Download Caring for People with Learning Disabilities (Wiley Series by Ian Peate, Debra Fearns PDF

By Ian Peate, Debra Fearns

That includes eleven chapters, every one with an in depth word list, studying to take care of individuals with studying Disabilities is designed for use as a reference e-book in both the medical atmosphere, school room or at domestic. Chapters are re-divided into discrete sections reflecting modern studying incapacity nursing perform. References to care in more than a few basic and secondary care settings are made during the e-book. every one bankruptcy starts with key issues and concludes with a precis of the numerous issues to augment studying.

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Extra resources for Caring for People with Learning Disabilities (Wiley Series in Nursing)

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This section will provide a defi nition of ‘communication’ and outline one of the basic models of communication. ‘Verbal and Non-Verbal Communication’ forms the second section, which briefly explores descriptions of language and discusses in more detail non-verbal communication; this is sometimes called body language. The third section addresses Caring for People with Learning Disabilities. Edited by I. Peate and D. Fearns. Copyright © 2006 by John Wiley & Sons, Ltd. 24 PEOPLE WITH LEARNING DISABILITIES ‘Factors Influencing Communication’ and outlines some of the many factors that can cause difficulties when communicating or interacting with people with learning disabilities.

Challenging behaviour, by defi nition, presents carers with difficult emotional and professional challenges. The term ‘challenging behaviour’ has been defi ned as: ‘. . ’ (Emerson et al. 1988) The Department of Health (1993) pointed out that any successful interventions rely on staff/carers having a broad knowledge base in relation to safe reactive strategies, psychological and behavioural approaches and long-term skills-teaching strategies. Skills and knowledge linked with behaviour are central in managing challenging behaviour and have been shown to be effective (Lindsay 2001).

For example, someone may be talking very quickly and his/her voice may have a quavering quality to it. This person may be nervous and may be trying to disguise his/her feelings, perhaps trying not to intentionally communicate his/her anxiety. However, the person listening may notice these subtle messages and sense and understand that the person speaking is nervous about something. A key skill in this respect is to decide whether it is important to attempt to address the unintended message or not.

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