Chapter
Severity of disability of people in communal establishments
Complaints causing disabilities
The disabilities of children
Disabled children living in communal establishments
Discrimination and 'oppression9
3 Disability equality training
The changing nature of work
Developing the social model of disability
Applying the social model
The individual and social models
The social model and discrimination
Combating race and gender discrimination
The UK campaign for comprehensive anti-discrimination legislation
Methods to challenge discrimination
Disability equality training and disability politics
The social model and attitude
Synopsis of the research study
4 Towards a therapeutic alliance model of rehabilitation
The decision-making power and commitment of the patient
The nature of the staff-patient interaction
Becoming a patient: some determinants of behaviour
Power in health-care relationships
Communication and information
The need for new initiatives in education, training and management
5 Rehabilitation education: a learner-centred approach
Learner-centred and teacher-centred education
The theoretical basis of learner-centred education
Cognitive learning theory
Humanistic learning theory
An example of learner-centred education : training medical teachers
Applications of the learner-centred model
Learner-centred patient education
6 Work, occupation and disability
Disability : sudden premature retirement
Congenital disability : work unknown
Types of work and occupation
Unpaid and voluntary work
Severe recovering disability
Slow worsening disability
Severe worsening disability
Assets needed for employment
Institutional alternatives to paid work
The place of work in psychiatry
Matching problems with assets: personal plan
Assessing assets (interests and abilities)
Assessing a job (job description)
Summary chart = Team review = Personal plan
Difficulties for employers willing to enrol disabled people
Personal choice occupation
7 Management in rehabilitation
The mission : 'why are we here?
The strategic plan : 'where do we want to be?'
The business plan : 'how do we get there?9
Action plan : 'who does what and by when?'
Management of resources : staff
Staff appraisal: individual performance review (IPR)
8 Research and evaluation in rehabilitation
Practical considerations for group designs
Definition of treatment/therapy Rehabilitation/intervention
Summary of the main characteristics of group studies
Limitations of group studies
Types of single case experimental design
ABAB (and variations on this) or reversal designs
Multiple baseline designs
Other single case designs
Statistics in single case designs
Generalisability of results
Advice on planning your own research project
Communicating the outcome
Randomised controlled trials
10 Social policy, disability and rehabilitation
Introduction: a historical and comparative framework
The impact of industrialisation and technological change
Giving priority to employment and the labour market
The changing demography of western societies
Disability and rehabilitation in the UK : some current issues and themes in social policy
The changing meaning of 'community' care
Changes in the 'mix' of welfare services for disabled people
Education policies for disabled children
Employment opportunities for disabled people
Outcomes: policy evaluation
The consequences for family carers
The adequacy of health and personal social services
The campaign for anti-discrimination legislation
The campaign for direct payments
Advocacy and participation in services
11 Principles of the acquisition of sensorimotor skills
Predicting skill acquisition
Performance curves and phases of skill acquisition
Factors influencing the effectiveness of practice
Understanding and motivation
Quantity and distribution (patterns) of practice sessions
Observation and mental rehearsal
Clinical implications for skill acquisition in people with physical and cognitive impairments
Disorders of the motor system
Personal and emotional barriers to skill acquisition
12 Management of acquired cognitive disorders
Cognitive deficits after brain injury
Reading and writing problems
Cognitive rehabilitation: restoration of function or amelioration of deficit?
Approaches to the management of acquired cognitive disorders
Bypassing or avoiding problems
Functional adaptations or finding another way to achieve a goal
Using residual skills more efficiently
Computers in rehabilitation
Rehabilitation for everyday life
Evaluation of cognitive rehabilitation problems
13 Challenging behaviour: helping people with severe brain damage
Studying and measuring the problem
The difference between 'can do' and 'does do'
The message function of behaviour
Hazards of failure to observe and to communicate
Communication, severely challenging behaviour and learning theory
Observational or vicarious learning
So what does the work with Cindy tell us?
Pain and neurophysiology : specificity versus patterning
Pain thresholds and tolerance: social and environmental influences
Clinical methods of pain assessment
Emotional, motivational and cognitive factors
Pain and personality characteristics
Non-pharmacological treatment
Relaxation and biofeedback
Distraction and other cognitive strategies
15 The multiply handicapped child
Time windows in development
Abnormal motor development
Active and passive movements
Skill and motor skill acquisition
A critical analysis of the major schools of therapy for cerebral palsy
Voluntary active movement
Facilitated automatic movement
Normalisation of the quality of movement
Orthopaedic management of secondary biomechanical constraints
Developmental sequence of activities selected for intervention
Selection of children for treatment
Individual or group treatment
Segregation from or integration with normal peers through treatment
Involvement of parents in treatment either at a centre andlor at home
Intensity and duration of treatment by the professional
Use of aids and equipment
Physical therapy and its integration with family life and education
16 The transition to adult life
Education in the united kingdom
Mainstream or special provision
Education following medical rehabilitation
Returning to education following trauma
Further and higher education
Technological and other support
Preparation for the transition to adult life
The responsibilities of services, organisations and individuals at the time of transition
Local education authorities and the further education funding council
Parental concerns during transition
Teenage concerns and worries
17 Factors specific to disabled elderly people
Ageing and the individual
Rehabilitation Studies Handbook
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