A WHOLE-PRISON APPROACH TO SUPPORTING PEOPLE

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A WHOLE-PRISON APPROACH TO SUPPORTING PEOPLE
WITH INTELLECTUAL DISABILITIES by Lisette
Saunders
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KEY CONSIDERATIONS

• Professional support Interventions Training
• Assessment

• Needed to be outcomes for any assessment
• Access to community
• Awareness training for staff
• Recruited a Learning Disability Nurse
• 1 x LD nurse in 2011
• 4 x LD nurses in 2014

• LDSQ
• Separate tools for individual disability
  difficulty
• Needed a tool that assessed for additional need
• Do IT Profiler

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In the CJS context

• Provides a picture of an offenders potential
  difficulties, strengths and weaknesses
• Provides individually tailored advice and
  guidance for staff re care planning and support
  strategies that is within context
• Provides the offender with strategies to maximise
  their own potential and accessible resources
• Identifies offenders that may benefit from
  further support and/or specialist assessment.
• Suggests reasonable adjustments

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LDD screening tool

• 60 questions
• 4 sections consider skills in
• Literacy and numeracy
• Attention and concentration
• Social and communication
• Co-ordination and organisation
• Likely to take about 15-25 minutes dependant on
  skills

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Question examples
Voiced
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HMP YOI PARC

• Do IT Profiler carried out within first 48 hours
  on Induction
• Support mentor used to facilitate this
• Those who hit high support need case conference

Includes - LD nurse - Residential staff -
Offender supervisor - Activities Allocation

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SUPPORTED LIVING PLAN TOOL KIT
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MANAGEMENT PLAN
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SUPPORT MENTORS

• Selected prisoners who have previously been Peer
  Partners
• Receive the following accredited training -
• Assessing own, Personal, Learning Thinking
  Skills
• Introductory Awareness of Inclusion Disability
• Introduction to Learning Support
• Mentoring Skills

• Act as the interface between individual prisoners
• and the individual and staff
• Support by LD nurses
• Part of case management reviews

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Disability

• 21 been diagnosed as having a Learning
  Difficulty (dyslexia, ADHD, ASD etc.) (cf
  YOI30)
• 18.5 described as having a LDD (YOI25)
• 15 some visual difficulties
• 9.5 had access to LD services (YOI15)
• 8 registered as disabled
• 4 some hearing difficulties

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Social skills e.g.
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Autism traits e.g.
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ADHD traits e.g.
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Emotion e.g.
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CASE STUDY

• Mr T
• Arrived 2011
• Few social skills, poor hygiene standards
• Poor diet and nutrition
• Unable to read or write
• Disruptive on wing
• Afraid of his cell door being shut
• Now
• Servery worker
• Wrote letter home to mother
• Independent living skills
• Portfolio of awards and accreditations
• Learning how to cook
• Attends gym