Table Of ContentPositive Initiatives
For People With
Learning Difficulties
Edited By
Roberta Astor
Karen Jeffereys
P I
OSITIVE NITIATIVES FOR
P
EOPLE WITH
L D
EARNING IFFICULTIES
P I
OSITIVE NITIATIVES FOR
P L
EOPLE WITH EARNING
D
IFFICULTIES
Promoting Healthy Lifestyles
Edited by
Roberta Astor and Karen Jeffereys
© Selection, Editorial matter, Preface, Chapters 1 and 3:
Roberta Astor and Karen Jeffereys, 2000.
© Other chapters in order: Sid Carter; Diana Sant Angelo;
Colin Goble; Janet McCray; Marilyn Nash; Christine Jenkins and
Sue Shearman; Rebecca Stores, Luci Wiggs and Gregory Stores;
Richard Marler; Karen Jeffereys; Roberta Astor, 2000.
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First published 2000 by
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ISBN 978-0-333-67208-2 ISBN 978-0-333-98659-2 (eBook)
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C
ONTENTS
List of Tables and Figures vii
Notes on Contributors viii
Preface xii
Acknowledgements xvi
1 Introduction
Roberta Astor and Karen Jeffereys 1
2 ‘Adding Years to Life’, but Adding Life to Years?: An
investigation of primary health care
Sid Carter 19
3 AModel for Programmes Promoting Healthy Lifestyles
Roberta Astor and Karen Jeffereys 33
4 Learning Disability Community Nursing: Addressing
Emotional and Sexual Health Needs
Diana Sant Angelo 52
5 Partnership in Residential Settings
Colin Goble 69
6 Antenatal Care for Women with Learning Difficulties
Janet McCray 79
7 Empowerment for People with a Visual and
Learning Difficulty
Marilyn Nash 95
8 Learning Difficulties and Hearing Impairment
Christine Jenkins and Sue Shearman 115
9 Management of Sleep Disorders in Children with
Learning Difficulties
Rebecca Stores, Luci Wiggs and Gregory Stores 132
v
CONTENTS
10 Service Responses to the ‘Double Disability’ of Down’s
Syndrome and Alzheimer’s Disease
Richard Marler 147
11 Nutrition Standards in Small Community Houses
Karen Jeffereys 165
12 Premise for Possibilities
Roberta Astor 185
Index 198
vi
L T
IST OF ABLES
F
AND IGURES
Tables
1.1 Potential roles/functions of a task force for people with
learning difficulties 8
1.2 Strategic approach 9
4.1 Life experiences of people with learning difficulties
that may compromise health 53
4.2 Possible long-term effects of sexual abuse 54
4.3 Suggested topics for sexuality and personal
relationship groups 59
9.1 Sleep disturbance in studies of children with learning
difficulties 133
9.2 Parasomnias and their usual timing during sleep 139
9.3 General advice for improving children’s sleep hygiene 143
11.1 Key areas of comprehensive nutrition standards 167
Figure
11.1 Nutrition standards: a spiral audit model 181
vii
N
OTES ON
C
ONTRIBUTORS
Roberta Astor MA, Cert in Further and Higher Education, RNT,
RNLD, RGN, RMN
Staff Nurse, Portsmouth Healthcare NHS Trust.
Roberta has worked in Portsmouth since 1973, starting her career in
learning disability nursing. She entered education as a clinical nurse
teacher supporting students in learning disability practice. As nurse
education moved to higher education, Roberta became a university
lecturer. In this post, she was able to build on clinical expertise by
developing a research interest in disabilities, with a particular focus
on learning disabilities. Having been made redundant from her post
as a university lecturer, Roberta has chosen to return to nursing
practice. She now works for an NHS intensive care acute mental
health unit, which serves the population of Portsmouth.
Sid Carter BA, RNLD, PGCEA, Adv Cert
Senior Lecturer, School of Health and Social Care, University of
Portsmouth.
Sid is involved in an interprofessional course to prepare workers in
the field of learning difficulties. His research interests are the
neuropsychology of learning difficulties and primary care issues for
people with learning difficulties.
Colin Goble RNLD/Dip MH, BA(Hons), MSc Applied Psychology
(Learning Disabilities)
Lecturer in Learning Disabilities and Disability Studies, School of
Management and Social Sciences, King Alfred’s College, Winchester.
Colin formerly worked as a team leader in a residential service for
people with challenging behaviour. His research interests include
the links between health and challenging behaviours, the social
model of disability and people with learning difficulties, and the
history of services.
viii
NOTESONCONTRIBUTORS
Karen Jeffereys State Registered Dietitian, MSc Applied
Psychology (Learning Disabilities)
Chief Dietitian, Portsmouth Hospitals NHS Trust.
For 11 years Karen has managed a team of dietitians contracted to
provide a specialist service to children and adults with learning
difficulties in Portsmouth Healthcare NHS Trust. During this time,
she has successfully initiated numerous service developments to
improve the health of people with learning difficulties through diet
and health promotion within the Trust.
Christine Jenkins MSc Applied Psychology (Learning Disabilities),
PGDip, Dip RCSLT
Senior Lecturer, Department of Psychology, University of
Portsmouth; Research Speech and Language Therapist, East Wilt-
shire Healthcare NHS Trust.
Christine divides her time between lecturing in the above MSc
course, clinical practice and a 3-year investigation into the use of
reading to develop the language skills of adults with Down’s
syndrome. Her interests lie in people with learning difficulties who
also have hearing impairment, enabling choice and decision making
for people with learning difficulties and the effectiveness of staff
training in learning disability services.
Janet McCray RNLD, RNT, BSc (Hons), MSc
Principal Lecturer, Primary Care and Disability Studies, School of
Health and Social Care, University of Portsmouth.
When working in practice, Janet has had a wide experience of
working with people who have learning difficulties, largely in
community settings. More recently, she has been involved in
developing educational programmes in primary care and
disability studies.
Richard Marler CQSW, BA (Hons), MSc Applied Psychology
(Learning Disabilities)
Training and Development Officer, West Sussex Social Services.
In addition to researching the service needs of older people with
Down’s syndrome, Richard has a special interest in supporting local
self-advocacy groups and involving service users with learning
difficulties in training support staff.
ix
NOTESONCONTRIBUTORS
Marilyn NashRNLD, ITEC
Communication and Sensory Nurse, Portsmouth Healthcare NHS
Trust.
Within various roles, Marilyn’s practice has focused upon
addressing the needs of people with learning difficulties who also
have a visual impairment. Her innovative work has led to the
specialist service taking a holistic view of the rehabilitation require-
ments of this group of people with complex needs.
Diana Sant AngeloBA(Hons), RNLD, Dip Couns
Community Nurse Team Leader, Portsmouth Heathcare NHS Trust.
Diana has 13 years’ experience as a community nurse. Her interests
include counselling the survivors of sexual violence, promoting
sexual awareness and understanding, and working with men who
have sexually offended.
Sue Shearman MSc Applied Psychology (Learning Disabilities),
DipSw/DipHE, RSA Cert Hearing Therapy, RSA Cert Teacher of
Lip Reading.
Care Manager and researcher in Oxfordshire.
Sue’s main research areas and interest are in physical disability and
dementia in young people. She has previously managed an audi-
ology and hearing therapy service.
Professor Gregory Stores MA, MD, FRCP FRCPsych
Section of Child and Adolescent Psychiatry, University of Oxford
Department of Psychiatry, Honorary Consultant in Neuropsychiatry,
Oxfordshire Health Authority.
Gregory is head of a research programme into paediatric and
psychiatric aspects of sleep and its disorders, and is the director of a
sleep disorders clinic for adults and children. He has published over
100 articles on topics related to sleep disorders in children and
childhood epilepsy.
Dr Rebecca StoresBSc (Hons), PhD, CPsychol
Research Psychologist, Section of Child and Adolescent Psychiatry,
University of Oxford Department of Psychiatry.
Rebecca is currently conducting research into the prevention of
and early intervention for sleep problems in young children with
Down’s syndrome. She previously worked at the Sarah Duffen
Centre, a research establishment focusing on Down’s syndrome, at
x
