Understanding and Working with People with Learning Disabilities who Self-injure

Pauline Heslop and Andrew Lovell

ISBN 10: 1849052085 / ISBN 13: 9781849052085

Published by - -, 2012

About this Item

Seller Inventory # 6666-HCE-9781849052085

Bibliographic Details

• Title: Understanding and Working with People with Learning Disabilities who Self-injure
• Publisher: - -
• Publication Date: 2012
• Language: English
• ISBN 10: 1849052085
• ISBN 13: 9781849052085
• Binding: Paperback
• Condition: New

About this title

Synopsis

Adopting a predominantly psychological approach, this book provides carers with up-to-date information and resources to provide appropriately individualised care to people with learning disabilities who self-injure. "Understanding and Working with People with Learning Disabilities who Self-Injure" synthesises traditional (behavioural) and newer (psychological) approaches to understanding self-injury, drawing on psychoanalytic and social theory to provide practical guidelines for more sustained and effective support. It suggests that motivations for self-injury may be similar for people with and without learning disabilities, and draws on case work examples to suggest person-centred techniques that encourage communication - particularly important with people who do not use verbal communication - and recovery. The book covers a range of specific needs, including people with autism who self-injure, and emphasises the views of people with learning disabilities themselves and their families about what has worked best, and why. At the end of each chapter, a variety of practical implications for the provision of support are given. This book is for those supporting people with learning disabilities who self-injure and will be a useful resource for social workers, psychologists, counsellors, learning support workers, nurses and social and health care students.

About the Authors

Pauline Heslop is a Senior Research Fellow at the University of Bristol.

Andrew Lovell is Reader in Learning Disabilities at the University of Chester.