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Towards an alternative basis for policy and practice in community care: with particular reference to people with learning disabilities
- Author:
- BURTON Mark
- Journal article citation:
- Care in Place the International Journal of Networks and Community, 1(2), June 1994, pp.158-174.
Draws on the critical theory of Habermas, an analysis of global trends, and Wolfensberger's account of societal devaluation in forming an alternative to the dominant basis for theory and practice in 'community care'. These perspectives identify three linked threats to people with major disabilities: colonisation of the life-world, socioeconomic destabilisation and systematic discrimination. Using Doyal and Gough's theory of human need, an agenda is outlined for an appropriate service response to this context.
Decoding Valuing People
- Authors:
- BURTON Mark, KAGAN Carolyn
- Journal article citation:
- Disability and Society, 21(4), June 2006, pp.299-313.
- Publisher:
- Taylor and Francis
Government policy frameworks on the support of disabled people can often be difficult to ‘read’, as they contain contradictory elements that simultaneously support and confront social processes that create inequalities and oppression. Valuing People (VP), the UK government’s policy framework for learning disability (intellectual disability), provides such a context for work that enhances learning disabled people’s inclusion in community and society, and to reverse some of the systemic disadvantage they have experienced. However, as an uneasy amalgam of the progressive and the neoliberal, the romantic and the practical, it has been difficult to evaluate in order to use its opportunities and minimise its dangers. This article attempts to decode VP in terms of ideologies in human services, and the current New Labour policy mix. Its emphases on Person Centred Planning, Direct Payments and employment will be analysed to try to establish what VP means, and to suggest more adequate priorities. This analysis might also be relevant to other sectors where there is a similar problem of decoding their particular policy context.
Paradigms in intellectual disability: compare, contrast, combine
- Authors:
- BURTON Mark, SANDERSON Helen
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 11(1), 1998, pp.44-59.
- Publisher:
- Wiley
Four relatively distinct traditions in work with people with intellectual disability are identified: ordinary living/normalisation, functional, behavioural and developmental. These approaches are analysed as paradigms which could be incompatible or compatible. The paradigms are explored in relation to a profoundly disabled man, whose case illustrates the complementarity of these approaches. It is suggested that the ordinary living paradigm is best seen as a basic guide to direction with the other paradigms feeding into it to help chiefly with implementation. However, the possibility is raised that rather than the co-existence of different paradigm, what is really being sought here is a new and super-ordinate paradigm that still awaits its full development.
Specialization without separation: combining health and social services provision for people with learning disabilities
- Authors:
- BURTON Mark, KELLAWAY Mike
- Journal article citation:
- Health and Social Care in the Community, 3(4), July 1995, pp.261-270.
- Publisher:
- Wiley
Responsibility for services to people with learning disabilities has shifted back and forth between health and social services authorities over the years. A resolution to the problems of the split service which has been promoted is that of joint commissioning. However, in Manchester an alternative approach to collaboration has been developed; joint provision. Looks at how this has been established.
Problems of evidence based practice in community based services
- Authors:
- BURTON Mark, CHAPMAN Melanie J.
- Journal article citation:
- Journal of Learning Disabilities, 8(1), March 2004, pp.56-70.
- Publisher:
- Sage
An emerging orthodoxy regarding the definition and role of evidence based practice is identified and subjected to a constructive critique with particular reference to social and community health services for people who are intellectually (learning) disabled. It is argued that the orthodox approach to evidence based practice falters at every step, from the production of evidence to its use by practitioners. An alternative approach is suggested which distinguishes between macro, meso and micro types of evidence, and integrates information from these sources through the construction of practical realist theories that inform service provision through which the theories are also tested. A practical example based on current work on self-injury is provided.
An exploration of the application of the Alexander Technique for people with learning disabilities
- Authors:
- MAITLAND Sheila, HORNE Roger, BURTON Mark
- Journal article citation:
- British Journal of Learning Disabilities, 24(2), 1996, pp.70-76.
- Publisher:
- Wiley
The Alexander Technique is a means of re-educating people in the way they use and organise their bodies. It is characterised by an integrative view of physical and psychological function. Its application was explored with eight people with varying degrees of learning disability, and associated physical problems. On the basis of clinical documentation it is concluded that the technique may be of benefit, and that a more rigorous evaluation would be desirable. The account includes discussion of the particular problems in applying the technique to people with limited communication and understanding of what was being done.
Social skills for people with learning disabilities: a social capability approach
- Authors:
- BURTON Mark, KAGAN Carolyn, CLEMENTS Pat
- Publisher:
- Chapman and Hall
- Publication year:
- 1995
- Pagination:
- 345p.,bibliog.
- Place of publication:
- London
Provides a practical framework for social skills training for people with learning difficulties, based on social and psychological principles and drawing on positive values. Also offers exercises and methods on topics such as: relationships; communities and social networks; social skill and social competence; increasing competencies; and evaluating change.