northern Ireland, Scotland and Wales. However, data suggest some variations between countries for some services. Practical implications Future pandemic planning must ensure that access to these essential services is not completely lost for adults with learning disabilities and their family carers, as it was in some cases during the COVID-19 pandemic in 2020. Originality/value This is the largest study about the impact of the COVID-19 pandemic on health and social care services for adults with learning disabilities in the UK. The authors primarily collected data directly from adults with learning disabilities, and worked with partner organisations of people with learning disabilities throughout the study.
{"title":"Health and social care access for adults with learning disabilities across the UK during the COVID-19 pandemic in 2020","authors":"S. Flynn, C. Hatton","doi":"10.1108/tldr-06-2021-0014","DOIUrl":"https://doi.org/10.1108/tldr-06-2021-0014","url":null,"abstract":"Purpose This paper aims to present data about access to health and social care services during the COVID-19 pandemic for adults with learning disabilities across England, Northern Ireland, Scotland and Wales. Design/methodology/approach Data were collected directly from 621 adults with learning disabilities and through separate proxy reports by family carers and paid support staff of another 378 adults with learning disabilities. The data were collected between December 2020 and February 2021 and concerned the use of health and social care services since the start of the first COVID-19 national lockdown in March 2020. Findings Access to and use of health and social care services significantly reduced for adults with learning disabilities across the UK during the COVID-19 pandemic between March 2020 and February 2021, with many people not receiving any services at all during that period. Similar patterns were seen across England, Northern Ireland, Scotland and Wales. However, data suggest some variations between countries for some services. Practical implications Future pandemic planning must ensure that access to these essential services is not completely lost for adults with learning disabilities and their family carers, as it was in some cases during the COVID-19 pandemic in 2020. Originality/value This is the largest study about the impact of the COVID-19 pandemic on health and social care services for adults with learning disabilities in the UK. The authors primarily collected data directly from adults with learning disabilities, and worked with partner organisations of people with learning disabilities throughout the study.","PeriodicalId":54179,"journal":{"name":"Tizard Learning Disability Review","volume":"1 1","pages":"6"},"PeriodicalIF":0.6,"publicationDate":"2021-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46172489","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-10DOI: 10.1108/TLDR-07-2020-0014
E. James, C. Hatton, R. Mitchell
Purpose Participation of people with learning disabilities in the United Kingdom (UK) Parliamentary Elections has previously been found to be lower than that of non-learning disabled peers. This paper aims to consider whether an intervention to support the right to take part in democratic and political life may result in increased participation rates. Design/methodology/approach Data were gathered by social workers from 135 learning disabled people about their voter registration and voting in the May 2019 UK local government election. Social workers subsequently ran a promote the vote campaign with this cohort and gathered the same data in respect of the December 2019 UK Parliamentary Election. Findings Following the campaign, there were statistically significant increases in both the proportion of people who registered to vote and in the proportion who voted. Originality/value People with learning disabilities are more likely to vote if made aware of their rights and supported to do so.
{"title":"Participation of learning disabled people in the parliamentary election of 2019 in the United Kingdom","authors":"E. James, C. Hatton, R. Mitchell","doi":"10.1108/TLDR-07-2020-0014","DOIUrl":"https://doi.org/10.1108/TLDR-07-2020-0014","url":null,"abstract":"\u0000Purpose\u0000Participation of people with learning disabilities in the United Kingdom (UK) Parliamentary Elections has previously been found to be lower than that of non-learning disabled peers. This paper aims to consider whether an intervention to support the right to take part in democratic and political life may result in increased participation rates.\u0000\u0000\u0000Design/methodology/approach\u0000Data were gathered by social workers from 135 learning disabled people about their voter registration and voting in the May 2019 UK local government election. Social workers subsequently ran a promote the vote campaign with this cohort and gathered the same data in respect of the December 2019 UK Parliamentary Election.\u0000\u0000\u0000Findings\u0000Following the campaign, there were statistically significant increases in both the proportion of people who registered to vote and in the proportion who voted.\u0000\u0000\u0000Originality/value\u0000People with learning disabilities are more likely to vote if made aware of their rights and supported to do so.\u0000","PeriodicalId":54179,"journal":{"name":"Tizard Learning Disability Review","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2021-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44657274","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-01DOI: 10.1108/TLDR-02-2021-0005
V. Gant
Purpose The purpose of this paper is to provide a commentary on “Older carers of people with learning disabilities: their experiences with local authority assessment processes and personnel” written by Rachel Forrester-Jones. Design/methodology/approach This commentary considers the experiences of older carers in the context of research, legislative and policy changes over the past 30+ years. Findings The needs of older carers of adults with learning disabilities are well recognised within the (limited) literature. Less attention has been given to practical strategies to identify and support such carers or to their broader family context. Originality/value This commentary highlights that assessors carrying out carers’ needs assessments should consider whether adults with learning disabilities are providing care to their older relative. The recognition of possible mutual or reciprocal care needs to be acknowledged and appropriate support offered.
{"title":"Commentary on “Older carers of people with learning disabilities: their experiences with local authority assessment processes and personnel”","authors":"V. Gant","doi":"10.1108/TLDR-02-2021-0005","DOIUrl":"https://doi.org/10.1108/TLDR-02-2021-0005","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to provide a commentary on “Older carers of people with learning disabilities: their experiences with local authority assessment processes and personnel” written by Rachel Forrester-Jones.\u0000\u0000\u0000Design/methodology/approach\u0000This commentary considers the experiences of older carers in the context of research, legislative and policy changes over the past 30+ years.\u0000\u0000\u0000Findings\u0000The needs of older carers of adults with learning disabilities are well recognised within the (limited) literature. Less attention has been given to practical strategies to identify and support such carers or to their broader family context.\u0000\u0000\u0000Originality/value\u0000This commentary highlights that assessors carrying out carers’ needs assessments should consider whether adults with learning disabilities are providing care to their older relative. The recognition of possible mutual or reciprocal care needs to be acknowledged and appropriate support offered.\u0000","PeriodicalId":54179,"journal":{"name":"Tizard Learning Disability Review","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44084662","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-01DOI: 10.1108/TLDR-09-2020-0024
R. Armstrong
Purpose This case study aims to describe how patients with autism and/or a learning disability detained in a psychiatric hospital were supported to register and vote in the 2019 UK general election. Design/methodology/approach A speech and language therapist supported patients to register and vote. Data on the number of patients who registered and voted are reported as well as feedback from patients about their experiences. Findings Forty-two per cent of patients registered to vote; 27% did not want to register; and 31% could not understand the information provided and/or state a clear preference because of the severity of their cognitive and communication difficulties. Fifteen per cent of patients voted and were all first-time voters. Originality/value This study demonstrates that it is possible to support significant numbers of autistic and learning disabled patients in a psychiatric hospital to register for and vote in a parliamentary election.
{"title":"Political engagement in the 2019 UK general election of patients with autism and/or a learning disability detained in a psychiatric hospital","authors":"R. Armstrong","doi":"10.1108/TLDR-09-2020-0024","DOIUrl":"https://doi.org/10.1108/TLDR-09-2020-0024","url":null,"abstract":"Purpose This case study aims to describe how patients with autism and/or a learning disability detained in a psychiatric hospital were supported to register and vote in the 2019 UK general election. Design/methodology/approach A speech and language therapist supported patients to register and vote. Data on the number of patients who registered and voted are reported as well as feedback from patients about their experiences. Findings Forty-two per cent of patients registered to vote; 27% did not want to register; and 31% could not understand the information provided and/or state a clear preference because of the severity of their cognitive and communication difficulties. Fifteen per cent of patients voted and were all first-time voters. Originality/value This study demonstrates that it is possible to support significant numbers of autistic and learning disabled patients in a psychiatric hospital to register for and vote in a parliamentary election.","PeriodicalId":54179,"journal":{"name":"Tizard Learning Disability Review","volume":"1 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41419753","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-01DOI: 10.1108/TLDR-11-2020-0036
R. Deveau, J. Ockenden, P. Björne
Purpose Nobel Prize winner Daniel Kahneman’s work on modes of ‘thinking’ provides a comprehensive text which is little explored in respect of work with people who have an intellectual or developmental disability. This paper explores the potential of this work to change staff development and practice. Design/Methodology Key themes from Thinking Fast, and Slow (Kahneman, 2011) are described and applied to current staff practice. Findings Modes of thinking are relevant and important to understanding and improving manager and staff practice. Originality To our knowledge this is the first attempt to describe and understand staff thinking and practice using Kahneman’s ideas.
{"title":"Exploring new ways of thinking about and developing staff practice: the role of modes of thinking","authors":"R. Deveau, J. Ockenden, P. Björne","doi":"10.1108/TLDR-11-2020-0036","DOIUrl":"https://doi.org/10.1108/TLDR-11-2020-0036","url":null,"abstract":"Purpose \u0000Nobel Prize winner Daniel Kahneman’s work on modes of ‘thinking’ provides a \u0000comprehensive text which is little explored in respect of work with people who have an \u0000intellectual or developmental disability. This paper explores the potential of this work to \u0000change staff development and practice. \u0000Design/Methodology \u0000Key themes from Thinking Fast, and Slow (Kahneman, 2011) are described and applied to \u0000current staff practice. \u0000Findings \u0000Modes of thinking are relevant and important to understanding and improving manager and \u0000staff practice. \u0000Originality \u0000To our knowledge this is the first attempt to describe and understand staff thinking and \u0000practice using Kahneman’s ideas.","PeriodicalId":54179,"journal":{"name":"Tizard Learning Disability Review","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47297183","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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