Provides comprehensive information for any professional working with people with intellectual disabilities, and outlines the skills needed and common issues in case management practice for working with people with intellectual disabilities at different stages of their life.

Provides comprehensive information for any professional working with people with intellectual disabilities, and outlines the skills needed and common issues in case management practice for working with people with intellectual disabilities at different stages of their life.

A Comprehensive Guide for Parents and Caregivers As any parent or caregiver of an individual with developmental disabilities can tell you, planning for the future of an adult with intellectual disabilities, Cerebral Palsy, severe autism, or another such condition requires hard work and good advice. While complete independence and self-reliance is out of reach for many adults with developmental disabilities, a productive, stable, and enjoyable life is certainly possible. But government and private support for parents and disabled individualsis scattered and difficult to negotiate. This book is a comprehensive guide to resources you can use to help an adult child or other individual with developmental disabilities for whom you care. The book begins by assessing the quality of life of the adult with a disability. It offers a wealth of suggestions for making that person's life even better. The book then focuses on long-term planning for the individual with a disability and helps answer the question, Who will take care of my child after I'm gone? Learn effective ways to: Assess a disabled individual's strengths and need for support services Develop a plan to for building a busy and productive life Locate good housing and employment opportunities Gather a supportive team of caregivers Advocate for a disabled individual with community agencies

This excellent, informative and well presented, a book provides the reader with fourteen edited chapters covering an area of policy and practice that is quite specific but will inform anyone interested in the development of a service user participation ethos in adult social care. It is a book that is relevant to managers and practitioners, both as students and qualified professionals, as well as academics. Care management is now well established in the everyday practice of predominantly statutory organisations. This book revisits the principles of this method of assessing and planning the care needs of adult service users, and introduces Person Centred Planning (PCP) as a suitable method for ensuring that much of the empowerment rhetoric care management is actually realised.' - British Journal of Social Work 'Part of the attraction of this book is its strong practice component. This is applicable to the different professionals working with people with learning disabilities, in whatever their service configuration. For students, the book will also provide a good introduction to the impact of person centred planning and its connections to a long history of similar initiatives.' - Journal of Interprofessional Care 'This book is a stimulating and challenging read of those working in service development generally, as well as learning disability services. There is a potential broad care management readership that might also find this relevant and interesting.' - Journal of Interprofessional Care 'This is an important book. It brings together chapters by many of the foremost researchers and practitioners in person centred planning. The book contains many ideas for taking the PCP process to a higher level of sophistication to really underpin the future development of appropriate and effective services.' - Community Living 'This book will help social workers to reconnect with the core values of their profession and to challenge institutionalised policies and practices. It has proven to be a valuable teaching resource and whilst its focus is on people with learning disabilities, the principles of PCP that it raises are relevant to any service user group and social work arena. Highly recommended.' - Professional Social Work 'There are many important issues facing the care management system today in the light of person-centred planning and approaches, and you would be hard-pressed to find a better collection of insightful and radical thinkers in this area than those featured here. It asks hard questions, and challenges the professional to adopt more inclusive and accessible work practices. Wherever you work in the field of learning difficulties you should read this book carefully and aim to put "person-centeredness" at the core of your practice.' - Community Care This timely book provides a reflective analysis of person centred planning for people with learning disabilities, complementing policy initiatives that focus on individualised planning and service user involvement. Drawing on practical experience and research findings, the contributors explore policy and practice issues, including: * advocacy and empowerment * risk management and adult protection * inter-agency and inter-professional working * ethnicity and culture * de-institutionalisation. Vivid case studies illustrate best practice in person centred planning, and the authors offer a rich variety of ideas for increasing the participation, self-esteem and quality of life of people with learning disabilities. This practical and accessible text is an invaluable guide for policy makers, carers and social work managers, academics and students.

Seminar paper from the year 2011 in the subject Nursing Science - Nursing Management, grade: 1,0, University of Applied Sciences Bremen (Gesellschaftswissenschaften), course: Internationale und interkulturelle Aspekte der Pflege/ des Gesundheitswesens, International vergleichende Aspekte der Steuerung und Organisation der Gesundheitsversorgung, language: English, abstract: In the paper the author delineates the situation of adults with intellectual disabilities living with their family carers who are not in contact with social services for their personal future plans. Many adults with intellectual disabilities live with their parents and receive the necessary support from them in everyday life. Even today, many grown-ups with intellectual disabilities, who are living with their often very old parents, can hardly be included in the social system. Personal future plans are rarely realized, because the family care arrangements are consolidated in a way that the parents benefit from their children’s presence and are not interested in any changes. A sudden illness or the death of the parents can cause a lot of problems and trouble for their child. The person must deal with different new social situations, which are often very frustrating and overcharging for a person, who lived in a shielded, peaceful family care arrangement. Thus, planning becomes the key to preventing a crisis when family care is no longer achievable because of death or illness. In this case existing knowledge and practice are largely based upon the perspective of professionals. Study findings show that adults with intellectual disabilities are very aware of the need for alternative housing or support in the future and had clear preferences about their future options. The awareness of the unavoidable death or a possible severe illness of family carers reveal the importance of involving adults with a learning disability in planning for their future, as well as supporting them in the case of a bereavement.

Many adults with intellectual disabilities (ID) now outlive their parents due to their increased lifespan, yet families report low rates of planning for a time in the f uture when they will no longer be able to provide support or care. Although many barriers are known to impede planning, the factors that facilitate planning are less known. The prese nt study examines the effect of a social support intervention on facilitating future planning in a randomized control group pilot study. Parents and guardians of adult children with ID were invited to attend a future planning workshop. All par ticipants attend ed Session I of the workshop, which provided information and resources on future planning. P arents were then randomly assigned for Session II to either the control condition or the intervention condition. Several mixed analyses of covariance (ANCOVAs) were utilized to test the hypotheses. 1) The workshop improved (pre- to post- ) scores on information gathering, deciding on preferences, knowledge, network engagement, and complete d plans in both conditions as predicted, but did not differ between intervention and control conditions, and were not higher in the intervention condition compared to controls at 6-wk follow-up; 2) perceived social support increased from pre-to post-workshop in the intervention condition and decreased for controls, but was not significantly higher for the intervention compared to controls; 3) no effect of time or condition was found on becoming aware, avoiding future, or burden. Findings are interpreted and discussed in terms of their practical implications for improving rates of future planning for individuals with ID.