Helping Each Other for a Better World (Consultancy Team)
York: Joseph Rowntree Foundation, 2001 (Findings; 831)
Government policies in the UK challenge service providers to make sure that people with learning difficulties are central to planning the services that affect them. The Team concluded, through a series of visits to places in England where services are being reformed, that: people with learning difficulties should have the same chances and choices as non-disabled people; modernising services should involve them at all stages; and the current benefits system made it more difficult for them to do paid work.
P. Kinsey and S. Maguire
Community Care, no. 1388, 2001, p.22-23
Discusses how a framework of rewards and penalties could be used to improve services for people with learning disabilities in the areas of personal empowerment and control over their lives, partnerships between organisations, and the performance of workers who deliver the services.
Mental Health Foundation
Report sets out the findings of a number of projects which developed and evaluated specific support in school for four to eight-year-old children who were showing signs of depression, isolation or disruptive behaviour. Makes recommendations based on the findings about how schools can better provide for the mental health needs of children.
Managing Community Care, vol.9, Aug. 2001, p.44-48
Article looks at the development and implementation of a new fully accredited vocational qualification in community mental health care. It examines its impact in Edinburgh, which, after running the initial pilot, has continued to run the new "live" certificate.
Housing, Care and Support, vol.4, Aug. 2001, p.16-21
The new White Paper, Valuing People, is the first policy statement on services for people with learning disabilities for 30 years. It emphasises "person centred planning" and is the first guidance on learning disabilities services to recognise the importance of "a place to live", with a section on housing, not just references to residential care.