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Building an evidence base for adult safeguarding? problems with the reliability and validity of adult safeguarding databases
- Author:
- FYSON Rachel
- Journal article citation:
- British Journal of Social Work, 45(3), 2015, pp.932-948.
- Publisher:
- Oxford University Press
This article considers current adult safeguarding policy guidelines for England, which require local authorities to collect adult safeguarding data for the purposes of research and service development. It then moves on to report some of the findings from an evaluation of adult safeguarding in one English local authority, focusing on how the adult safeguarding database was populated from case records and how the resultant data were utilised. It found that, although the annual number of adult safeguarding alerts more than tripled between 2002 and 2008, this clear evidence of an increase in workload had not resulted in increased resource allocation. The evaluation further noted that only half of the designated ‘adult safeguarding managers’ who were interviewed were able to correctly define the meanings of the recommended terms under which adult safeguarding outcomes are recorded, namely ‘substantiated’, ‘not substantiated’ and ‘not determined’. Changes to the terminology used to record the outcomes of safeguarding investigations are proposed as one of a number of measures to enable the creation of valid and reliable information upon which to base future practice developments, including allocation of resources. (Publisher abstract)
Independence and learning disabilities: why we must also recognise vulnerability
- Author:
- FYSON Rachel
- Journal article citation:
- Journal of Adult Protection, 11(3), August 2009, pp.18-25.
- Publisher:
- Emerald
Services for adults with learning disabilities are currently based on the promotion of four key principles: rights, independence, choice and social inclusion. The author argues that these principles are not a sufficient basis for developing balanced services and that there is a need for reappraisal of current approaches and a recognition that the promotion of independence needs to be balanced carefully against the duty of statutory services to ensure that vulnerable adults are adequately protected from abuse. It looks at difficulties including the pressure to promote independence because of potential cost savings, inequality of outcomes for service users and increased vulnerability to abuse, citing studies demonstrating how people with learning disabilities are subject to higher levels of abuse and bullying than other people and recent cases of abuse, and discussing the importance of safeguarding vulnerable adults.
Which way for partnership boards?
- Author:
- FYSON Rachel
- Journal article citation:
- Learning Disability Today, 9(4), June 2009, pp.34-36.
- Publisher:
- Pavilion
- Place of publication:
- Hove
Learning Disability Partnership Boards were established to provide oversight of the change necessary to ensure that the Valuing People objectives were met. This article reports on research carried out by Mencap to provide evidence regarding the role and effectiveness of the Partnership Boards. The key findings were that many people with learning disabilities still felt that not enough was being done to enable and support their involvement in Partnership Boards. Findings relating to inclusion, democratic processes, evaluation, impact on local service planning and barriers to change are discussed. The article concludes with recommendations to secure a positive future for Partnership boards.
Independence and learning disabilities: why we must also recognise vulnerability
- Author:
- FYSON Rachel
- Journal article citation:
- Journal of Integrated Care, 17(1), February 2009, pp.3-8.
- Publisher:
- Emerald
Services for adults with learning disabilities are currently based on the promotion of four key principles: rights, independence, choice and social inclusion. This paper will argue that, while these principles are welcome, they need to be balanced against a fifth principle - that vulnerable adults must be protected adequately against the risk of abuse. It will draw both on recent high-profile cases of violence and abuse against people with learning disabilities and on research evidence to explore whether current plans to transform adult social care through the use of self-directed support and individual budgets offer a safe future.
A failing partnership
- Author:
- FYSON Rachel
- Journal article citation:
- Viewpoint, May 2008, pp.28-29.
- Publisher:
- Mencap/Gateway
The University of Nottingham has undertaken recent research to investigate the impact of Learning Disability Partnership Boards. Partnership Boards were intended to: provide a place where service users and carers are given a voice and also operate as strategic planning bodies. This article summarises key findings of the research which found that the effectiveness of Partnership Boards is mixed, and largely depends upon the commitment of individual members. The research was commissioned by Mencap on behalf of the Learning Disability Taskforce.
Young people with learning disabilities who sexually harm others: the role of criminal justice within a multi-agency response
- Author:
- FYSON Rachel
- Journal article citation:
- British Journal of Learning Disabilities, 35(3), September 2007, pp.181-186.
- Publisher:
- Wiley
This paper outlines the key findings from a recent study of statutory service responses to young people with learning disabilities who show sexually inappropriate or abusive behaviours, with a particular focus on the involvement of criminal justice agencies. The study found that although inappropriate sexual behaviours were commonplace in special schools, and that serious acts of abuse including rape had sometimes occurred, education, welfare and criminal justice agencies struggled to work together effectively. In particular, staff often had difficulty in determining the point at which a sexually inappropriate behaviour warranted intervention. This problem was frequently compounded by a lack of appropriate therapeutic services. In many cases this meant that no intervention was made until the young person committed a sexual offence and the victim reported this to the police. As a consequence, young people with learning disabilities are being registered as sex offenders. The paper concludes by addressing some of the policy and practice implications of the study’s findings, particularly those which relate to criminal justice.
Young people with learning disabilities who show sexually inappropriate or abusive behaviours
- Author:
- FYSON Rachel
- Publisher:
- Ann Craft Trust
- Publication year:
- 2005
- Pagination:
- 63p., bibliog.
- Place of publication:
- Nottingham
This research project, which commenced in April 2001, was funded by the Diana, Princess of Wales Memorial Fund for three years and was run jointly with the Centre for Social Work at The University of Nottingham. The research looked at the current situation for adolescent abusers to find out what interventions might have been helpful and what would be beneficial in the future regarding the prevention of any further abusive behaviour.
Arresting development
- Author:
- FYSON Rachel
- Journal article citation:
- Community Care, 11.08.05, 2005, pp.36-37.
- Publisher:
- Reed Business Information
Reports on research from the Ann Craft Trust into sexually inappropriate or abusive behaviour displayed by some young people with learning difficulties. The research took place across four English councils. It involved: a postal survey of all special schools; interviews in respect of every case over a 12-month period where social services and/or Youth Offending teams were working with young people aged 10-18 with a learning difficulty following and incident of sexually inappropriate, abusive or offending behaviour. It highlights the need for early intervention and the need for education and social services to identify the problem without labelling the child.
Valuing people: what has it meant for people with profound and multiple disabilities?
- Author:
- FYSON Rachel
- Journal article citation:
- Focus, 42, May 2005, pp.8-12.
- Publisher:
- RNIB
Reports on research from the Norah Fry Research Centre at the University of Bristol which aimed to find out what had changes had occurred within learning disability services since the publication of the 'Valuing People' white paper. The researchers looked at what was written in local plans for services for people with learning difficulties; interviewed self advocates and family carers about their experiences of being involved in Learning Disability Partnership Boards; interviewed chairs of Partnership Boards and interviewed commissioners of learning disability services about the changes they were trying to make in their area.
Too much talk?
- Author:
- FYSON Rachel
- Journal article citation:
- Community Care, 24.6.04, 2004, pp.34-35.
- Publisher:
- Reed Business Information
Examines the changes that have been happening in services for people with learning difficulties in England since the 2001 Valuing People white paper. The article is based on the findings of the research project, 'Strategies for change' at the University of Bristol, funded as part of the Department of Health's learning disability research initiative which analysed local authority learning disability joint investment plans (JIPs). The results highlights the ongoing need for better planning and information systems and better involvement of service users and carers in planning service changes.