Social work with people with learning difficulties: Making a difference

✍ Scribed by Susan Hunter; Denis Rowley

Publisher: Policy Press
Year: 2015
Tongue: English
Leaves: 249
Category: Library

No coin nor oath required. For personal study only.

✦ Synopsis

In the field of learning difficulties there has been a revolution in professional understanding and user aspirations towards delivery of services. Institutional models no longer prevail; language, attitudes and practices have been transformed. Full of up-to-date case studies, practice examples and points for reflection, this exciting textbook explores how to embed this culture shift into mainstream services. It explores theoretical frameworks for working with people with learning difficulties and examines the role of services and the social worker, drawing on person-centred, community-centred and family involvement perspectives. Essential reading for anyone studying social work or nursing people with learning difficulties.

✦ Table of Contents

Social work with people with learning difficulties
Contents
List of tables and figures
Tables
Figures
Acknowledgements
Introduction
Part One. Context
1. Key ideas
Personhood
A ‘good life’
Human rights
Language and labels
2. Looking back: what can we learn from the past?
History repeats itself – The Winterbourne View hospital scandal
Moving on from institutions and institutional practices
Containment
Reform and the deinstitutionalisation agenda
Co-existence and inclusion: an ‘ordinary life’
Community care, mainstreaming and inclusion
Choice and risk: striking a balance between autonomy and protection
Personalisation
Personalisation, risk and austerity
3. Underlying conceptual frameworks
Normalisation and social role valorisation
Frameworks for accomplishment
Social model of disability
Co-production
Personalisation
Co-production and community connecting
Part Two. Transitional points
4. Transition to adulthood
Martha’s story
What we mean by ‘transition’
Policy context
Contrasting the experience of young people with learning difficulties and their peers
Ten transition challenges
5. Setting up home
Leaving home and setting up house
Making a house a home
Why having a home life is important
Evolution of different approaches
Challenge of community living
Expanding the range of options
Beyond supported living – fostering community connections
People with learning difficulties and their families’ views of their options
6. Getting a job: from occupation to employment
Evolution of day services – from institutions to supported employment
All things to all people – the struggle for clarity and consensus on purpose
Resilience of the day centre model
Supported employment
Opportunities and obstacles
Influence of person-centred approaches
Partnership and co-production
What role for day centres?
Making a difference
7. Becoming a parent
Experience of the service system
Partnership for good support
An entitlement to be parents
Being ‘good enough’ parents
Support and learning to be ‘good enough’ parents
8. Growing older
Increased longevity and its consequences for services
Who are these people and where do they live?
Collaboration between specialist learning disability services and generic elder care services
Specialist training for staff in both types of setting
Direct payments and self-directed support: the way forward?
Clearer strategic direction and priorities
Listening to the views of older people with learning difficulties themselves
9. Capacity, risk and protection
Capacity
Risk
Recognising abuse
Protection from abuse: safeguarding
People with a learning disability who are at risk of encountering the criminal justice system
People with a learning disability who have a mental illness and/or behaviour that challenges services
People with profound and multiple learning disabilities
10. Supporting people withcomplex needs
People with a learning disability who are at risk of encountering the criminal justice system
People with a learning disability who have a mental illness and/or behaviour that challenges services
People with profound and multiple learning disabilities
Part Three. Conclusion
11. Conclusion
One story, five perspectives
Some practice reflections
Risk management
Keeping an individualised, person-centred and community involvement focus
Future challenges
References
Index

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