Learning disability nursing and mental health

2014 ◽  
pp. 128-159
Keyword(s):  
Mental Health ◽  
Learning Disability

Strategies to boost the mental health and learning disability nursing workforce

2021 ◽  
Vol 30 (3) ◽  
pp. 194-195
Author(s):  
Alan Glasper
Keyword(s):  
Mental Health ◽  
Learning Disability ◽  
Nursing Workforce ◽  
Emeritus Professor ◽  
The University ◽  
Recent Policy

Emeritus Professor Alan Glasper, from the University of Southampton, discusses two recent policy reports which indicate a potential crisis in mental health and learning disability nursing

Learning disability and the Scottish Mental Health Act

2017 ◽  
Vol 11 (2) ◽  
pp. 74-82
Author(s):  
Heather Welsh ◽  
Gary Morrison
Keyword(s):  
Mental Health ◽  
Mental Illness ◽  
Learning Disabilities ◽  
Mental Disorder ◽  
Learning Disability ◽  
Psychotic Disorders ◽  
Content Type ◽  
Mental Health Legislation ◽  
Scottish Government ◽  
Health Legislation

Purpose The purpose of this paper is to investigate the use of the Mental Health (Care and Treatment) (Scotland) Act 2003 for people with learning disabilities in Scotland, in the context of the recent commitment by the Scottish Government to review the place of learning disability (LD) within the Act. Design/methodology/approach All current compulsory treatment orders (CTO) including LD as a type of mental disorder were identified and reviewed. Data was collected on duration and type of detention (hospital or community based) for all orders. For those with additional mental illness and/or personality disorder, diagnoses were recorded. For those with LD only, symptoms, severity of LD and treatment were recorded. Findings In total, 11 per cent of CTOs included LD as a type of mental disorder. The majority of these also included mental illness. The duration of detention for people with LD only was almost double that for those without LD. A variety of mental illness diagnoses were represented, psychotic disorders being the most common (54 per cent). Treatment was broad and multidisciplinary. In all, 87 per cent of people with LD only were prescribed psychotropic medication authorised by CTO. Originality/value There has been limited research on the use of mental health legislation for people with learning disabilities. This project aids understanding of current practice and will be of interest to readers both in Scotland and further afield. It will inform the review of LD as a type of mental disorder under Scottish mental health law, including consideration of the need for specific legislation.

scholarly journals Mental health services for war-affected children

2003 ◽  
Vol 183 (6) ◽  
pp. 540-546
Author(s):  
Lynne Jones ◽  
Alban Rrustemi ◽  
Mimoza Shahini ◽  
Aferdita Uka
Keyword(s):  
Mental Health ◽  
Mental Health Services ◽  
Health Services ◽  
Learning Disability ◽  
Stress Reactions ◽  
Educational Role ◽  
Number Of Patients ◽  
Wide Range ◽  
Adolescent Mental Health Service ◽  
Local Actors

BackgroundIn war-affected societies it is assumed that the major mental health problem facing the population will be stress reactions.AimsTo describe the creation of a child and adolescent mental health service (CAMHS) in Kosovo after the military conflict ended in 1999, and to establish the range of problems and diagnoses that presented.MethodData were collected on 559 patients over 2 years, including their referring problems and diagnoses.ResultsStress-related disorders constituted only a fifth of the case-load in year 1. A substantial number of patients were symptom-free but attended because they had been exposed to atraumatic event, and believed it might make them ill. Non-organic enuresis and learning disability were the most common diagnoses in year 2. Many patients had a complex mix of social and psychological difficulties that did not fit conventional diagnostic categories.ConclusionsMental health services that only address traumatic stress may fail to meet the needs of war-affected children. A comprehensive, culturally appropriate CAMHS is needed to address a wide range of problems including learning disability. It should be developed through local actors, and build on existing local infrastructure. Services can also have an educational role in ‘depathologising’ normative responses.

scholarly journals Mental health services for war-affected children

2003 ◽  
Vol 183 (06) ◽  
pp. 540-546 ◽  
Author(s):  
Lynne Jones ◽  
Alban Rrustemi ◽  
Mimoza Shahini ◽  
Aferdita Uka
Keyword(s):  
Mental Health ◽  
Mental Health Services ◽  
Health Services ◽  
Learning Disability ◽  
Stress Reactions ◽  
Educational Role ◽  
Number Of Patients ◽  
Wide Range ◽  
Adolescent Mental Health Service ◽  
Local Actors

Background In war-affected societies it is assumed that the major mental health problem facing the population will be stress reactions. Aims To describe the creation of a child and adolescent mental health service (CAMHS) in Kosovo after the military conflict ended in 1999, and to establish the range of problems and diagnoses that presented. Method Data were collected on 559 patients over 2 years, including their referring problems and diagnoses. Results Stress-related disorders constituted only a fifth of the case-load in year 1. A substantial number of patients were symptom-free but attended because they had been exposed to atraumatic event, and believed it might make them ill. Non-organic enuresis and learning disability were the most common diagnoses in year 2. Many patients had a complex mix of social and psychological difficulties that did not fit conventional diagnostic categories. Conclusions Mental health services that only address traumatic stress may fail to meet the needs of war-affected children. A comprehensive, culturally appropriate CAMHS is needed to address a wide range of problems including learning disability. It should be developed through local actors, and build on existing local infrastructure. Services can also have an educational role in ‘depathologising’ normative responses.

scholarly journals Mental health survey of the adult population in Iran

2004 ◽  
Vol 184 (1) ◽  
pp. 70-73 ◽  
Author(s):  
A. A. Noorbala ◽  
S. A. Bagheri Yazdi ◽  
M. T. Yasamy ◽  
K. Mohammad
Keyword(s):  
Mental Health ◽  
Mental Disorders ◽  
Learning Disability ◽  
Rural Areas ◽  
Urban Areas ◽  
Adult Population ◽  
General Health Questionnaire ◽  
Population Sample ◽  
Cluster Sampling ◽  
International Studies

BackgroundNo national data on the prevalence of mental disorders are available in Iran. Such information may be a prerequisite for efficient national mental health intervention.AimsTo determine the mental health status of a population sample aged 15 years and over.MethodThrough random cluster sampling, 35 014 individuals were selected and evaluated using the 28-item version of the General Health Questionnaire. A complementary semi-structured clinical interview was also undertaken to detect learning disability (‘mental retardation’), epilepsy and psychosis.ResultsAbout a fifth of the people in the study (25.9% of the women and 14.9% of the men) were detected as likely cases. The prevalence of mental disorders was 21.33% in rural areas and 20.9% in urban areas. Depression and anxiety symptoms were more prevalent than somatisation and social dysfunction. The interview of families by general practitioners revealed that the rates of learning disability epilepsy and psychosis were 1.4%, 1.2% and 0.6%, respectively Prevalence increased with age and was higher in the married, widowed, divorced, unemployed and retired people.ConclusionsPrevalence rates are comparable with international studies. There is a wide regional difference in the country, and women are at greater risk.

Advancing research in adult secure mental health services in England

2021 ◽  
pp. 002580242110669
Author(s):  
Howard Ryland ◽  
Louise Davies ◽  
Jeremy Kenney-Herbert ◽  
Michael Kingham ◽  
Mayura Deshpande
Keyword(s):  
Mental Health ◽  
Mental Illness ◽  
Mental Health Services ◽  
Health Services ◽  
Learning Disability ◽  
Personality Disorders ◽  
Forensic Mental Health ◽  
Policy Makers ◽  
People With Mental Illness ◽  
Low Volume

Forensic mental health services in high income countries are typically high cost and low volume, providing care to people with mental illness, personality disorders, learning disability and autism deemed to pose a risk to others. Research into how forensic mental health services work as a whole system is limited. Such research is urgently needed to guide policy makers and ensure that services operate effectively.

Commentary on “De-fusing and re-fusing face-to-face encounters involving autistic persons in Hong Kong”

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Karl Nunkoosing
Keyword(s):  
Mental Health ◽  
Hong Kong ◽  
Learning Disability ◽  
Design Methodology ◽  
Social Role ◽  
Content Type ◽  
Face To Face ◽  
Seminal Work

Purpose The purpose of this paper is to provide a commentary on Alex Cockain’s article “De-fusing and re-fusing face-to-face encounters involving autistic persons in Hong Kong”. Design/methodology/approach The commentary considers the issues raised in Cockain’s article primarily from a focus on Goffman’s concept of “stigma”. Cognitive, emotional and behavioural components of stigma are examined and its wider relevance considered. Findings There has been less research on the stigma of learning disability than on that of mental health, despite a very early study of learning disability (Edgerton, 1967) using the concept only four years after the publication of Goffman’s (1963) seminal work. A number of points of relevance of stigma are identified including to social role valorisation, visible and invisible stigmas, the concept of “passing”, microaggression, disablism and labelling. Originality/value The commentary illustrates the relevance of the concept of stigma to other aspects of learning disability and disability scholarship.

Decision Making in Learning Disability Nursing

2013 ◽  
Author(s):  
Sue Hart ◽  
Eva Scarlett
Keyword(s):  
Mental Health ◽  
Decision Making ◽  
Learning Disabilities ◽  
Nursing Education ◽  
Learning Disability ◽  
Standard Of Care ◽  
Mental Health Nursing ◽  
Clear Cut ◽  
Mental Health Settings ◽  
Health Nursing

This chapter focuses on exploring decision making in the learning disability nursing field of practice. Previous chapters have covered the background about decision making, the principles, tools, and the use of evidence, as well as the way in which decision making fits in with the Nursing and Midwifery Council (NMC) Standards for Pre-Registration Nursing Education (NMC 2010) and competencies. The content of these early chapters and learning will help you to build your understanding of the issues when applied particularly to learning disability nursing skills in practice. This chapter also follows those addressing decision making in mental health nursing, children and young people’s nursing, and adult nursing. This ‘separating out’ of the fields of practice is helpful to give particular clarity and focus to issues relevant within them. It is, however, equally important to remind you that these apparently clear-cut distinctions between the disciplines are not necessarily reflected in practice, and that clients and patients do not always fit neatly into these artificial ‘boxes’. People with a learning disability have a right to equal treatment from registered nurses in adult and mental health settings, and children and young people with learning disabilities should expect the same standard of care as their typically developing peers. The NMC’s The Code: Standards of Conduct, Performance and Ethics for Nurses and Midwives (NMC 2008: 3) reminds us that ‘You must not discriminate in any way against those in your care’ and that ‘You must treat people as individuals and respect their dignity’. So, whatever your chosen future field of practice, please read on, because when people with learning disabilities require nursing, they are—and always will be—your responsibility too. Case study 12.1 has been chosen intentionally to highlight the partnership working and decision making that can go on between adult nurse specialists and learning disability nurses. The underpinning value base of decision making in learning disability nursing today is best understood with brief reference to the past. It is in recent memory for many service users that ‘home’ was a long-stay hospital ward or villa, which, despite the best efforts of nursing staff, would invariably be managed along quite regimented lines.

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