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Home Subjects Psychology Clinical Psychology. Other control measures may be appropriate, dependent on the individual. Assessment identifies that the size, weight and volume of water in a standard kettle puts them at risk of serious harm. Defined in this guideline as: They ensure clear communication between all people and services and have an overall view of the person's needs and the requirements of their care plan.
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Description. Risk Assessment in People with Learning Disabilities, Second Edition reflects legislative updates made over the past decade while continuing to. Risk Assessment in People with Learning Disabilities, Second Edition Show all reflects legislative updates made over the past decade while.
The typical hazards include:. The risk assessment process is not about creating huge amounts of paperwork; it is about identifying and taking sensible and proportionate measures to control the risks.
You may already be taking steps to control the risks, but the assessment process will help you decide whether you should be doing more. You may need to consider different elements of risk when producing your assessment, including:.
When considering the individual risks for particular people using a service, you must also bear in mind that health and social care is regulated by other organisations who may expect some form of care assessment. The provision of care and support should be tailored to meet the needs of the individual and should encourage them to do what they can for themselves.
This is particularly important in the provision of social care but also applies to people receiving longer-term healthcare. Often when assessing the care and support needs of an individual, everyday activities are identified that will benefit their lives, but also put them at some level of risk. This requires a balanced decision to be made between the needs, freedom and dignity of the individual and their safety.
Care assessments should enable people to live fulfilled lives safely, rather than be a mechanism for restricting their reasonable freedoms. Many care providers find it hard not to slip towards a risk adverse approach for a multitude of reasons, for example, resources, bad experiences and a fear of the consequences if things go wrong. HSE will support decisions to allow everyday activities to be undertaken provided a suitable and sufficient risk assessment has been carried out, documented and reviewed as necessary.
This should identify and implement any sensible precautions to reduce the risk of significant harm to the individual concerned see examples below. A young person with learning disabilities is vulnerable to the risk of scalding but will benefit from being able to make their own cup of tea. Assessment identifies that the size, weight and volume of water in a standard kettle puts them at risk of serious harm. A single cup hot water dispenser is a reasonably practicable solution.
They are responsible for helping the person and family members or carers to access services and for coordinating the involvement of different services. They ensure clear communication between all people and services and have an overall view of the person's needs and the requirements of their care plan. Learning disabilities are commonly divided into 'mild', 'moderate', 'severe' and 'profound', but these categories are based on IQ and most UK health and social care services do not measure this. Therefore, this guideline uses the terms 'milder learning disabilities' approximating to mild and moderate learning disabilities that are often defined as an IQ of 35—69 and impairment of adaptive functioning with onset in childhood and 'more severe learning disabilities' approximating to severe and profound learning disabilities that are often defined as an IQ of 34 or below with impairment of adaptive functioning with onset in childhood.
Defined in this guideline as: Healthcare professionals and social care practitioners, including those working in community teams for adults, children or young people such as psychologists, psychiatrists, social workers, speech and language therapists, nurses, behavioural analysts, occupational therapists, physiotherapists and pharmacists ; and education staff.
Recommendations Putting this guideline into practice Context Recommendations for research. Recommendations People have the right to be involved in discussions and make informed decisions about their care, as described in your care. Interventions for mental health problems in people with learning disabilities 1.
Staff coordination and communication 1. Staff training and supervision 1. Consent, capacity and decision-making 1. Involving family members, carers and care workers 1. Mental health assessment during a crisis 1. The mental health care plan 1. Specific psychological interventions 1. Terms used in this guideline Carer A person who provides unpaid support to someone who is ill, having trouble coping or has disabilities. Care pathways Defined in this guideline as the ways different services interact with each other, and how people access and move between them.
Care worker A person who provides paid support to someone who is ill, having trouble coping or has disabilities, in a variety of settings including residential homes, supported living settings and day services. Key worker A key worker also known as a care or case coordinator is a central point of contact for the person with a mental health problem, family members, carers and the services involved in their care. Learning disabilities Learning disabilities are commonly divided into 'mild', 'moderate', 'severe' and 'profound', but these categories are based on IQ and most UK health and social care services do not measure this.