Invited review: Challenges of residential and community care: ‘the times they are a‐changin’

Jackson, Robin

doi:10.1111/j.1365-2788.2011.01461.x

Cited by 20 publications

(13 citation statements)

References 25 publications

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“…In 2010, a similar message was echoed by Lernihan and Sweeney who suggested that, to fully support individuals' needs, the emotional needs of staff should be considered as well. Further, Jackson () called for an exploration of “innovative and practical approaches to enhancing the quality of the services offered” and “strategies that develop essential expressive and relational aspects of care practice” (pp. 941–942).…”

Section: Resultsmentioning

confidence: 99%

A Call for the Integration of Trauma‐Informed Care Among Intellectual and Developmental Disability Organizations

Keesler

2014

Policy Practice Intel Disabi

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Research exploring the occurrence of trauma among adults with intellectual and developmental disabilities (I/DD) has grown over the past decade. Yet there is a dearth of literature investigating the impact of organizational factors on the trauma experience despite this population's need for organizational supports. Trauma-informed care (TIC), a systems-focused model for service delivery, is a fast-developing interest among the broader field of trauma in the general population. It recognizes the prevalence and impact of trauma, and creates a culture of safety, trustworthiness, choice, collaboration, and empowerment. The author synthesized relevant literature from both the intellectual and developmental disabilities areas and integrated this with TIC and trauma literature drawn from the general population. Explored are the implications of organizations for service delivery and the potential assimilation of TIC within I/DD organizations. The effectiveness of TIC applications and their potential barriers are discussed and related to the philosophy of quality of life and organizational culture. The author notes that some individuals with I/DD comprise a vulnerable subgroup of the population that in large part relies upon the support of organizational services to foster quality of life. Given the implications of the focus on quality of life, he posits that TIC presents as a viable response for organizations, complimenting and augmenting current efforts.

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Section: Resultsmentioning

confidence: 99%

A Call for the Integration of Trauma‐Informed Care Among Intellectual and Developmental Disability Organizations

Keesler

2014

Policy Practice Intel Disabi

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“…Provider organisations respond by employing many of their staff (particularly those in day‐to‐day contact with their clients) on remuneration close to the minimum wage. This in turn makes it difficult to recruit or retain staff suitable for this type of work (Care Quality Commission, ), but may also generate among staff an alienation characteristic of industrial process work (Jackson, , ).…”

Section: Residential Alternativesmentioning

confidence: 99%

Shared‐life communities for people with a learning disability: A review of the evidence

Cumella

Lyons

2018

Brit J Learn Disabil

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Accessible Summary• This is about the best places to live for people with a learning disability.• It compares ordinary houses with communities where people with a learning disability share the homes of people who are not disabled.• These communities may be just as good a place to live as ordinary houses because there are interesting work and more friends.• People with a learning disability should have a choice where they want to live. AbstractBackground: A key aim of public policy has been to move people with a learning disability from segregated settings into ordinary housing, with the expectation that they would become integrated in and accepted by the rest of society. Despite this policy, people with a learning disability have high rates of unemployment, social isolation, mental disorders and premature death. Aims:This raises questions about the dominant capitalist mode of care and makes it essential to consider alternative types of residence. Materials and Methods:This study reviews research into shared-care communities in which people with a learning disability share their lives with families and volunteers ("co-workers"), either in dispersed housing or in village settlements.Results: Reviews of research into types of accommodation for people with a learning disability have compared dispersed housing with "congregate" housing, finding that the former provide a better quality of life. However, they also found wide variations in outcome, which can be attributed to the heterogeneous range of accommodation categorised as "congregate." When shared-care communities are analysed separately, they were found to offer accommodation as homely as dispersed housing, with a similar lack of institutional practices. Residents in shared-care communities were also more likely than those in other types of accommodation to be involved in planning their own lives and in accessing professional health and social care. Research into shared-care communities has attributed these outcomes to the availability of meaningful and diverse employment, opportunities for friendship and long-term relationships with co-workers. Discussion: These conclusions are supported by the results of official inspections and by recent research, which has emphasised how the quality of life of residents with a learning disability is improved when there are long-term emotional bonds between staff and clients. It is concluded, therefore, that shared-care communities

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“…Previous studies have revealed that support to staff from their immediate manager may be an important factor for development and improvement of necessary staff skills (Deveau & McGill, ). Studies have also shown that managers’ leadership and way of motivating staff can result in better outcomes for residents in group homes in terms of participation and increased independence (Bigby, Knox, Beadle‐Brown, & Clement, ; Deveau & McGill, ; Jackson, ). Beadle‐Brown et al.…”

Section: Introductionmentioning

confidence: 99%

Service managers’ experiences of how the participation of people with intellectual disabilities can be promoted in Swedish group homes

Hallrup

Kumlien

Carlson

2018

Research Intellect Disabil

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Background People with intellectual disabilities in staffed group homes often need lifelong support and dependency on others. Thereby, special demands are placed on staff and service managers to ensure opportunities for participation in everyday life. This study aims to explore how service managers promote participation in Swedish group homes for adults with intellectual disabilities. Method A qualitative research design involving individual interviews with 14 service managers was used to gain an understanding of how the participation of adults with intellectual disabilities can be promoted in Swedish group homes. Results The results comprise two main themes; Creating preconditions for participation and Barriers for promotion of participation. Conclusions Service managers experienced that promoting service user participation in group homes was an important part of their responsibility. The findings indicate that structural strategies such as coaching, supervision and reflection are important and should be further developed.

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Invited review: Challenges of residential and community care: ‘the times they are a‐changin’

Cited by 20 publications

References 25 publications

A Call for the Integration of Trauma‐Informed Care Among Intellectual and Developmental Disability Organizations

A Call for the Integration of Trauma‐Informed Care Among Intellectual and Developmental Disability Organizations

Shared‐life communities for people with a learning disability: A review of the evidence

Service managers’ experiences of how the participation of people with intellectual disabilities can be promoted in Swedish group homes

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