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He manages the Benefits Advice Shop and works directly with claimants, providing advice and representation at a wide range of appeal tribunals. Since the late s he has had responsibility for a series of externally funded research projects into various aspects of staff training in learning disabilities.
From to he held various Principal and Top Grade posts in clinical psychology, notably in Southampton and Sheffield. During his five years as Unit General Manager within large provider units he became highly skilled in resource allocation and prioritisation between high-budget community mental health programmes.
He has a dual appointment with Tayside Regional Council Social Work Department as Director of the White Top Centre, a day, respite and resource service for adults with profound learning disabilities. He is author and editor of several books vii viii Contributors concerned with learning and disability, particularly on profound disability and on ageing and learning disability.
He has taught professionals and managers from health and social care settings for many years and has published widely in the academic press. Currently he is engaged in a range of projects related to the health and community care reforms.
Glenys Jones trained as a teacher and taught children in mainstream schools. She then worked as a Research Officer on three different research projects, funded by the Department of Education and the Department of Health, studying the educational provision for children with special needs and evaluating assessment services for children with learning disabilities.
Following this, She worked for five years as an educational psychologist. For the last six years, she has worked full-time as Research Officer on a study into the provision and approaches for children and adults with autism funded jointly by the Department of Health and the Department for Education.
His research interests relate to linking policy with professional practice, service planning and design of services for people with learning disabilities. As editor of two books, Reassessing Community Care Croom Helm, and Implementing Community Care Open University Press, he has for the past twenty years conducted research on residential and community day services, training and workforce planning, case registers, staff attitudes and behaviour, and been a teacher and supervisor both in general social policy and policy relating to professional health and welfare programmes.
She has particular interest in the relationships between health and social services and private, voluntary and family networks. She has published recently on multi-disciplinary education, grandparenting, informal care, ethnic elders and adult abuse and contributes to training courses for social workers and community nurses.
Dr Paul Martinez taught history at Sheffield University. He developed an interest in welfare rights in a number of different neighbourhood advice centres, became Senior Welfare Rights Officer for Sheffield City Council and managed the Sheffield Benefits Advice Shop for several years.
Dr David Race, a researcher, writer, consultant and teacher, has been involved with people with learning disabilities, and services for them, for over twenty years. He has studied services in Hong Kong, the US, Canada and Sweden, and been involved in various forms of training and evaluation, both in the UK and abroad, around social valorisation issues.
Dr Ann Richardson is an independent researcher, who has published widely in the broad areas of health and community care. In the field of learning disabilities, she has co-authored two books on the move from the parental home and one report on friendship. Her research on case management was undertaken for the Nuffield Institute for Health, University of Leeds.
A contact address is: Previously she worked as Senior Lecturer within the School of Health and Community Studies, teaching on social work courses. She is currently Chair of the Federation of Disability Sports Organisation in Yorkshire and Humberside an organisation of disabled people and for fourteen years has been involved in a voluntary capacity in the area of leisure for people with disabilities, particularly learning disabilities.
During his training as a child psychiatrist he became aware of the needs of children with learning disabilities. For the past twenty years he has been involved in research and in the development of new approaches to support people with learning disabilities. He also works as a pyschiatrist within a community team and is keen to promote more effective inter-disciplinary collaboration between professionals and carers.
His previous work includes a project which looked in detail at the relocation of people with learning difficulties from long-stay hospital, and he has recently completed a study of the experiences of people involved in self-or citizen advocacy.
His current research is on social services complaints procedures, and innovative approaches to housing for people with learning difficulties.
Prior to that he worked for 14 years in hospital and community services for people with learning disabilities in Northumberland and the North East. He recently joined a Department of Health working group on challenging behaviour.
Paul Williams is Lecturer in Social Work at the Department of Community Studies, Reading University, where he teaches and researches on work with people with learning disabilities, community care and anti-discrimination. He is also Director of the Community and Mental Handicap Educational and Research Association which has pioneered teaching in Britain on social role valorisation, advocacy and related topics.
He is co-author of a book and certain training materials on self-advocacy by people with learning disabilities. Acknowledgements I should like to acknowledge Heather Gibson, Fiona Bailey and Christina Tebbit from Routledge for their advice in orchestrating this book, Elaine Smith for typing chapters and Pauline and Charlotte for their personal support.
Further I wish to acknowledge those who created opportunities for the shared training programme on learning disabilities with which I was involved during the s, particularly Tony Thompson, John Agate, Ric Metcalf and Val Reed.
I hope the book will be an aid to students and others combing through the morass of service provision, and contribute to wider debate on future developments.Â“A Fair Chance for the GirlsÂ” In this article the author Edward Clarke writes about the harmful effects of education on the sexual development and reproductive capacities of women.
While reading this article I was forced to be open minded and accept every aspect of this reading in order to fully un. May 13, · College Doesn’t Make You Infertile: AAUW’s Research May 13, In , as its first research report, AAUW’s predecessor organization called the Association of Collegiate Alumnae (ACA) set out to disprove the ridiculous theory that a college education would harm a woman’s health and result in infertility.
that have alleviated the negative effects of poverty on children’s development and have promoted child de dren’s education and development by increasing risk,,,,, Development and Educational Outcomes / poverty.,,, Development and Educational, a.
a. development. The impACT of violenT video gAmes: An overview play video games at a “pathological” level that causes damage to family, social, school or psychological functioning (see Anderson et al, ).
Educational articles are an excellent resource for parents who are interested in learning about the best parenting practices from experts in the field.
With insights from top education specialists, these parenting articles provide advice and information for both typical and unusual parenting circumstances. Effects of a school-based sexuality education program on peer educators: The Teen PEP model Effects of a school-based sexual ity education prog ram.
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