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Preventing emotional abuse and neglect of people with intellectual disability: stopping insult and injury
- Author:
- ROBINSON Sally
- Publisher:
- Jessica Kingsley
- Publication year:
- 2013
- Pagination:
- 208p.
- Place of publication:
- London
The traumatic experiences faced by people with intellectual disability living in disability accommodation services are brought into the light in this book. Through the narratives of nine people with intellectual disability and their families, key issues concerning the problem are identified, these include: the central role of systems; the cumulative impact of emotional and psychological abuse and neglect over time; recognition of the abuse by people with intellectual disability; and the lack of moral authority accorded to them in abuse acknowledgement and reporting. The book looks at the difficulty of breaking the cycle of beliefs and attitudes about and to individuals that can build over time. Based on the responses, a range of strategies and methods are recommended to increase the capacity of everyone involved with people with intellectual disability to prevent emotional abuse, and respond to and support the recovery of people who are abused. Topics discussed include: Gaining new understanding about abuse through the lens of lived experience; What is this harm? What does this mean for practice? Stories of lived experience; Insult and injury; Systemic concerns; Making change and moving forward; What do these experiences mean for other people with intellectual disability? What do these experiences mean for practice and policy? New insights into the problem; Implications for making change.
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)
Understanding paid support relationships: possibilities for mutual recognition between young people with disability and their support workers
- Authors:
- ROBINSON Sally, et al
- Journal article citation:
- Disability and Society, 36(9), 2021, pp.1423-1448.
- Publisher:
- Taylor and Francis
The quality of paid relationships is key for effective support, yet little is known about how people receiving and providing support understand and experience the relationship. This paper reports on recent research that explored the role of relationships with paid support workers in strengthening the rights and wellbeing of young people with cognitive disability in Australia. The research used photo-rich participatory methods with 42 pairs of young people and their support workers and drew on Honneth’s recognition theory to specifically explore experiences of being valued, respected and cared about in their work together. The findings point to the importance of these connected aspects of recognition in paid support relationships, highlighting both the presence and absence of these, as well as experiences of misrecognition. The implications of recognition for strengthening support need close consideration in an international context characterised by personalisation of support, resource constraints and inquiries into poor practice. (Edited publisher abstract)
Recognition in relationships between young people with cognitive disabilities and support workers
- Authors:
- ROBINSON Sally, et al
- Journal article citation:
- Children and Youth Services Review, 116, 2020, p.105177.
- Publisher:
- Elsevier
The research used Honneth’s interpersonal recognition theory (caring about, respecting and valuing), mediated by the institutional context, to explore how young people with cognitive disabilities and support workers view the quality of their relationship. Such understanding can inform improvements to how they work together and can influence their identities and wellbeing. Separate online surveys for young people with cognitive disabilities (81) and paid workers (56) were developed based on earlier findings from in-depth qualitative research. Most respondents experienced recognition within their support relationships. The recognition positively related to the length of the relationship and differed by characteristics such as location. The findings suggest that recognition was mutually experienced by the young people and workers. The findings draw attention to the ways social services might foster mutual recognition by promoting practices that demonstrate caring, respect and valuing. They might advocate for policy that highlights mutual recognition in paid support. (Edited publisher abstract)
Belonging and exclusion in the lives of young people with intellectual disability in small town communities
- Authors:
- ROBINSON Sally, et al
- Journal article citation:
- Journal of Intellectual Disabilities, 24(1), 2020, pp.50-68.
- Publisher:
- Sage
- Place of publication:
- London
In recent policies, it is assumed that communities welcome the inclusion of young people with intellectual disability. However, little is known about perspectives of young people themselves. This article reports on research that sought to address this gap. Young people with intellectual disability living in three Australian small town communities participated in pictorial mapping and photo-rich methods to explore belonging and exclusion and links between these. Young people’s feelings of comfort and safety with local spaces and people were important for their sense of belonging. Emplaced relationships with family and some friends were key to strong belonging, as were positive attachments to disability support workers and spaces. Social exclusion, either from particular places or more generally, was keenly felt. Young people’s confidence, willingness to enter social spaces and relationships were magnified by ways that systems responded to their impairment, at worst fracturing their sense of feeling welcome and included. (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)
Building belonging and connection for children with disability and their families: a co-designed research and community development project in a regional community
- Authors:
- ROBINSON Sally, NOTARA Danielle
- Journal article citation:
- Community Development Journal, 50(4), 2015, pp.724-741.
- Publisher:
- Oxford University Press
Belonging and connection of children with disability and their families are contested and fragile in many regional communities. This article reports on a project that aimed to better understand and strengthen belonging and connection for young children with disability and their families within a regional Australian community. The project involved a series of community capacity building initiatives which were grounded in participatory research about facilitators and barriers to belonging and connection. It used co-design principles to involve children and their families in the research design and collection of information, and in the direction of project resources post-research. This article describes the research, reviews the effectiveness of the methods used to facilitate involvement of children with disability and family members at a range of points in the project, and discusses the innovative way the project extends participatory methods used in research into project management and community development with a group not often included in either participatory research or community development. (Publisher abstract)
Understanding emotional and psychological harm of people with intellectual disability: an evolving framework
- Authors:
- ROBINSON Sally, CHENOWETH Lesley
- Journal article citation:
- Journal of Adult Protection, 14(3), 2012, pp.110-121.
- Publisher:
- Emerald
A framework for better understanding the emotional and psychological abuse and neglect of people with intellectual disability was developed to support a narrative study with people with intellectual disability, families and other supporters about the lived experience of this maltreatment in disability accommodation services in Australia. This paper describes the underpinning review of emotional and psychological abuse and neglect and the evolving new framework. A review of existing understandings of this form of abuse in research and policy was conducted, and a framework developed and tested for “trustworthiness”. Based on the review, a framework of emotional and psychological abuse and neglect is presented. It centres on the misuse of power and control, details behaviours and interactions which can occur when it is inflicted, and is tested against the experiences of people who have experienced this sort of abuse and neglect. The authors concluded that further research is needed to test the robustness of the framework.
Preventing abuse in accommodation services: from procedural response to protective cultures
- Authors:
- ROBINSON Sally, CHENOWETH Lesley
- Journal article citation:
- Journal of Intellectual Disabilities, 15(1), March 2011, pp.63-74.
- Publisher:
- Sage
- Place of publication:
- London
This paper considers the dominant policy and practice approaches of Australian disability accommodation services with respect to the abuse and neglect of people with learning disabilities, and questions the effectiveness of these approaches. The paper reviews international literature and provides practice examples to help develop a framework of current research, policy and practice in this area. Findings show that dominant policy and practice approaches do not give adequate consideration to the prevention and protection of people from harm, focusing primarily on responding to individual instances of maltreatment. Managerial, compliance-based systems may be deflecting attention from recognizing and responding more effectively to abuse and neglect at individual, systemic and structural levels. The current dominant approach fails to develop a culture of prevention and protection for people with intellectual disability. The authors concluded that some systemic and structural preconditions are set which make abuse and neglect less preventable.
Will policy makers hear my disability experience? How participatory research contributes to managing interest conflict in policy implementation
- Authors:
- FISHER Karen R., ROBINSON Sally
- Journal article citation:
- Social Policy and Society, 9(2), April 2010, pp.207-220.
- Publisher:
- Cambridge University Press
This article describes a research approach that focuses on the views of people with disabilities, whilst working within the parameters of government funded evaluation. Examining the limits of the participatory research approach in social policy research, with the goal of changing disability policy implementation, the authors address the question of whether this approach can be used in an environment that is unfamiliar with participatory research. Asking how realistic is it for researchers to persuade government of participatory research benefits, given the gap between participatory policy theory and government evaluation practice, the authors apply this question to the case of a Resident Support Program evaluation - a programme which coordinates support for people living in boarding houses and hostels in Queensland, Australia. The authors found that a participatory, longitudinal, formative evaluation process facilitated service user contribution to research outcomes, service experiences and policy implementation, and, in addition, the values position of participatory research could contribute to managing interest conflict in policy implementation.