■有学习障碍的人寿命更长。尽管政府有政策鼓励人们在社区中过受支持的生活,由于对服务的不满,家庭照顾者经常保持支持。这可能导致人们在危机中离开家庭。
■(1)了解有关学习障碍老年人(年龄≥40岁)的健康需求和资源的知识;(2)确定为学习障碍老年人提供良好服务的范例;(3)通过人种学案例研究探索服务范例;(4)通过共同制作和测试未来的计划工具来评估对学习障碍老年人及其家庭的支持;(5)共同制作建议和资源。
■工作包1快速范围审查-三项审查侧重于学习障碍老年人的健康和社会护理需求以及“挑战他人的行为”,和家庭照顾者,以及协调对这个群体的支持。工作包2范围界定和映射良好实践的范例-分析已发布的服务标准以评估卓越标准,通过映射服务,访谈(n=30),调查(n=9)和与委员的非正式讨论。工作包3示例性提供案例研究的人种学;独立支持生活(n=4);住宅/疗养院(n=2);日间活动(n=1),共享生命(n=2)。实地考察(每个模型20天),采访(n=77)有学习障碍的老年人,家庭照顾者,支持人员和专员。工作包4-为有学习障碍的老年人及其家人提供联合制作和测试资源,涉及对36名有学习障碍的人进行访谈和焦点小组。父母,和兄弟姐妹,并与11名参与者进行基于经验的共同设计。八个家庭评估了资源。工作包5-三个利益相关者研讨会共同提供服务建议。
■评论证实,关于家庭照顾者和有学习障碍的老年人的经历和支持以及“挑战他人的行为”的证据基础不足。制定了卓越标准,并确定了15项服务的短名单,供工作包3考虑。人种学工作发现环境,组织和社会因素很重要,包括支持独立和选择与谁生活在一起,将员工与人相匹配,一致的关系和适应衰老。观察到制度化的做法。在工作包4中,我们发现家庭担心未来,不支持探索选择。制作了“提前计划”卡片和记录讨论的小册子,评价为正面评价。最后,形成性讨论知情建议。输出包括培训包,照顾者论坛,一部电影,播客和学术论文。
■很少关注有学习障碍的老年人和家庭照顾者。服务在规划老年人支持方面的方法各不相同。家庭不支持计划,让人们没有选择。“挑战他人的行为”被认为是无益的术语。建议:为有学习障碍的老年人和家庭照顾者建议一项新的战略,包括委托实践,专业投入和同伴学习,积极支持老化井和优秀的服务设计。
■COVID-19大流行给招聘带来了挑战。对招聘提供者的依赖导致工作包3缺乏多样性。家庭计划,因此改变,可能因服务资源不足而受挫。
■鉴于这方面缺乏重点,有一系列未来的工作需要考虑:来自不同种族背景的学习障碍老年人的经验;支持人们老化和死亡\'到位\';关于设计/调试服务的最佳实践,包括住房;社会工作者的作用;接触自然;获得主流支持;以及评估“提前规划”卡。
■本试验注册为ISRCTN74264887。
■该奖项由国家健康与护理研究所(NIHR)健康与社会护理提供研究计划(NIHR奖参考:NIHR129491)资助,并在《健康与社会护理提供研究》中全文发表。12号16.有关更多奖项信息,请参阅NIHR资助和奖励网站。
有学习障碍的人寿命更长,但大多数人和家人住在一起,他们也在变老。这是因为没有足够的适合学习障碍人士居住的地方,家庭照顾者担心这个人不会得到正确的支持和过上美好的生活。我们的研究旨在改善对学习障碍者及其家庭照顾者的支持,以提前计划过上美好的生活。我们专注于那些被贴上“挑战他人的行为”标签的人。我们读了关于这个领域的文章。我们寻找并找到了为有学习障碍的老年人提供出色支持的例子。研究人员、有学习障碍的人和家庭照顾者花时间和他们居住的人在一起,或者花时间看看他们得到了什么支持。然后我们与所有参与者举行了三次会议,并与有学习障碍的人讨论了我们的研究结果,家庭照顾者,和专业人士。我们发现,随着年龄的增长,人们可以过上美好的生活。这可以是独自生活,也可以和他们选择的人一起生活,这意味着拥有他们喜欢和喜欢他们的员工,并被支持活跃起来。然而,我们发现,学习障碍者的老龄化往往被忽视,有些人过着不好的生活。我们还发现,“挑战他人的行为”的标签是无益的。我们与有学习障碍的人和家庭照顾者合作,制作了一套带有图片和问题的卡片,帮助人们提前规划好生活。我们提供资源并提出建议,为有学习障碍的老年人制定新计划,以支持人们过上美好的生活。这一点非常重要,因为随着年龄的增长,对学习障碍者缺乏关注和支持。
UNASSIGNED: People with learning disabilities are living longer. Despite government policy to encourage people to lead supported lives in their community, family carers often maintain support due to dissatisfaction with services. This can lead to people moving from the family home in a crisis.
UNASSIGNED: (1) Find out what is known about health needs and resources for older people with learning disabilities (aged ≥ 40 years); (2) identify exemplars of good services for older people with learning disabilities; (3) explore service exemplars through ethnographic case studies; (4) evaluate support for older people with learning disabilities and their families through co-producing and testing future planning tools and (5) co-produce recommendations and resources.
UNASSIGNED: Work package 1 rapid scoping reviews - three reviews focused on the health and social care needs of older people with learning disabilities and \'behaviours that challenge others\', and family carers, and the co-ordination of support for this group. Work package 2 scoping and mapping exemplars of good practice - analysis of published service standards to assess excellence criteria, by mapping services, interviews (n = 30), survey (n = 9) and informal discussion with commissioners. Work package 3
ethnography of case studies of exemplar provision; independent supported living (n = 4); residential/nursing home (n = 2); day activities (n = 1), Shared Lives (n = 2). Fieldwork (20 days per model), interviews (n = 77) with older people with learning disabilities, family carers, support staff and commissioners. Work package 4 - co-producing and testing resources for older people with learning disabilities and their families involved interviews and focus groups with 36 people with learning disabilities, parents, and siblings, and experience-based co-design with 11 participants. Eight families evaluated the resources. Work package 5 - three stakeholder workshops co-produced service recommendations.
UNASSIGNED: The reviews confirmed an inadequate evidence base concerning the experiences and support of family carers and older people with learning disabilities and \'behaviours that challenge others\'. Criteria of excellence were produced, and a shortlist of 15 services was identified for consideration in work package 3. The ethnographic work found that environmental, organisational and social factors were important, including supporting independence and choice about who people live with, matching staff to people, consistent relationships and adapting to ageing. Practices of institutionalisation were observed. In work package 4, we found that families were worried about the future and unsupported to explore options. \'Planning Ahead\' cards and a booklet to record discussions were produced, and the evaluation was positively rated. Finally, formative discussion informed recommendations. Outputs include training packages, a carers\' forum, a film, a podcast and academic papers.
UNASSIGNED: There is little focus on older people with learning disabilities and family carers. Services vary in their approach to planning for older-age support. Families are unsupported to plan, leaving people without choice. \'Behaviours that challenge others\' was found to be unhelpful terminology. Recommendations: A new strategy is recommended for older people with learning disabilities and family carers that encompasses commissioning practices, professional input and peer learning, proactive support in ageing well and excellent service design.
UNASSIGNED: The COVID-19 pandemic created recruitment challenges. Reliance on providers for recruitment resulted in a lack of diversity in work package 3. Families\' plans, and therefore change, may be frustrated by insufficient service resources.
UNASSIGNED: Given the lack of focus in this area, there is a range of future work to consider: experiences of older people with learning disabilities from diverse ethnic backgrounds; supporting people to age and die \'in place\'; best practice regarding designing/commissioning services, including housing; the role of social workers; access to nature; accessing mainstream support; and evaluation of the \'Planning Ahead\' cards.
UNASSIGNED: This
trial is registered as ISRCTN74264887.
UNASSIGNED: This award was funded by the National Institute for Health and Care Research (NIHR) Health and Social Care Delivery Research programme (NIHR award ref: NIHR129491) and is published in full in Health and Social Care Delivery Research; Vol. 12, No. 16. See the NIHR Funding and Awards website for further award information.
People with learning disabilities are living longer, but most live with their families, who are also getting older. This is because there are not enough suitable places for people with learning disabilities to live, and family carers worry that the person will not get the right support and have a good life. Our research aimed to improve support for people with learning disabilities and their family carers to plan ahead for a good life. We focused on people who are labelled with ‘behaviours that challenge others’. We read what has been written about this area. We looked for and found examples of excellent support for older people with learning disabilities. Researchers and people with learning disabilities and family carers spent time hanging out with people where they live or spend their days to see what support they get. Then we had three meetings with everyone involved and discussed our research findings with people with learning disabilities, family carers, and professionals. We found that people can be supported to live good lives as they grow older. This can be living alone or with people they choose, and it means having staff they like and who like them and being supported to be active. However, we found that ageing of people with learning disabilities is often ignored, and some people were not living good lives. We also found that the label of ‘behaviours that challenge others’ is unhelpful. We worked with people with learning disabilities and family carers to make a set of cards with pictures and questions to help people plan ahead for a good life. We produced resources and made recommendations to create a new plan for older people with learning disabilities to support people to lead good lives. This is very important because there is a lack of attention to and support for people with learning disabilities as they age.