Commentary on “Building capable environments using practice leadership”

Purpose This paper aims to present a conceptual viewpoint highlighting the utility of active support in implementing capable environments and to extend this by presenting a three-tiered preventative model of positive behavioural support (PBS) in UK health and social care. Design/methodology/approach...

Full description

Saved in:
Bibliographic Details
Published in:Tizard learning disability review 2021-04, Vol.26 (1), p.9-13
Main Author: Jones, Edwin
Format: Article
Language:English
Subjects:
Behavior
Best Practices
Communication
Early intervention
Evidence
Health care
Interpersonal Relationship
Leadership
Learning disabilities
Mental Disorders
Personal development
Prevention
Quality of life
Semantics
Social education
Social Integration
Social services
Total Communication
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Purpose This paper aims to present a conceptual viewpoint highlighting the utility of active support in implementing capable environments and to extend this by presenting a three-tiered preventative model of positive behavioural support (PBS) in UK health and social care. Design/methodology/approach Provision of a commentary on “Building capable environments using practice leadership” by Linda Hume, Nadia Khan and Martin Reilly. Findings Capable environments and active support should be key, universal and essential PBS tier one supports in UK health and social care. Training staff in Active Support and developing practice leadership help implement capable environments. Originality/value The three-tiered PBS model was recently proposed by Leitch et al. (2020) and is worthy of further debate and refinement with the involvement of stakeholders. It has several practical implications including refocussing efforts on early intervention to get tier one supports implemented effectively in recognition that PBS is much wider than intense tier three supports. It could reinforce and motivate existing providers of quality support and indicate where and how other providers can commence the process of implementing PBS. Future research could consider the effectiveness of applying implementation science to the field of learning disabilities and PBS in particular.
ISSN:1359-5474
2042-8782
DOI:10.1108/TLDR-12-2020-0040