 | |||||
|---|---|---|---|---|---|
 | |||||
Call for papers for Symposia, Workshops, Panel Debates, Roundtable Discussions
ONLY 5 WEEKS TO GO!
The call for papers for the BABCP Annual Conference & Workshops Edinburgh 2008 is now open and the key deadlines are as follows:
Submission deadline for Symposia, Workshops, Panel Debates, Roundtable Discussions
The deadline for submissions of Symposia, Full Day & Half Day Workshops, Roundtable Discussions and Panel Debates is the 13th January 2008.
Submission deadline for Open Papers & Posters
Open Papers and Posters can be submitted until the 6th April 2008.
CONFERENCE THEMES FOR 2008
Psychosis
Adult Mental Health
Behavioural Medicine
Learning Disabilities & Developmental Issues
Basic Processes
Child and Adolescent Mental Health
Service Delivery
Training and Professional Issues
Therapeutic Techniques and Processes
Eating Disorders and Impulse Control
New Developments
ONLINE SUBMISSION
All submissions will be online. For details and examples of how and what to submit, please go to:
A Fresh Challenge: New guidance and policy to support people with learning
disabilities who present behavioural challenges
Wednesday 23 January 2008, London
In 2007, a joint working group of the Royal College of Psychiatrists and the
British Psychological Society, in consultation with the Royal College of Speech
and Language Therapists produced a new Council Report, 'Challenging
behaviour: a unified approach'. The report provides clinical and service
guidelines for supporting people with learning disabilities who present
behavioural challenges and are at risk of receiving abusive or restrictive
practices. The working group was greatly assisted by Professor Jim Mansell who
at the same time has been revising his original report from 1993 on services for
people with learning disabilities and challenging behaviour with mental health
needs.
This conference aims to explore how these two complementary publications can
direct the future development of services for people who present challenges and
how to enable people to think about ways in which they can plan and implement
changes by engaging service users and carers in a collaborative approach to
service provision and development.
For more information visit
http://www.rcpsych.ac.uk/pdf/a%20fresh%20challenge%20confJan0 8.pdf
Learning Disabilities & Old Age Faculties: Improving Care, Improving Services
Thursday 28th February 2008, Leeds
This one-day conference is a joint initiative between the Faculties of Learning
Disabilities and Old Age Psychiatry. It is a first step in partnership between
these two specialist areas towards developing ideas of how this group of people
and their families, who are currently at risk of falling into the gap between
existing services, might be better served by providers of health and social
care.
The event will provide you with an overview of the big issues for services
catering for older people with learning disabilities and the opportunity to work
on some issues in more depth in workshops.
Conference Topics include:
* NICE Guidance on Dementia
* Memory clinic models
* Dementia Care Pathways - experiences and adaptations
* Mapping the patient journey
* Accessing the patients and carers perspective
* Down's Syndrome
* Sensory Impairment
* The Care Environment
For more information visit
http://www.rcpsych.ac.uk/pdf/LDconf%20Feb%2008.pdf
Clinical and service guidelines for supporting people with learning disabilities who are at risk of receiving abusive or restrictive practices
This report is the result of a joint working group of the learning disability faculties of the British Psychological Society and the Royal College of Psychiatrists, in consultation with the Royal College of Speech and Language Therapists. The main focus is on adults who are vulnerable to restrictive interventions and abuse as a consequence of their limited capacity to make choices for themselves about where they live or work, and how they are supported.
This report concerns standards of clinical practice in supporting people with learning disabilities who present behavioural challenges. It unites the clinical theory and practice of health professions that have specific models for the assessment and management of challenging behaviour. The fundamental unifying principle is to improve the quality of life for people whose behaviour challenges others.
The report focuses primarily on adults with moderate to severe learning disabilities, although the broad principles outlined are applicable to children and adults of all degrees of intellectual disability. People with learning disabilities who present behavioural challenges are often marginalised, stigmatised, disempowered and excluded from mainstream society.
This report has been produced with the following aims:
The unifying principle is to improve the quality of life of people whose behaviour challenges services. It hopes to complement other publications and guidance in this area and overall to further a reinvigorated and unified approach to supporting people whose behaviour is experienced as challenging. This requires a multidisciplinary and multi-agency approach, and therefore the report has been produced with the intention that it will be relevant and useful to a wide range of health and social care professionals, family and paid carers, service providers and commissioners.
It is intended to provoke action as much as to inform, and to encourage local and national debate, analysis, review and response.
Psychological Interventions for Severely Challenging Behaviours Shown by People With Learning Disabilities
By T Ball, A Bush & E Emerson
In essence, the guidelines propose that positive behavioural support (PBS) is the benchmark for intervention in the field of challenging behaviours. There are 52 guidelines in total, each of which is based on research evidence and described as either 'essential' or 'good' practice. Three essential core guidelines set out the value base of PBS. They focus on recognising the person's unique strengths and needs and unique social context, adopting a coherent process of assessment-driven intervention and considering the person and the environment as well as the behaviour. Assessment is therefore idiographic rather than diagnostic; intervention is systemic as much as intra-psychic. Seeking consent before assessment, maintaining confidentiality, eliciting feedback, assessing risk and preventing abuse are all essential practice.
Using Medication to Manage Behaviour Problems among Adults with a Learning Disability
The University of Birmingham developed this National Guideline with:
The following documents and resources can be downloaded from the Downloads page of this site:
Posts
All Comments
.png)
