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A positive approach to risk requires person-centred thinking
- Authors:
- NEILL Max, et al
- Journal article citation:
- Tizard Learning Disability Review, 14(4), October 2009, pp.17-24.
- Publisher:
- Emerald
This article examines the question of risk in the lives of people who are supported by human services. It responds to the way in which risk, as it has traditionally been approached by these services, imposes a barrier to social inclusion and to an interesting and productive life. The article proposes an alternative person-centred risk process. The authors argue that, by beginning with a focus on who the person is, their gifts and skills, and offering a positive vision of success, it could be possible to avoid the implied aversion to any form of risk embedded in the traditional approaches and attitudes. The article asks what is risk, and what is wrong with traditional risk assessment? It examines the involvement of services users and relatives in risk assessment, and positive and informed risk taking. It describes a person-centred approach to risk uses questions in a framework of: purpose; people; process; and progress. It tells how the thinking about how the process can be used to enable the person to have choice and control in their life, and to be a citizen in the community, will influence which people are called to participate in the process.
A positive approach to risk requires person-centred thinking
- Authors:
- NEILL Max, et al
- Journal article citation:
- Tizard Learning Disability Review, 14(4), October 2009, pp.17-24.
- Publisher:
- Emerald
This article examines the question of risk in the lives of people who are supported by human services. It responds to the way in which risk, as it has traditionally been approached by these services, imposes a barrier to social inclusion and to an interesting and productive life. The article proposes an alternative person-centred risk process. The authors argue that, by beginning with a focus on who the person is, their gifts and skills, and offering a positive vision of success, it could be possible to avoid the implied aversion to any form of risk embedded in the traditional approaches and attitudes. The article asks what is risk, and what is wrong with traditional risk assessment? It examines the involvement of services users and relatives in risk assessment, and positive and informed risk taking. It describes a person-centred approach to risk uses questions in a framework of: purpose; people; process; and progress. It tells how the thinking about how the process can be used to enable the person to have choice and control in their life, and to be a citizen in the community, will influence which people are called to participate in the process.
The research provisions of the Mental Capacity Act 2005
- Author:
- PARKER Camilla
- Journal article citation:
- Tizard Learning Disability Review, 14(1), February 2009, pp.43-49.
- Publisher:
- Emerald
The Mental Capacity Act 2005 establishes a legal framework for making decisions on behalf of people who lack capacity to make such decisions for themselves. It also sets out the circumstances in which it is lawful to carry out research in relation to people who lack capacity to agree to participate in such research. This article considers these provisions (sections 30–34) and relevant guidance, in particular Chapter 11 of the Mental Capacity Act 2005 Code of Practice in relation to adults aged 18 or over.
Commentary on person-centred approaches to supporting children and adults with autism spectrum disorders
- Author:
- POVEY Carol
- Journal article citation:
- Tizard Learning Disability Review, 14(3), July 2009, pp.27-29.
- Publisher:
- Emerald
Comments on an article by Julie Beadle-Brown, Rachel Roberts and Richard Mills, which, through a case study and discussion of good practice approaches, illustrated the need for better services for children and adults with autism spectrum disorders. The author highlights the importance of partnership with parents, which is a key principle in both person-centred planning and one of the foundations of the SPELL framework.
Commentary on Social inclusion: life after 'day services'
- Author:
- KIDD Jo
- Journal article citation:
- Tizard Learning Disability Review, 14(2), April 2009, pp.21-24.
- Publisher:
- Emerald
Comments on an article by Alan Leyin and Natalie Kauder which looked at the level of inclusion of people with a learning difficulty, by monitoring community-based activities prior to, and following, the closure of two small day service facilities. The author agrees that people simply 'being in the community' is not enough to ensure they become 'part of the community'. Different types and levels of support appropriate to the individuals need should be provided to ensure inclusion.
Establishing a context to reduce challenging behaviour using procedures from active support: a clinical case example
- Authors:
- TOOGOOD Sandy, et al
- Journal article citation:
- Tizard Learning Disability Review, 14(4), October 2009, pp.29-36.
- Publisher:
- Emerald
Client engagement increases substantially when staff teams implement active support. The impact of active support on challenging behaviour is less clear. This paper suggest that there are grounds for believing that active support procedures could in some cases neutralise environmental conditions known to evoke challenging behaviour. This paper uses Gemma as a case study for the techniques presented. A three-phase clinical intervention was implemented to increase engagement and reduce passive and challenging behaviour. In phase 1, staff were trained to deliver inviting activity-based instruction at eye level. In phase 2, activity support plans were introduced to increase client choice and control. In phase 3 staff used peer-monitoring procedures to consolidate the implementation. Staff behaviour and client outcomes were measured across the three phases of intervention and at follow-up. Results showed that staff provided warm and inviting activity-based instruction at eye level more frequently after participating in phase 1 on-site training. The proportion of activity-based interactions with choice increased when activity plans were introduced in phase 2, and engagement replaced challenging behaviour. Staff observations suggested changes were maintained over the short run, but observations indicated decay at 22 months. In conclusion, the data suggested that active support procedures can make challenging behaviour less likely by altering antecedent conditions that reliably evoke such behaviour, but without sustained effort, interventions are susceptible to decay.
Putting the child and family at the centre: responding to the challenges
- Author:
- TERRY Jane
- Journal article citation:
- Tizard Learning Disability Review, 14(3), July 2009, pp.30-32.
- Publisher:
- Emerald
Reflecting on an article by Julie Beadle-Brown, Rachel Roberts and Richard Mills entitled 'Person-centred approaches to supporting children and adults with autistic spectrum disorders', the author discusses the need for well co-ordinated support for the child and family. She the outlines the progress of Early support in Kent, which provides multi-agency assessment and support and Team Around the Child (TAC) Reviews.
Violence between parents reported by male and female university students: prevalence, severity, chronicity and mutuality
- Author:
- STRAUS Murray A.
- Journal article citation:
- Journal of Aggression Conflict and Peace Research, 1(1), April 2009, pp.4-12.
- Publisher:
- Emerald
A sample of 1,313 students from the University of New Hampshire completed anonymous online questionnaires in which they were asked to recall the severity and chronicity of physical violence between their parents, whether the violence was by the father or the mother, and the prevalence of mutual violence during a specific year. For most of the students this was when they were aged 10 years, for 18% it was when they were aged 13. Of the sample, 72% were female, 93% were Caucasian, and the mean age was 19.2 years. Thirteen percent of the students recalled one or more instances of physical violence between their parents when they were age 10 or 13, including 6% who reported a severe assault. When violence occurred, in about half the cases it was chronic rather than a single isolated instance. In two thirds of the cases the violence was mutual. Implications of the findings for practice and research are discussed. The author comments that, both research on witnessing violence between parents and treatment are likely to be enhanced if they take into account the severity, chronicity and mutuality of the violence witnessed by children.
What works in preventing bullying: effective elements of anti-bullying programmes
- Authors:
- TTOFI Maria M., FARRINGTON David P.
- Journal article citation:
- Journal of Aggression Conflict and Peace Research, 1(1), April 2009, pp.13-24,.
- Publisher:
- Emerald
A systematic review and meta-analysis was conducted to assess the effectiveness of anti-bullying programmes in schools. A review of the literature from 1983 to the end of April 2008 revealed a total of 593 reports that were concerned with bullying prevention, 59 of these (describing evaluations of 30 different programmes) were eligible for inclusion in this review because they described a high-quality evaluation. The number of reports concerned with anti-bullying programmes was found to have increased markedly over time. The authors coded the elements of the intervention in the programmes and key features of the evaluation and related these to the effects of the intervention. The meta-analysis revealed that school-based anti-bullying programmes are effective in reducing bullying and victimisation (being bullied), which were reduced by about 20-23% in experimental schools, compared with control schools. The most important programme components that were associated with a decrease in bullying were parent training, improved playground supervision, disciplinary methods, school conferences, videos, information for parents, work with peers, classroom rules and classroom management. Implications for policy making and future research are discussed.
A positive approach to risk requires person-centred thinking
- Author:
- METHVEN Shonagh
- Journal article citation:
- Tizard Learning Disability Review, 14(4), October 2009, pp.25-28.
- Publisher:
- Emerald
This short article offers counterpoint and commentary on, and should be read in conjunction with, “A positive approach to risk requires person-centred thinking” (Neill, Tizard Learning Disability Review, October 2009). It argues that while a person-centred approach is crucial, social care providers must also foster a culture of positive risk-taking, in contrast to the current risk adverse culture which often predominates. The article suggests the Neill presents a false differentiation between experts in risk assessment and the people involved in an individual’s life, citing the Management of Health and Safety at Work regulations 1999 – which already provides useful guidance. This article notes that a properly trained and well-managed support worker can bring a wealth of experience to the risk management process, thus a joint approach will produce a suitable and sufficient assessment of risk, to enable the person to try something new.