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The development of a sex offender assessment and treatment service within a community learning disability team (the SHEALD project): part 2
- Authors:
- OLSEN Angela, RAVEY Michael
- Journal article citation:
- Tizard Learning Disability Review, 16(3), 2011, pp.17-20.
- Publisher:
- Emerald
This article presents a commentary on the previous paper in Tizard Learning Disability Review (16(3)) on "The development of a sex offender assessment and treatment service within a Community Learning Disability Team (the SHEALD project): part 2". The authors examine the nature of traditional service delivery for people with learning and intellectual disabilities and the potential that services have for the physical, emotional and sexual abuse of these vulnerable people. The article argues that effective community based treatment and support is best delivered in a way that acknowledges and employs the range of skills offered by practitioners from health and social care backgrounds. The SHEALD (Sexual Harm Exhibited by Adults with Learning Disabilities) project is an example of a community treatment programme which shows that a person-centred approach supported by a dedicated team of practitioners may be an effective way of addressing complex, high-risk behaviours in those with learning disabilities.
Housing-based support: a successful alternative to secure accommodation for people who have learning disabilities and have offended
- Authors:
- OLSEN Angela, HEATON Sarah
- Journal article citation:
- Journal of Learning Disabilities and Offending Behaviour, 2(1), January 2011, pp.16-26.
- Publisher:
- Emerald
Services for offenders who have learning disabilities are generally provided in secure and medium secure units. These services are often provided in segregated and congregated settings using therapeutic interventions. This paper presents a case study of a housing-based service provided within the community, based on developing valued social roles for vulnerable people. The Housing Independence Support Team (HIST) was established in January 2003 in order to develop a service for adults with mild or borderline learning disabilities who have offended or are at risk of offending. The aspirations of the team are to support individuals to gain and maintain accommodation and develop the skills to manage this effectively, with the hope that people’s offending behaviour will also reduce. The service is based on the principle of normalisation, the theory of social role valorisation (SRV), and O'Brien's Framework for Accomplishment. The paper provides a critical introduction to SRV and O'Brien's Framework, and discusses how their principles have influenced the work of the HIST. It discusses some of the structures and attitudes prevalent in society by which people with learning disabilities are oppressed. The paper includes examples of practice and shows differences in the patterns of referral and destination routes for males and females. It concludes with some implications for practice.