"This training pack is designed to provide the learner with knowledge about what active support is, why it is important, what it looks like in practice, and some of the key facts around what is needed for success. It essentially forms a classroom-based training programme in person-centred active support ... The resource includes: PowerPoint presentations for the training. Suggestions for how to deliver the training, including for exercises and activities. Additional videos ... A summary learner's workbook ... A copy of the full self-study guide, as this is essentially the script for the training."--Page 6 of training resource
This well-respected core text provides a comprehensive solid foundation for students of nursing and practitioners who care for and or support people with learning/intellectual disabilities in a range of health and social care settings and scenarios. This book addresses learning/intellectual disability nursing from various perspectives, including historical and contemporary practice, health promotion, interventions for good mental health, people with profound disabilities and complex needs, care across the lifespan, and forensics. This new edition has been comprehensively updated throughout and now includes two entirely new chapters. One covers liaison nursing, and the other explores the future for learning/intellectual disability nursing. The book includes numerous case studies and learning activities to support the reader, as well as remaining clinically relevant. Uniquely this text is linked and benchmarked to the Nursing and Midwifery Councils, UK – Future Nurse Standards of Proficiency and the Nursing and Midwifery Board of Ireland’s Competencies for nursing students. This text is essential reading for anyone studying learning/intellectual disabilities at undergraduate and post-graduate levels; it will also be a useful resource for the wider family of nursing, as well as health and social care professionals.
Person-centred thinking and planning are approaches that enable people using social care and health services to plan their future, and use a personal budget to commission personalised services. Creating Person-Centred Organisations is a guide for organisations who want to deliver personalised services. Key issues covered include attending to the vision, strategy and business planning of the organisation, as well as organisational processes, culture and managing change. Drawing on the pioneering work of the social care charity United Response, the authors provide a wealth of practical tools and techniques to enable organisations within health, social care and the voluntary sector to use person-centred thinking tools and approaches to move towards becoming person-centred organisations. This is an essential guide for managers and leaders within private, statutory and voluntary organisations. Stephen Stirk is Director of Human Resources at the social care charity United Response. He has had over 30 years' experience in human resources, organisation development and line management positions, including specialism in organisation design and development with GlaxoSmithKline. Helen Sanderson is Director of Helen Sanderson Associates. She has written extensively on person-centred thinking, planning, community building and Individual Service Funds. She has worked with a range of providers to enable them to deliver more personalised services. She is co-author (with Jaimee Lewis) of A Practical Guide to Delivering Personalisation: Person-Centred Practice in Health and Social Care (Jessica Kingsley Publishers).
The idea of person-centred health systems is widely advocated in political and policy declarations to better address health system challenges. A person-centred approach is advocated on political, ethical and instrumental grounds and believed to benefit service users, health professionals and the health system more broadly. However, there is continuing debate about the strategies that are available and effective to promote and implement 'person-centred' approaches. This book brings together the world's leading experts in the field to present the evidence base and analyse current challenges and issues. It examines 'person-centredness' from the different roles people take in health systems, as individual service users, care managers, taxpayers or active citizens. The evidence presented will not only provide invaluable policy advice to practitioners and policymakers working on the design and implementation of person-centred health systems but will also be an excellent resource for academics and graduate students researching health systems in Europe. This title is available as Open Access on Cambridge Core.
Active Support is a proven model of care that enables and empowers people with intellectual disabilities to participate fully in all aspects of their lives. This evidence-based approach is particularly effective for working with people with more severe disabilities, and is of growing interest to those responsible for providing support and services. The authors provide a comprehensive overview of Active Support and how it can be used in practice, based on the theory and research underpinning the methods involved. They describe how to engage people with intellectual disabilities in meaningful activity as active participants, and look at the communication style needed to foster positive relationships between carers and the people they are supporting. Highlighting the main issues for those trying to put Active Support into practice, they explain what is needed on a day-to-day basis to support the implementation, improvement and maintenance of the approach, along with possible solutions for the difficulties they may encounter. Finally, they look at how to integrate Active Support with other person-centred approaches, drawing on examples from various organisations and individual case studies. The definitive text on Active Support, this book will be essential reading for anyone professionally concerned with the quality of life of people with intellectual disabilities, including psychologists, behaviour specialists, social workers, care managers, occupational therapists and inspectors and regulators of services, as well as families.
Adopting a predominantly psychological approach, this book provides carers with up-to-date information and resources to provide appropriately individualised care to people with learning disabilities who self-injure. Understanding and Working with People with Learning Disabilities who Self-Injure synthesises traditional (behavioural) and newer (psychological) approaches to understanding self-injury, drawing on psychoanalytic and social theory to provide practical guidelines for more sustained and effective support. It suggests that motivations for self-injury may be similar for people with and without learning disabilities, and draws on case work examples to suggest person-centred techniques that encourage communication – particularly important with people who do not use verbal communication - and recovery. The book covers a range of specific needs, including people with autism who self-injure, and emphasises the views of people with learning disabilities themselves and their families about what has worked best, and why. At the end of each chapter, a variety of practical implications for the provision of support are given. This book is for those supporting people with learning disabilities who self-injure and will be a useful resource for social workers, psychologists, counsellors, learning support workers, nurses and social and health care students.
If you work with people with a learning disability and are studying for a health and social care qualification, or you want the right information to help your personal development, then An introduction to supporting people with a learning disability is for you. This book puts the person at the centre of the support you give. It uses real life stories, activities and thinking points to cover all of the learning outcomes and is full of practical examples of how to apply the ideas to the support you provide.
Dee Fink poses a fundamental question for all teachers: "How can I create courses that will provide significant learning experiences for my students?" In the process of addressing this question, he urges teachers to shift from a content-centered approach to a learning-centered approach that asks "What kinds of learning will be significant for students, and how can I create a course that will result in that kind of learning?" Fink provides several conceptual and procedural tools that will be invaluable for all teachers when designing instruction. He takes important existing ideas in the literature on college teaching (active learning, educative assessment), adds some new ideas (a taxonomy of significant learning, the concept of a teaching strategy), and shows how to systematically combine these in a way that results in powerful learning experiences for students. Acquiring a deeper understanding of the design process will empower teachers to creatively design courses for significant learning in a variety of situations.
Ensure you have all the help you need inbetween assessor visits with this easy-to-use quick-reference guide for assessment. Covering more optional units than any textbook, this easy-to-understand guide for the Health and Social Care Diploma explains in simple terms what competencies you need to demonstrate and how to generate all the required knowledge-evidence for your course. With brief, one-page summaries for every assessment criterion and guidance on how to gather your evidence, this resource will help you when your assessor is not available. - Keep it simple for your learners with this one-page summary per assessment criterion, covering knowledge and competence. - Covers far more optional units than any textbook. - We've kept the price down to ensure accessibility for all learners - if they only have one resource, make sure it is this one.
