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Feeling safe, avoiding harm: safety priorities of children and young people with disability and high support needs
- Authors:
- ROBINSON Sally, GRAHAM Anne
- Journal article citation:
- Journal of Intellectual Disabilities, 25(4), 2021, pp.583-602.
- Publisher:
- Sage
- Place of publication:
- London
This study explored what helped and constrained children and young people with disability and high support needs, in feeling and being safe in institutional settings. Through adapted qualitative methods, 22 children and young people aged 7-25 years shared their conceptualizations of safety, along with facilitators and barriers to interpersonal safety in their everyday lives. Key themes were feeling safe and known in relationships, minimizing risk, having strategies and the opportunity to practice these, opportunities to learn about safety and supported transitions. The living patterns and environments of children and young people were different to their non-disabled peers, and they faced systemic barriers to activating safety strategies. Building meaningful prevention strategies for children and young people with disability requires specific skill in design and implementation. Without focused attention to their specific circumstances, measures promoting child safety may overlook the experiences of children and young people with intellectual disability. (Edited publisher abstract)
Promoting the safety of children and young people with intellectual disability: perspectives and actions of families and professionals
- Authors:
- ROBINSON Sally, GRAHAM Anne
- Journal article citation:
- Children and Youth Services Review, 104, 2019, p.104404.
- Publisher:
- Elsevier
Background: Children and young people with intellectual disability experience high rates of abuse and neglect. In this Australian study, both children and young people with disability and their supporters shared their perspectives on safety and harm. This paper discusses how family members and professionals perceived and responded to priorities that had been separately identified by children and young people. Method: Semi-structured interviews were conducted with six family members and ten disability support professionals working in a range of contexts. Data was coded and thematically analysed. Results: Participants identified strategies that children and young people used when they felt unsafe, and tensions they regularly faced that made it difficult for them to be safe. Both family members and support professional perceived a need to build confidence and capability, embed support, and act on behalf of children and young people. Relationships were a priority for families, while professionals focused more on skill development. Systems were seen to play a causative role in impairing the capacity of children and young people to stay safe, through overly bureaucratic risk orientation, using too many staff young people didn't know, and poor understanding of disability-related needs in mainstream settings. Conclusions: The key role of supporters in building capability and advocating for children and young people is affirmed, along with the need for accessible, evidence-informed education around safety and positive relationship building, and ways to promote the agency of children and young people. (Edited publisher abstract)
Grandparents raising their grandchildren: acknowledging the experience of grief
- Authors:
- BACKHOUSE Jan, GRAHAM Anne
- Journal article citation:
- Australian Social Work, 66(3), 2013, pp.440-454.
- Publisher:
- Taylor and Francis
This paper explores the experience of grief as reported by grandparents who are raising their grandchildren in Australia. The data presented are part of a larger qualitative study that investigated the lived experience of 34 grandparents who have taken on the full-time care of grandchildren when their own children have been unable to parent them. In-depth interviews conducted with the grandparent participants and analysed through a three-layer narrative analysis. Themes include the reasons for caring for grandchildren, the loss of traditional grandparent role, social isolation, and lack of recognition by support services. While all of the grandparents referred to the benefits, satisfaction, and joy of taking on the parenting of grandchildren, their narratives were deeply imbued with experiences of loss and grief. The discussion analyses this experience in relation to grief theory and posits that the complex and disenfranchised nature of grandparents’ grief means it often goes unacknowledged, including in the policies, programs, and services developed to support grandparents-as-parents. (Edited publisher abstract)
Grandparents raising grandchildren: negotiating the complexities of role-identity conflict
- Authors:
- BACKHOUSE Jan, GRAHAM Anne
- Journal article citation:
- Child and Family Social Work, 17(3), August 2012, pp.306-315.
- Publisher:
- Wiley
In many Western societies, grandparenthood has traditionally been associated with a ‘peripheral role’. However, a new family type, the grandparent-headed family, has emerged, largely due to changing social conditions over the past 25 years. The purpose of this qualitative study was to better understand the experience of grandparents who are raising their grandchildren in New South Wales, Australia. In-depth interviews were conducted with 34 grandparents caring for 45 children between the age of 1-17 years. Their narratives were transcribed and studied using paradigmatic analysis to reveal common themes among the stories told. Identity theory further informed the discussion of these findings. Woven throughout the grandparent narratives is a story of paradox; of experience simultaneously made up of pain/pleasure, myth/reality, inclusion/exclusion, being deserving/undeserving, visible/invisible and voiced/silenced. The findings signal a significant role-identity conflict for grandparents who are parenting grandchildren. This study points to the need for policy and practice that more closely reflects the complexity of experience associated with the grandparent-as-parent role.
“Something amazing I guess”: children's views on having a say about supervised contact
- Authors:
- FITZGERALD Robyn, GRAHAM Anne
- Journal article citation:
- Australian Social Work, 64(4), December 2011, pp.487-501.
- Publisher:
- Taylor and Francis
There has been an increase in supervised contact orders in Australia, with thousands of children now attending Children’s Contact Services every year. Supervised contact offers a way of balancing the rights of children to regular contact with their parents with their need to be protected from harm. The aim of this small-scale, qualitative study was to explore children's perspectives about their participation in decision-making processes regarding supervised contact. Semi-structured in-depth interviews were held with 13 children aged between 4 and 13 years who attended the CCS for regular contact. The findings are discussed under 4 themes: children's experiences of having a say; children's understandings of having a say; whether children want a say in the decision for them to have supervised contact; and how having (or not having) a say feels. The discussion focuses on what importance children place on having a say in family law matters. This is contrasted with children's experiences of marginalisation and exclusion from decision-making processes and of ambivalence and reluctance sometimes expressed around having a say. The article concludes by reflecting on the implications for professionals working in family law
Supporting children’s social and emotional well-being: does ‘having a say’ matter?
- Authors:
- GRAHAM Anne, FITZGERALD Robyn
- Journal article citation:
- Children and Society, 25(6), November 2011, pp.447-457.
- Publisher:
- Wiley
This article explores the potential of children’s participation for promoting their social and emotional well-being. It argues the importance of ensuring that initiatives aimed at improving children’s social and emotional well-being are based on sound participatory principles. The discussion posits links between the recognition of children, dialogic approaches to participation, changing conceptualisations of children and childhood, and children’s well-being. It explores these links in respect to a particular programme initiative, Seasons for Growth, that aims to incorporate participatory principles. Seasons for Growth is a loss and grief education programme that aims to promote the social and emotional well-being of children aged 6-18 years as they adapt to family change as a result of death, separation or divorce. The paper concludes with reflections on what is involved in ensuring that ‘having a say’ is located as a key element in promoting children’s well-being.
Inspection of social care services for older people: Essex County Council: August 2005
- Authors:
- CALLENS Sheila, GRAHAM Ann
- Publisher:
- Commission for Social Care Inspection. West Midlands
- Publication year:
- 2005
- Pagination:
- 84p.
- Place of publication:
- Birmingham
Resolve: a community-based forensic learning disability service specialising in supporting male sex offenders: our model, approach and evidence base for effective intervention
- Authors:
- GRAHAM Anne, HARBOTTLE Celia, KING David
- Journal article citation:
- Journal of Intellectual Disabilities and Offending Behaviour, 7(4), 2016, pp.186-194.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to examine a model of effective forensic practice with positive interventions for men with learning disabilities who have committed serious sexual offences. It outlines the theoretical and philosophical frameworks which have informed the model of care and support in a community-based setting and the evidence base for the efficacy of the approach. Design/methodology/approach:This approach to a community-based forensic learning disability service is informed by systemic practice and underpinned by models of human occupation (Keilhofner, 2008) which informs occupational therapy and total attachment (Harbottle et al., 2014). This is a whole systems model for developing compassionate and participatory practice based on attachment theory and approaches to professional parenting drawn from foster care settings and prevention frameworks for adult safeguarding. It uses Klinean Thinking Environments (1999) to give practical communication to the model. Findings: The attachment model which underpins both the support for staff and the framework for scaffolding the care and support provided for service users is building calm, consistent and respectful relationships. This enables workers and service users to feel accepted through the availability of support; to feel a sense of belonging and inclusion in which skills and confidence can flourish helping all to feel more effective. This is evidenced by the stability of the service user group and the staff team. Research limitations/implications: The model of whole system care and support care outlined in this paper can help to provide a therapeutic environment in which men who have committed sexual offences can develop effective skills within a safe, supportive and effectively managed setting. This is on-going research but there is evidence of service users and staff in this model of practice, feeling scaffolded, able to enjoy and achieve progress and personal development. Practical implications: This model appears to promote stable, sustained, supportive relationships. Placement breakdown has been minimal indicating that the disruption rate is low and therefore therapeutic interventions are likely to take place and be effective. This is a hopeful and positive approach which enables individuals to flourish in a safe environment. Social implications: The social implications of this model are positive for creating a stable workforce in an industry plagued with rapid turn over of staff to the detriment of the quality of life for service users. It creates stability and confidence for the residents allowing them to begin to relax and thereafter achieve more positive relationships. Originality/value: This paper examines the application of theoretical frameworks drawn from other disciplines and fuses them into a therapeutic approach to support this service user group. It is a model that can have great portability to other settings but it is its application in forensic services that is new and which is growing its evidence base for its effectiveness. (Publisher abstract)
Ethical research involving children: encouraging reflexive engagement in research with children and young people
- Authors:
- GRAHAM Anne, POWELL Mary Ann, TAYLOR Nicola
- Journal article citation:
- Children and Society, 29(5), 2015, pp.331-343.
- Publisher:
- Wiley
Research involving children raises complex and well-documented ethical questions and challenges that extend far beyond the reach of formal review and governance systems, where these exist. However, researchers collectively have a wealth of knowledge and experience in applying universal ethical principles in diverse social, cultural and methodological settings, which offers much potential for understanding how ethical concerns are responded to in situ. Through extensive consultation and research, the Ethical Research Involving Children (ERIC) project, discussed in this article, has drawn on this collective knowledge in generating evidence-based resources that highlight best practice while grounding ethical decision-making in lived experience. (Publisher abstract)
Inspection of services for people with learning disabilities: London Borough of Croydon: Inspection findings: May 2005
- Authors:
- HANSON Jean, Lloyd Janis, GRAHAM Ann
- Publisher:
- Commission for Social Care Inspection. London
- Publication year:
- 2005
- Pagination:
- 50p.
- Place of publication:
- London