"In this book, Barry Gray and Geoff Ridden have collected fourteen biographies written by people of all ages who have a learning disability. The authors discuss how these stories might be representative of other people with learning disabilities and what key themes may be identified from the stories. Such material has not been well documented in the past and is particularly appropriate for analysis which is not narrowly prescriptive."--BOOK JACKET. "This flexible and educational tool of analysis will enable carers, educators, care managers and workers in day and residential services to work more closely with their clients, to ensure that more choice is made available today to those whose voices have not always been heard. Lifemaps of People with Learning Disabilities will appeal not only to social workers and other health care practitioners, but also to families of people with learning disabilities."--BOOK JACKET.

This book presents an examination of the historical, legal and philosophical contexts within which advocacy services have developed. It discusses the professional and practical issues and problems confronting those running and using advocacy services, the role of advocacy, and advocacy with families and people with communication difficulties.

This book is a teaching aid for individuals and groups of adults with learning disabilities. Stories, in simple English, about relationships are followed by points for discussion and suggested discussion questions for counsellors.

This is a handy guide to the topics you need to know about whether studying or working in the field of learning disabilities. The A-Z format allows you to “dip in” and quickly find relevant information on topics ranging from Autism to Rights and from Advocacy to Challenging Behaviors.

Intellectual disability nurses can be found working and supporting people in a variety of different care contexts. These include the healthcare system, social care and education, as well as the private sector (including voluntary and not for profit organizations). Numerous other professional disciplines also work alongside these areas including: clinical psychologists, social workers, occupational therapists, speech and language therapists, and consultant psychiatrists. The Oxford Handbook of Learning and Intellectual Disability Nursing provides up-to-date, concise, and practical "coal-face" information for use in all areas where intellectual disability nurses are located. It includes a section on practical applications and therapeutic interventions, as well as an emergencies section and coverage of the main points of mental health legislation. Unique to this Oxford Handbook is the attention given to differences in legislation and social policy across the constituent countries of the UK and Ireland. The Oxford Handbook of Learning and Intellectual Disability Nursing is clearly laid out and written in readable note-based style. It is an invaluable companion to both community and ward nurses, and all those working with patients with learning and intellectual disabilities.

The book will help readers to critically evaluate the implications of research reports for their own practice.

The core of the book consists of scenarios in which photography is employed with people with learning disabilities as a visual reminder. Photographs can consolidate new skills and record important events and objects. The scenarios include Brian, who wanted to practise his newly-learned cookery techniques at home; Joy, who moved to a new flat; and Laura, who loved art and craft but whose work was often lost when she took it home. In each case practical problems or sources of distress were eased by an imaginative use of photography. Each scenario concludes with a list of practical points to guide the carer; and the book includes recommendations of situations where a camera could be used as an adjunct to working with people with learning disabilities.

'Sexuality and Women with Learning Disabilities makes a significant contribution to both feminist and disability literature, because it challenges common assumptions about the sexuality of people with learning disabilities, forces a reconsideration of how this group of people are viewed by those around them and links gender and disability in its analysis.' -Tizard Learning Disability Review 'By tackling issues that have received little meaningful attention, McCarthy both makes a valuable contribution to the literature and provides a useful practical guide to those wishing to support their clients more effectively.' - Mental Health and Learning Disabilities Care 'The thoroughness and attention to detail with which McCarthy has investigated and written about the sexual lives of a small number of women with mild to moderate learning difficulties is to be commended. Drawing upon interviews with the women who participated in this study, there is explicit detail about the reality of their sexual lives that overall comes across as sad, poignant and often shocking, with a high level of sexual abuse revealed... however, McCarthy has a strong code of ethics and sensitivity and a reflexive honesty about her role and stance as a feminist researcher that removes any possibility or suggestion of prurient voyeurism or exploitation being a part of this research. McCarthy writes as a woman with and about women, allowing their voices about their sexual experiences to be heard through the medium of in-depth interviews. Within the book, the sexual experiences of women with learning disabilities are set in a wider policy and practice framework and discussed in relation to ideologies surrounding learning disability, gender and sexuality in a cultural context. The book ends with a chapter discussing and listing policy and practice recommendations, including suggestions about changes to the law... Overall, this was a convincing and compelling book that deserves serious attention and I would strongly recommend it to anyone with an interest in learning disability issues, including practitioners, carers, relatives, advocates and counsellors.' - CSPRD Newsletter In this study of women with mild and moderate learning disabilities, Michelle McCarthy investigates how these women experience their sexual lives, basing her research on interviews with the women themselves. She argues the importance of informing the work of those responsible at research, practice and policy levels with the voices of people with learning disabilities. In the interviews, women talk openly about what form their sexual activity takes and what it means for them, the circumstances in which it occurs, and the pleasures (or lack thereof) associated with it. These interviews directly shape the policy and practice recommendations the author makes. Michelle McCarthy's findings suggest that women with learning disabilities commonly find themselves engaged in sexual activity which is not to their liking and not of their choosing. A high level of sexual abuse was also reported. The author discusses this in relation to the cultural forces which have influenced Western perceptions of sexuality, feminism and theories and prejudices about learning disabilities. She also studied the impact of institutional and community settings on the sexuality of women with learning disabilities. In Sexuality and Women with Learning Disabilities, McCarthy makes recommendations for policy and practice which will protect this vulnerable group, and advises on education, support and seeking justice for abused women.

A comprehensive text addressing this issue is welcome and this book addresses service provision for older people with disabilities from a UK, USA and Australian perspective. The book would serve as a useful reference book for Health and Social Service personnel, particularly students, from a variety of disciplines working with older adults, in the learning disability field or with older people who have lifelong physical disabilities. A particular strength is the inclusion of case vignettes that describe individual older clients with lifelong disabilities; interesting questions are posed for discussion which relate to the subject matter in each of the five sections. The vignettes are interesting and enjoyable to read and would be useful for group work/teaching purposes.' - International Journal of Geriatric Psychiatry 'This book is most welcome with an extensive review of the research and service development in the United States, the United Kingdom and Australia with illustrative vignettes and relevant questions following the first four parts of the book. Suggested literature is also part of each chapter. All in all, a book recommended for both practitioners, researchers and policy makers involved with persons with life long disability as they age.' - International Journal of Adolescent Medical Health 'In all, this book is an essential addition to the library of service provider organisations, policymakers, researchers, and families and all who wish to share in ensuring the well-being and quality lifestyles of this growing and emerging group of citizens. I see this book as a seminal text in this area.' - Marie Knox (School of Humanities and Human Services, Queensland University of Technology, Brisbane) in Intellectual Disability Australasia 'This book makes a commendable contribution in uniting thinking and strategic planning, and also through providing empirical evidence to illustrate ways forward that have meaning for older people with disabilities, their families and front-line professionals.' - from the Foreword by Gordon Grant Based on the author's 18 years' research experience and social work practice expertise, this pioneering guide provides up to date specialist knowledge about ageing with a disability in the context of the more mainstream knowledge about ageing processes. Christine Bigby uses the concept of 'successful ageing' as a framework in which to consider the issues and practicalities for older people with a lifelong disability. Bigby presents strategies for the various challenges involved in the physiological, psychological and sociological aspects of ageing and proposes an integrated framework of service development and policy directions for the implementation of these strategies. Particular focus is given to lifestyle planning, encompassing subjects such as daily activity and leisure, housing and support, advocacy, case management and health. Consideration is also given to working with older parental carers of adults with a lifelong disability to support preparation and planning for the transition from parental care.

This fully-revised Second Edition looks at how practitioners and students can achieve best-practice when working with vulnerable adults. The first part of the book explores the evolution of concepts and policies for safeguarding adults, with particular reference to the Human Rights Act 1998 and the Capacity Act 2005. In the second section the focus shifts to good practice in empowering vulnerable adults. The final section focuses on developing effective professional and inter-professional practice.