Academic literature on the topic 'Residential psychiatric disability support service'
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Journal articles on the topic "Residential psychiatric disability support service"
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Kelly, Glenn, and Dianne Winkler. "Long-Term Accommodation and Support for People With Higher Levels of Challenging Behaviour." Brain Impairment 8, no. 3 (December 1, 2007): 262–75. http://dx.doi.org/10.1375/brim.8.3.262.
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AbstractThe purpose of the present article is to describe the issues associated with providing lifelong accommodation and support to people with severe brain injury, neurobehavioural disability, and overt challenging behaviours. In particular, the article focuses on two groups of people within an Australian context: (a) those who live in community settings but whose behaviour is not adequately managed even by specialist outreach behaviour management services, and (b) those who are confined to aged care residential facilities and who show challenging behaviour. These groups bring to the fore different lifelong behaviour management issues. At present, if community-based clients seriously offend or have an adequate psychiatric diagnosis, they may be placed in heavily secured psychiatric units or prison. Otherwise, by default, they will reside in less restrictive options such as family homes and shared supported accommodation. We will argue that the current service system lacks the ability to apply appropriate structure and control to many clients with serious challenging behaviours, and propose that specialised facilities would make an important addition to the service system. Conversely, young clients confined to residential aged care facilities live in impoverished environments that often contribute to challenging behaviour that can be enormously disruptive, distressing, and unsafe. We will review the recent Australian State and Federal Government initiative aimed at transitioning some young people out of nursing homes, and we raise considerations for future service development. There are many individuals with the potential to make significant gains in a tightly structured setting before returning to the community, while others will manage well with long-term placement in a setting designed for residents with neurobehavioural disability. Case studies and service data are used to support these arguments, and key elements of accommodation and rehabilitation models for those in need of long-term neurobehavioural support are described.
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Isaacs, Anton N., Kim Dalziel, Keith Sutton, and Darryl Maybery. "Referral patterns and implementation costs of the Partners in Recovery initiative in Gippsland: learnings for the National Disability Insurance Scheme." Australasian Psychiatry 26, no. 6 (February 19, 2018): 586–89. http://dx.doi.org/10.1177/1039856218759408.
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Objective: The purpose of this paper is to provide some learnings for the NDIS from the referral pattern and cost of implementing the Partners in Recovery initiative of Gippsland. Method: Information on referral areas made for each consumer was collated from support facilitators. Cost estimates were determined using budget estimates, administrative costs and a literature review and are reported from a government perspective. Results: Sixty-three per cent of all referrals were made to organisations that provided multiple types of services. Thirty-one per cent were to Mental Health Community Support Services. Eighteen per cent of referrals were made to clinical mental health services. The total cost of providing the service for a consumer per year (set-up and ongoing) was estimated to be AUD$15,755 and the ongoing cost per year was estimated to be AUD$13,434. The cost of doing nothing is likely to cost more in the longer term, with poor mental health outcomes such as hospital admission, unemployment benefits, prison, homelessness and psychiatric residential care. Conclusions: Supporting recovery in persons with Severe and Persistent Mental Illness is likely to be economically more beneficial than not doing so. Recovery can be better supported when frequently utilised services are co-located. These might be some learnings for the NDIS.
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Crotty, G., O. Doody, and R. Lyons. "Identifying the prevalence of aggressive behaviour reported by Registered Intellectual Disability Nurses in residential intellectual disability services: an Irish perspective." Advances in Mental Health and Intellectual Disabilities 8, no. 3 (April 29, 2014): 174–87. http://dx.doi.org/10.1108/amhid-03-2013-0016.
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Purpose – Despite the high incidence of aggressive behaviours among some individuals with intellectual disability, Ireland has paid little attention to the prevalence of aggressive behaviours experienced by Registered Intellectual Disability Nurses (RNID). Within services the focus is mainly on intervention and management of such behaviours. Therefore a disparity occurs in that these interventions and management strategies have become the exclusive concern. Resulting in aggressive behaviour being seen as a sole entity, where similar interventions and management strategies are used for ambiguously contrasting aggressive behaviours. Consequently the ability to document and assess-specific behaviour typologies and their prevalence is fundamental not only to understand these behaviour types but also to orient and educate RNIDs in specific behaviour programme development. The paper aims to discuss these issues. Design/methodology/approach – This study reports on a survey of the prevalence of verbal aggression, aggression against property and aggression against others experienced by RNIDs’ within four residential settings across two health service executive regions in Ireland. A purposeful non-random convenience sampling method was employed. Totally, 119 RNIDs responded to the survey which was an adaptation of Crocker et al. (2006) survey instrument Modified Overt Aggression Scale. Findings – The findings of this study showed the experienced prevalence rate of verbal aggression, aggression against property and aggression against others were 64, 48.9 and 50.7 per cent, respectively. Cross-tabulation of specific correlates identifies those with a mild and intellectual disability as displaying a greater prevalence of verbal aggression and aggression against property. While those with a moderate intellectual disability displayed a higher prevalence of aggression against others. Males were reported as more aggressive across all three typologies studied and those aged between 20 and 39 recorded the highest prevalence of aggression across all three typologies. The practice classification areas of challenging behaviour and low support reported the highest prevalence of aggression within all typologies. Originality/value – The health care of the person with intellectual disability and aggressive behaviour presents an enormous challenge for services. In-order to improve considerably the quality of life for clients, services need to take a careful considered pragmatic view of the issues for the person with intellectual disability and aggressive behaviour and develop realistic, proactive and responsive strategies. To do this, precise knowledge of the prevalence of aggressive behaviours needs to be obtained. This study is the first of its kind in the Republic of Ireland.
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Worthington, Rachel, Chris Patterson, and Neel Halder. "Working with intellectually disabled autistic individuals – a qualitative study using repertory grids." Journal of Intellectual Disabilities and Offending Behaviour 9, no. 1 (March 12, 2018): 22–31. http://dx.doi.org/10.1108/jidob-08-2017-0017.
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Purpose The purpose of this paper is to elucidate how care professionals/providers construe, understand and make sense of the characteristics that are important when providing care to adults with intellectual disability and autism spectrum disorder, based on their experiences of working within their roles within a residential care setting. Design/methodology/approach Care professionals and providers working at a community autism and intellectual disability service were interviewed to ascertain their experiences of working with this client group. The research design adopted a qualitative methodology using repertory grids. Findings Ten members of staff who agreed to participate formed the study’s sample. This consisted of team leaders, support workers, one member of the executive management team and one clinical member of staff. Ten themes were identified for working effectively with people with autism and intellectual disabilities. These were: making autism-specific adaptations, approachable, reflective/self-aware, strong understanding of their residents/empathetic, benevolent, empowering, follows plans consistently, confident in ability to support residents with autism, resilient, respectful. Practical implications The paper discusses each of these ten themes above and how employers can aid in selecting individuals who may be more suited to working with this patient group. Originality/value A literature search demonstrated a lack of empirical research, especially qualitative research, on this topic.
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Joy, Read, Cable Sarah, Löfqvist Charlotte, Iwarsson Susanne, Bartl Gergely, and Schrag Anette. "WED 128 Care and unmet needs in late-stage parkinsonism: a qualitative study." Journal of Neurology, Neurosurgery & Psychiatry 89, no. 10 (September 13, 2018): A14.2—A14. http://dx.doi.org/10.1136/jnnp-2018-abn.51.
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AimTo explore experiences and views about care needs and service use by people with late-stage Parkinsonism.MethodTen participants at Hoehn and Yahr stage 4 or 5 were interviewed using semi-structured open ended questions and qualitative content analysis.FindingsDespite severe disability, participants expressed their desire to maintain normality of activities and interests in their lives. Many perceived that even though health care was provided by professionals they could do nothing more for them. Participants experienced having to ‘fit-in’ to service structures that did not always accommodate their complex needs. The quality of relationships with health care professionals and formal carers shaped perception of service provision and mediated adaptation. Informal support and knowledge on disease management were key factors in their perceived ability to remain in control and to enable normal functioning. There was common reluctance to discuss, and uncertainty about, future plans. For example, moving to a residential nursing home was perceived an undesirable but potentially necessary only option for future care.ConclusionAddressing these findings including greater flexibility of healthcare structures and better future planning could increase ability of patients with late-stage parkinsonism to remain at home and improve quality of life of patients in this late disease stage.
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Santambrogio, Jacopo, Michela Russo, Sergio Terrevazzi, Gianluca Peschi, Massimo Clerici, and Marco O. Bertelli. "Mitigating the impact of SARS-CoV-2 on residential facilities for persons with intellectual disability and/or autism spectrum disorder: two experiences from the Italian red zone." Advances in Mental Health and Intellectual Disabilities 15, no. 4 (August 27, 2021): 132–40. http://dx.doi.org/10.1108/amhid-02-2021-0006.
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Purpose Persons with intellectual disability and/or low-functioning autism spectrum didorder are with high support need (ID/ASD-HSN) are among the people who are most vulnerable to the COVID-19 pandemic. The specific vulnerability and the protective factors for persons with ID/LF-ASD attending residential and rehabilitative facilities have however received little attention. This paper aims to describe how two facilities located in the Italian COVID-19 red zone faced the risks associated with the spread of the pandemic and the results they have achieved so far. Design/methodology/approach Interventions to contrast the spread of the pandemic and preserve clients’ health conditions have been systematically monitored and recorded since the very beginning of the pandemic. Findings 26/138 clients had to undergo clinical screening and laboratory tests for COVID-like symptomatology, but only one resulted affected by COVID-19 and survived. Considering that Lombardy had 89,595 cases and 16,262 deaths (January–May 2020), one COVID-19 case/138 clients is a good result. Temporarily limiting physical contacts with friends/family in favor of reducing the burden of risk and adopting a system of prevention/safety strategies directed for persons with ID/LF-ASD attending and their caregivers have been useful measures. Research limitations/implications Structured or semi-structured interviews (using professional caregivers as informant) to confirm behavioral and emotional changes in the clients could not be carried out because of lack of time and resources (which were captured by the management of the pandemic) and could be the next goal for our residential facilities to implement the management of epidemic acute phases in a research-oriented view. Originality/value This study is a service evaluation report about facing COVID-19 pandemic. Only few such studies are present in medical literature about ID/ASD.
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Nguyen, Jean-Louis. "Dung Hop: Psychiatric Disability Rehabilitation Support Service for the Vietnamese Community." Australian Journal of Primary Health 12, no. 2 (2006): 11. http://dx.doi.org/10.1071/py06017a.
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The Western Region Outreach Service (WROS), a service of the Western Region Health Centre (WRHC), has developed an innovative program and model for service delivery for Vietnamese people with a mental illness, their carers and family members. This model is known as Dung Hop, a family- and community-based model that reflects Vietnamese values and culture. Dung Hop is an eclectic merging of the Psychiatric Disability and Rehabilitation Support Service (PDRSS) principles and the Vietnamese Collectivist Philosophical principles, suggesting a harmonious and balanced way to provide support for clients and their support systems. The written text of this model and some of its applications to the success of the Vietnamese Program can be found at www.wrhc.com.au
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Udovenko, Iuliia, Tetiana Melnychuk, and Julia Gorbaniuk. "Mentoring as an individual form of preparing orphans for independent living in Ukraine." Current Problems of Psychiatry 21, no. 3 (September 1, 2020): 167–73. http://dx.doi.org/10.2478/cpp-2020-0016.
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Abstract Objective: The purpose of the study is to analyze and define the content, specifics, and procedures of social and psychological work with citizens who have expressed a desire to become mentors for orphans. Introduction: In Ukraine, there are more than 750 foundations of institutional care and upbringing of children, in which approximately 106,000 children live. Only 8% among them have the status of orphans and children deprived of parental care; the other 92% have parents, but due to some difficult life circumstances of parents or presence of special needs or disability in children, they cannot live or be brought up in the family. It means that 92% of children without the status of orphans or children deprived of parental care cannot be adopted or placed for living and upbringing to other forms of family placement (guardianship/care, foster family, family-type orphanage). Along with this, out of 8% of orphan children and children deprived of parental care, there are no opportunities to be accommodated in any family forms of upbringing the following children: teenagers and youngsters, brothers and sisters from families with many children, and children with disabilities. In such children, close emotional relationships with meaningful, constant adults, which is a vital necessity for their psycho-emotional development and well-being, have been lost or were not formed at all. Accordingly, the introduction of mentoring for orphans and children deprived of parental care who live in relevant institutions is motivated by the necessity to satisfy the need of every child in emotional support, assistance and protection by a significant, authoritative person, and friend. Methods: The study uses an experience which was gained during the realization of the project as the author-developer of the methodology of socio-psychological work with citizens and children concerning preparations for mentoring and training for both coordinators and mentors of the Mentoring Program in cooperation with specialists of the “One Hope” non-governmental organization; in the role of educator for the preparation of coordinators for the Mentoring Program implementation, as well as in the role of expert during the implementation of Mentoring Program by the community organization “One Hope” during the 2009-2016 period [1]. Also, authors participated in developing of the mentors preparing program over orphans and children deprived of parental care in order to receive approval at the state level. Results: Mentoring for orphans and children deprived of parental care residing in institutions has been implemented in Ukraine since 2009 by the “One Hope” (“Odna Nadia”) public organization in cooperation with the Kyiv City Children’s Service and the Kyiv City Center of Social Services for Families, Children and Young People. The project “One Hope” was launched in the city of Kyiv and the Kyiv region during 2009-2016. Since 2016, mentoring as an individual form of support and assistance for a child living in a residential institution has been introduced in Ukraine at the state level. Conclusions: If an orphan child or a child deprived of parental care is unable to live and being brought up in a family, then the mentor’s role in the life of this child is of paramount importance. This is due to the fact that such a form of individual support through mentoring will facilitate the preparation of every orphan child for independent living in the future.
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Rothwell, N., A. A. McKechnie, and D. Lorimer. "Multi-centred day units in a psychiatric rehabilitation service." Psychiatric Bulletin 14, no. 8 (August 1990): 454–56. http://dx.doi.org/10.1192/pb.14.8.454.
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Psychiatric day care has expanded considerably over the past 20 years. Day hospitals may serve as alternatives to short-stay in-patient units or speed discharge from them. Day services are also necessary to ensure appropriate support for patients with chronic disability, especially chronic functional psychosis, if they are to remain in a community setting (these are often called day hospitals to ensure NHS support). The present paper focuses on this latter group and describes the characteristics of day attenders in a service that has developed a multi-facility approach to community support.
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Clarke, Ciaran S., and Brian Houlihan. "Learning disability among referrals to a community child psychiatric service." Irish Journal of Psychological Medicine 22, no. 1 (March 2005): 19–21. http://dx.doi.org/10.1017/s0790966700008740.
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AbstractObjectives:We sought to determine the frequency of learning disability (IQ > 70) among referrals over a period of six years to a community child psychiatric service in a socially disadvantaged area of Dublin.Methods:We investigated the gender and age characteristics, as well as the frequency of speech and language, emotional, and behavioural problems in this group. We tried to determine what educational help each child was receiving at the time of referral.Results:Sixty-five of 942 patients referred to the clinic had a mild (60) or moderate (five) learning disability. Forty-eight patients were male and 17 were female. The mean age at referral was 10.5 years, and there was no gender difference. All were referred because of educational problems. Behavioural disorders were present in 31, emotional disorders in 13 and speech and language disorders in 37. Six had suffered some form of abuse, mostly emotional. Five had problems with concentration or markedly impulsive behaviour. At the time of referral, 10 were in special schools, seven were in special classes in normal schools, and nine had a special resource teacher. Adequate educational support was not being adequately provided for 33 at the time of psychiatric referral.Conclusions:Learning disability occurs in 7% of children referred to the child psychiatry clinic of a disadvantaged urban community and, while this may reflect the late onset of psycho-social and educational problems in such children, these findings give cause for concern that delayed referral may exacerbate their and their families' problems. The educational needs of most of the children were not being addressed. Reasons for these findings are discussed.
Dissertations / Theses on the topic "Residential psychiatric disability support service"
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Macfarlane, Selma Ingeborg, and simacfar@deakin edu au. "Support and recovery in a therapeutic community." RMIT University. Global Studies, Social Science and Planning, 2007. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080205.152052.
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This research project began from an interest in 'what happened' at a residential psychiatric disability support service (therapeutic community) where I had previously worked as a social worker, or, as it was termed in the program, support worker. Residents used the program in various ways, to get back on track with their lives, and workers aimed to support them in that process. My approach to data collection was, as for many social work researchers, qualitative. As my work on the project developed over time, I was consistently informed and re-informed not only by ideas arising from my engagement with participants and relevant literature, but also by new concepts and areas of interest that opened up as a result of my teaching in a progressive Bachelor of Social Work course. Gradually, as my understanding of critical and reflective postmodern social work theory evolved, new interpretations crept into my writing. Some of the tensions that arose as a result of th is overlaying of new conceptual frameworks are evident in the thesis. While I have tried to create internal cohesion, the layers of different approaches that informed me are sometimes evident, like the sides of a canyon that display evidence of its historical and ongoing formation. This may not be dissimilar to social work itself in the new millennium, as new ideas variously challenge, consolidate, destabilise and/or reshape theory and practice. While this thesis began as an exploration of the experiences of individuals in a therapeutic community and the role of support workers in that process, it became, additionally, an exploration of ways in which the role and practice of social work is constructed. However, the stories of participants remain a central feature. Chapters include: the professional gaze and the construction of subjects; problematising worker power and professionalism; boundaries, vulnerability and authority; therapeutic community; sensemaking, meaning ascription and the creation of cul ture; change and turning points; and problematising and exploring outcomes in mental health.
Books on the topic "Residential psychiatric disability support service"
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Northfield, John. The development of a knowledge management strategy for a learning disability residential support service in an NHS Trust: Report of a study carried out during October 1997. [s.l.]: [s.n.], 1997.
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Self-Neglect and Hoarding: A Guide to Safeguarding and Support. Kingsley Publishers, Jessica, 2018.
Find full textBook chapters on the topic "Residential psychiatric disability support service"
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McGurgan, Maggie, and Holly Greer. "Learning Disability." In Oxford Assess and Progress: Psychiatry. Oxford University Press, 2014. http://dx.doi.org/10.1093/oso/9780199665662.003.0020.
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Intellectual disability is defined by the World Health Organization (WHO) as: ‘a significantly reduced ability to understand new or complex information and to learn and apply new skills (impaired intelligence) resulting in a reduced ability to cope independently (impaired social functioning)’, and begins before adulthood, with a lasting effect on development. People with an intellectual disability can develop any of the mental illnesses common to the general population; however, they are up to three times more likely to develop a mental illness. This predisposition to psychiatric illness can occur due to a variety of reasons, including associated genetic syndromes, brain injury, and sensory impairments. People with an intellectual disability are also more likely to have negative psychosocial experiences, such as deprivation, abuse, separation/loss events, low self-esteem, and financial disadvantage, and consequently the ensuing effects of these can affect their mental health. The psychiatric assessment of a person with an intellectual disability broadly covers the same as that of the general population; however, a different approach at times is needed to adapt to the individual’s communication skills. It may be necessary to complete history taking from a family member or carer, and an MSE may even have to be completed solely on observable behaviours. It is also more pertinent to focus on any co-existing medical conditions, such as epilepsy which is present in 25–30% of people with an intellectual disability. The WHO states that the true prevalence of intellectual disability is close to 3%. The vast majority of these people (85%) have mild intellectual disability defined as an IQ of 50–69 points. Many of these people can and do access mainstream services (with or without additional support). In whichever service you work, doctors and medical students will encounter people with intellectual disabilities, and an awareness of their needs is essential.
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Gath, Ann, and Jane McCarthy. "Families with a member with intellectual disability and their needs." In New Oxford Textbook of Psychiatry, 1883–87. Oxford University Press, 2012. http://dx.doi.org/10.1093/med/9780199696758.003.0250.
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Having a child with intellectual disability is a major and usually totally unexpected blow to any family. However, most families show great resourcefulness and adapt to give their normal child as well as themselves a happy, rewarding life. Parents strongly resent being treated as potential psychiatric patients and have vigorously thrown out the concept of ‘the handicapped family’. They do suffer understandable grief. From the point of discharge, the encouragement of informal support is more useful than providing hospital-based services. Children with all sorts of disability go to school early and the provision of unobtrusive familiar services is helpful. Unfortunately, there is often a gap in services between children's services and those for older adolescents and adults. The gap occurs at the worst time for parents who of all times require a familiar knowledgeable person who can offer a service throughout the transition period. The services required by the parents are practical help, such as appropriate equipment, respite care, advice about behaviour, and the ability to find emergency or specialized help at short notice. Parents also require some notice to be taken of their increasing age and/or infirmity, the financial difficulties arising out of the disability, and their anxiety that a humane plan can be made for their son or daughter when they die.