Health visitors in south Wales set to strike after NHS employer ignores job evaluation appeal
Clinical
<p>Working alongside people who have a learning disability, we have become increasingly aware of individuals’ views on the disparaging language and labels used in learning
<p>So, a thumbs-up for individual budgets (IBs).
<p>‘If you’re someone like me, they treat you like a piece of dirt. My dad is not an MP, my mum isn’t clever.
<p>Recent figures show that there were 25,613 people registered on the—National Intellectual Disability Database (NIDD 2007) in Ireland.
<p>As Driscoll and Teh (2001) observe: ‘Reflection contributes to professional development by revealing knowledge and skills used in everyday practice, exposing areas that
<p>More than 300 people with learning disabilities are still in long-term NHS care in Scot- land, although nurses say that around 120 of them are ready for discharge, watc
<p>The end of the beginning, perhaps?
<p>Providing the means for such things as maintaining a hobby, travelling to visit friends and relatives, or taking part in unpaid voluntary work that can be a route into
<p>As demands on learning disability services grow and client waiting times get longer there is increasing interest in the use of screening tools (Bliss 2002).
<p>On a recent community placement, I had the opportunity to work with Elizabeth (not her real name).
<p>Cognitive behavioural therapy (CBT) is fast becoming the therapy of choice for many people suffering from psychological problems.
<p>Seventy six per cent in favour is a big majority.
<p>Ideas, knowledge and awareness of self can all be developed and transformed from practising the art of reflection.
<p>Cognitive Behavioural Therapy (CBT) is seen as a therapy of choice, with a successful evidence base for anxiety, depression, obsessions, post-traumatic stress, dealing with anger, problem solving and relationship difficulties (for example, National Institue for Health and Clinical Excell
<p>In a period when we are digesting the results of the independent inquiry into the equality of access to health services for people with a learning disability in England, I thought it timely to recount one of my experiences during my training.</p>
<p>This article describes the innovative way in which Oxford Brookes University has responded to recent trends in the delivery of services by registered learning disability nurses (RNLDs) and career pathways of graduates.
<p>In the UK, it is estimated that 2.5 per cent of the population have a learning disability and it is anticipated that this figure may rise by about 1 per cent per year over a 15-year period (Department of Health (DH) 2001).
<p>It has long been recognised that the quality of learning disability services relies to a large extent on the abilities of the staff who provide them (Social Services Inspectorate 1990); and staff working in learning disability services are increasingly being called on to teach colleagues
