The Tizard Centre

Resources Section

Also see our YouTube page for videos uploaded to YouTube.

Videos/Seminars/Papers

Supporting learning disabled offenders in the community: balancing rights and restrictions Conference 2016

Conference papers from the Conference arranged by Cartref Homes and chaired by Professor Glynis Murphy November 2017

Supporting learning disabled offenders in the community: balancing rights and restrictions - Jenny Talbot
Assisting traumatised learning diasabled offenders
- Neil Sinclair
Adapted offending behaviour programmes - Andy Inett
Transforming Care - Jimmy Kerrigan
The mental capacity act and supporting people - Baroness Ilora Finlay
People with LD in the criminal justice system - Glynis Murphy

What does Positive Behavioural Support look like? An observational checklist

This resource will be helpful for anyone wanting to check the quality of a service including CQC, other independent assessors, families and carers or any oganisation preparing for an inspection. It is an observational checklist of things you should see and hear in services providing positive support (including hospitals/assessment and treatment units, residential care homes and colleges and in domiciliary support services).

This has been written and developed by Serena Brady, Dr Nick Gore and Prof Julie Beadle-Brown from the Tizard Centre in collaboration with the Positive Behavioural Support Academy.

PBS Academy: Checklist document

What does good look like; a resource for observing in services for people with learning disabilities and/or autism

Working with Prof Julie Beadle-Brown, Bev Murphy from United Response has developed a booklet and checklist designed for inspects, experts by experience, rsearchers and other professionals who might need to observe a service for people with learning disabilities and/or autism. This new resource outlines what good practice looks like and provides a set of observable practices that can indicate that a service is implementing person centred approaches such as person centred active support, that NAS's SPELL framework, total or alternative and augmentative communication and positive behaviour support.

What does good look like Guide

 

Memories, moments and mannequins: clothes and fashion and the changing world of learning disabilities

Research Seminar delivered by Prof Rachel Forrester-Jones and Dr Magali Barnoux

Clothes embody our live memories, reminding us of past lives and relationships. They are also triggers for memory. Dress is entwined with identity, expressing who and what we are (Crane 2000). Dress is also one of the ways in which social difference is made concrete and visible (Breward 2000). This project, reported by Rachel and Magali, aimed to give space to individuals to explore and reflect on, record and celebrate their lives and life changes through embodied memories of dress. The objective was to record the history of these changes through individuals' stories and to disseminate these in a meaningful way to the local community.

Please note this only plays if you use internet explorer and not google chrome.

The Multiple Errands Task - Intellectual Disabilities

This includes the tasks and score sheet designed by Steverson, T., Adlam, A.L.R. & Langdon, P.E. (2015)

Multiple Errands Task

"Hidden consequences" - mcch Jigsaw Project & Medway Youth Trust in conjunction with Tizard Centre

This work has been undertaken following the recommendations of the Living in Fear research project carried out by Tizard Centre, mcch, Autism London and Kent Police with funding received from the Big Lottery Fund. The video is intended to be used in schools and as part of an educational pack.

People with Learning Disabilities and Offending Behaviours- Professor Glynis Murphy

Positive Behaviour Support Competence framework

The positive behavioural support competence framework has been produced by the PBS Coalition, a collective of individuals and organisations promoting PBS in the UK. The framework is available on the PBS coalition blog: http://pbscoalition.blogspot.co.uk/

Hate Crime Dissemination Paper - Autism London, mcch, Kent Police & Tizard (University of Kent)

Working in Medway and Kent the project wanted to find out:

  • how many people with autism and learning disabilities are victimised
  • the characteristics of victims and what happens to them
  • who perpetrators are
  • barriers to reporting incidents and getting support
  • the impact that the experiences and fears of victimisation has on well-being
  • what the Police find difficult in responding to reports

Almost half of the people surveyed told researchers that bad things happen to them when out and about in the community. This included physical attacks, threats, verbal abuse and damage to property. This resulted in making changes to their daily lives to avoid further incidents.

Pdf presentation or for more information

Communication; helpful strategies (United Response)

United Response have developed a new communication tool to add to their best practice suite of resources. Written by Dr Jill Bradshaw, this tool looks at helpful strategies for people who have difficulties in commnunicating and being understood. A 12 page guide packed with helpful strategies that help to share ideas with people with a range of disabilities more clearly, more successfully and in a truly person-centred way.

PAsSA Trial Treatment Manual

Group cognitive therapy for people with Asperger syndrome who have anxiety.
Treatment manual pdf

Raising our sights - Emeritus Prof Jim Mansell (2010)

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Report by Emeritus Prof Jim Mansell (2010)

People with profound intellectual and multiple disabilities are among the most disabled individuals in our community. They have a profound intellectual disability, which means that their intelligence quotient is estimated to be under 20 and therefore that they have severely limited understanding. In addition, they have multiple disabilities, which may include impairments of vision, hearing and movement as well as other problems like epilepsy and autism. Most people in this group are unable to walk unaided and many people have complex health needs requiring extensive help. People with profound intellectual and multiple disabilities have great difficulty communicating; they typically have very limited understanding and express themselves through non-verbal means or at most through using a few words or symbols. They often show limited evidence of intention. Some people have, in addition, problems of challenging behaviour such as self-injury.

The raising our sites report looks at services for adults with profound intellectual and multiple disabilities.

Preventing challenging behaviour of adults with complex needs in supported accommodation - Professor Peter McGill

Challenging behaviour presentation (pdf) lecture 26 November 2014

 

 

Domestic violence and women with learning disabilities - Dr Michelle McCarthy

Michelle's latest research project was commissioned and funded by NIHR School for Social Care and Research. As part of her findings a video has been released to aid those currently suffering abuse.


Spotlight series podcast
September 2016: Dr McCarthy talks about her research with survivors of domestic violence who have learning diablities and what it revealed about their perpetrators and the barriers to their support.

 

Guernsey Community Participation & Leisure Assessment - Revised - Dr Peter Baker

The Guernsey Community Participation & Leisure Assessment (Baker 2000) has been revised and updated by Peter Baker, Laura Taylor-Roberts and Fergal Jones. The GCPLA-r manual and assessment document are available to download in pdf format.

GCPLA form
GCPLA manual

 

 

Tizard Centre, University of Kent, Canterbury, Kent, CT2 7LR

Telephone: +44(0)1227 827373 or contact us

Last Updated: 22/11/2016