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A WHOLE-PRISON APPROACH TO SUPPORTING PEOPLE WITH INTELLECTUAL DISABILITIES
by Lisette Saunders
KEY CONSIDERATIONS
Professional support | Interventions | Training
Assessment
• Needed to be outcomes for any assessment• Access to community• Awareness training for staff• Recruited a Learning Disability Nurse• 1 x LD nurse in 2011• 4 x LD nurses in 2014
• LDSQ• Separate tools for individual disability | difficulty• Needed a tool that assessed for additional need• Do IT Profiler
Provides a picture of an offenders potential difficulties, strengths and weaknesses
Provides individually tailored advice and guidance for staff re: care planning and support strategies that is within context
Provides the offender with strategies to maximise their own potential and accessible resources
Identifies offenders that may benefit from further support and/or specialist assessment.
Suggests reasonable adjustments
In the CJS context:
LDD screening tool
60 questions
4 sections consider skills in:• Literacy and numeracy• Attention and concentration• Social and communication• Co-ordination and organisation
Likely to take about 15-25 minutes – dependant
on skills
Question examples Voiced
HMP & YOI PARC
• Do IT Profiler carried out within first 48 hours on Induction
• Support mentor used to facilitate this
• Those who hit high support need = case conference
Includes - LD nurse- Residential staff- Offender supervisor- Activities Allocation
SUPPORTED LIVING PLAN TOOL KIT
Condition & Disability
Issue or Problem:
Intervention:
Contact:
Reduced Mobility/ Reduced Physical Capacity
Risk of Falls Risk of COPD Risk of incontinence Deficits in addressing
personal hygiene Risk of burns/scolds Risk of poor diet/fluid intake
Falls Prevention Chair based aerobics Equipment for easy access to toilets Equipment to support showering Assessment of need/access to Buddy Weight/fluid monitoring/access to Buddy
Gymnasium Staff Gymnasium staff DLO/Healthcare DLO/Healthcare DLO/Wing Manager DLO/Wing Manager/Healthcare
Learning Disabilities
Deficits in Social functioning
Poor coping skills Deficits understanding
rules/requirements Vulnerability Immature emotional
responses Challenging
Behaviour/non-compliance Susceptible to Mental
Health issues
Case Conference Access to easy read information Behaviour Management Plan Access to Support mentor Access to Peer partner Access to Secondary health and Social care Access to education/Work Mentor Education (specific to individual need)
Wing Manager Wing manager LD Team healthcare Wing manager/Healthcare LD Education LD Team Healthcare Education/Industries LD Team Healthcare
Learning Difficulties
Challenging behaviour/non-compliance
Processing difficulties Vulnerability Takes information literally Sensory sensitivity Hyper-activity
Case conference Access to Support Mentor Access to Peer Partner Behaviour Management Plan Access to secondary Services Access to education/Work Assessment and adjust environment Mentor Education ( specific to individual need)
Wing manager Wing Manager/Healthcare LD Education LD Team healthcare LD Team Healthcare Education/Industries Healthcare/Wing manger LD Team Healthcare
MANAGEMENT PLAN
Time Monday Tuesday Wednesday Thursday Friday 08.00 – 09.00
Cleaning Tables
Cleaning Tables
Cleaning Tables
Cleaning Tables
Cleaning Tables
09.30 – 10.00
Toe by Toe
Toe by Toe
Toe by Toe
Toe by Toe
Toe by Toe
10.00- 11.00
Money Management
Money Money Money Money
11.30 – 12.30
Serving
Serving
Serving
Serving
Serving
16.00 – 16.30
Cleaning Tables
Cleaning Tables
Cleaning Tables
Cleaning Tables
Cleaning Tables
17.00 – 17.30
Serving
Serving
Serving
Serving
Serving
SUPPORT MENTORS
• Selected prisoners who have previously been Peer Partners
• Receive the following accredited training: -• Assessing own, Personal, Learning & Thinking Skills• Introductory Awareness of Inclusion & Disability• Introduction to Learning Support• Mentoring Skills
• Act as the interface between individual prisoners and the individual and staff
• Support by LD nurses
• Part of case management reviews
Disability
21% been diagnosed as having a Learning Difficulty (dyslexia, ADHD, ASD etc.) (cf YOI=30%)
18.5% described as having a LDD (YOI=25%) 15% some visual difficulties 9.5% had access to LD services (YOI=15%) 8% registered as disabled 4% some hearing difficulties
Social skills e.g.
Autism traits e.g.
******ADHD traits e.g.
****Emotion e.g.
CASE STUDY
Mr T•Arrived 2011•Few social skills, poor hygiene standards•Poor diet and nutrition•Unable to read or write•Disruptive on wing•Afraid of his cell door being shut
Now•Servery worker•Wrote letter home to mother•Independent living skills•Portfolio of awards and accreditations•Learning how to cook•Attends gym