Search results for ‘Subject term:"learning disabilities"’ Sort:
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Persons with intellectual disability in prison
- Author:
- SPREAT Scott
- Journal article citation:
- Journal of Intellectual Disabilities and Offending Behaviour, 11(4), 2020, pp.233-237.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to examine the prevalence with which individuals with intellectual disability are housed in jails and prisons. Design/methodology/approach: This was a literature review of individuals with intellectual disability who are in prison. Findings: Persons with intellectual disability are imprisoned approximately seven times more frequently than would be expected by their prevalence in the general population. Research limitations/implications: Factors likely to contribute to this overrepresentation are reviewed, including need for supports and acquiescence of people with intellectual disability. Practical implications: People who have intellectual disability do not receive needed supports and services in prison. Social implications: Supports are needed to end this overreliance on prisons to support people who have intellectual disability. Originality/value: The paper highlights the magnitude by which imprisonment exceeds the level that would be expected from population prevalence alone. It highlights the problems associated with insufficient funding and supports. (Edited publisher abstract)
A literature review about the prevalence and identification of people with an intellectual disability within court Liaison and Diversion services
- Authors:
- MARSHALL-TATE Karina, et al
- Journal article citation:
- Journal of Intellectual Disabilities and Offending Behaviour, 11(3), 2020, pp.159-169.
- Publisher:
- Emerald
Expert consensus is that people with an intellectual disability are over represented across the criminal justice setting (CJS). Primary research studies have been conducted in police stations and prisons, but little is known about the prevalence of this population in the court setting. The purpose of this paper is to conduct a literature review to find out more about the prevalence of defendants with an intellectual disability in court. Design/methodology/approach: A literature review was conducted using standard systematic review methodology (Julian et al., 2011) and the PRISMA reporting guidelines (Moher et al., 2009).Findings: Two papers met the inclusion criteria and were critically appraised. The papers reported prevalence findings ranging from 10%–20%.Research limitations/implications: Differences in study design, sampling, recruitment and diagnostic criteria affect the ability to make comparisons or synthesise findings.Practical implications: It is important that future primary and secondary research studies standardise operational terms to enable true comparison between studies, systematic reviews and evidence syntheses.Social implications: Defendants with an intellectual disability need to be identified to enable criminal justice professionals to make reasonable adjustments to proceedings and consider diversion and alternative disposal options. This will likely improve outcomes for this population and reduce recidivism.Originality/value: This literature review contributes to the growing evidence base about meeting the criminal justice needs of people with a learning disability and recognition of the increased prevalence across the CJS and specifically within the court setting. (Edited publisher abstract)
Experiences of people with learning disabilities in the criminal justice system
- Authors:
- HYUN Elly, HAHN Lyndsey, McCONNELL David
- Journal article citation:
- British Journal of Learning Disabilities, 42(4), 2014, pp.308-314.
- Publisher:
- Wiley
The aim of this review is to synthesise findings from research about the experiences of people with learning disabilities who have faced arrest and jail time. After an extensive search of the literature, four relevant articles were found. The first-person accounts presented in these four studies were pooled, and a thematic analysis was undertaken. Three common themes were identified: (i) study participants did not understand what was happening to them, or why, (ii) they felt alone, and they did not know where to turn, or to whom for support and (iii) they were uncertain about what to say or do. Overall, the findings raise concerns about the treatment of people with learning disabilities in the criminal justice system and their access to procedural justice. Further research is needed to improve understanding of their experiences and support needs. There is unequivocal evidence that persons with learning disabilities are over-represented in the prison population. To date however, few studies have investigated their first-hand experience, including their experiences of being interrogated, of standing trial, serving time and transitioning back into the community. The purpose of this review is to draw what insights we can from the limited available data and to identify directions for future research. (Publisher abstract)
Autism, sexual offending, and the criminal justice system
- Author:
- MOGAVERO Melanie Clark
- Journal article citation:
- Journal of Intellectual Disabilities and Offending Behaviour, 7(3), 2016, pp.116-126.
- Publisher:
- Emerald
Purpose: There has been growing concern among stakeholders about individuals with autism spectrum disorders (ASD) and sex offending as research supports an indirect association. The purpose of this paper is threefold. First, bring more awareness of the sexuality and deviant/criminal sexual behaviour among those with ASD to stakeholders in the criminal justice system (CJS). Second, demonstrate that much of the deviant or sexual offending behaviour exhibited among those with ASD is often a manifestation of their ASD symptoms and not malice. Third, demonstrate the necessity to address specific needs of individuals with ASD who enter the CJS due to criminal sexual behaviour. Design/methodology/approach: This paper provides an overview of the ASD symptomology, including the diagnostic changes, a review of the literature on ASD and sexuality, which includes deviant sexual behaviour and sexual offending. Findings: The author linked examples of deviant or sexual behavior in the research literature to the ASD symptomology and described how the symptomology explains such behaviour. Originality/value: Sexual offending among those with ASD has received little research outside the mental health field. This review is of particular importance to those in the CJS unfamiliar with ASD, as they should handle them differently with regard to formal interviewing, measures of competency, capacity, and sentencing. (Edited publisher abstract)
Screening for learning disabilities in the criminal justice system: a review of existing measures for use within liaison and diversion services
- Authors:
- SILVA Daniel, GOUGH Karen, WEEKS Hannah
- Journal article citation:
- Journal of Intellectual Disabilities and Offending Behaviour, 6(1), 2015, pp.33-43.
- Publisher:
- Emerald
Purpose: At present, there are significant limitations to the criminal justice system’s (CJS) ability to respond appropriately to detainees or defendant with learning disabilities (LD). The development of Liaison and Diversion Services has provided the opportunity to more easily identify people with LD in the CJS through the use of screening assessments. Therefore, the purpose of this paper is to consider why there is a need for screening assessments and review the literature on existing measures, in order to consider the next steps to develop a more effective pathway from the CJS to LD services. Design/methodology/approach: This paper takes the form of a literature review. Findings: The review found that there is a significant body of research defending the need for LD screening in the CJS across the UK. The aim of a screening process would be to identify individuals who possibly have LD and ensure that the correct measures are in place to assess and manage these individuals, including appropriate diversion to specialist LD services. The learning disability screening questionnaire (LDSQ) is an instrument that could be utilised in these instances and could be carried out by Liaison and Diversion Services. Research limitations/implications: Neither of the tools reviewed in this paper have been vigorously field tested within forensic settings in the UK. It is recommended that there should be trials of the LDSQ as a screening tool within Liaison and Diversion Services with comparison against outcomes of full diagnostic assessments for LD. Originality/value: Screening for LD is being discussed across the UK as part of Liaison and Diversion Services. This paper highlights the need for a reliable and valid screening tool and provides support for the use of the LDSQ. (Publisher abstract)
A critical review of current police training and policy for autism spectrum disorder
- Author:
- HEPWORTH Diana
- Journal article citation:
- Journal of Intellectual Disabilities and Offending Behaviour, 8(4), 2017, pp.212-222.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to critically review the current police training and criminal justice policy regarding the treatment of suspects with autism spectrum disorder (ASD) during the initial stages of the criminal justice system (CJS), and provide potential policy reform and areas for further research. Design/methodology/approach: By reviewing extant literature, research and policy documents, this paper provides a critical review of the current policy and training for dealing with suspects with ASD in the current CJS in England and Wales for suspects with ASD. Findings: This paper proposes that current policy and police staff training is insufficient during all initial stages of the criminal justice process. Although there are emerging policies and schemes which are promising, they require further research and national participation. Policy reform and improved training is required to ensure minimal opportunities for miscarriages of justice to those individuals with ASD. Originality/value: This paper provides a chronological journey through the initial stages of the CJS in England and Wales for a suspect with ASD, and the challenges that they may face. Suggestions are made based on criminological and psychological research to remedy the potential opportunities for miscarriages of justice. (Publisher abstract)
England’s most disadvantaged groups: people with learning disabilities
- Author:
- EQUALITY AND HUMAN RIGHTS COMMISSION
- Publisher:
- Equality and Human Rights Commission
- Publication year:
- 2016
- Pagination:
- 11
- Place of publication:
- London
This spotlight report focusses on the experiences of people with learning disabilities, drawing on the findings from Is England Fairer? (Equality and Human Rights Commission, 2016). It examines the experiences of people with learning disabilities in relation to education, work, health and care, and prisons. There is increased recognition of the disadvantages that people with learning disabilities face. However, change has been slow and many people with learning disabilities are still ‘cared for’ rather than ‘supported with’. The result is that many learning disabled people are still excluded and continue to face inequality in every aspect of their lives. The report indicates that a greater number of learning disabled people are currently in higher education than in previous years. However, six months after qualifying, leavers with a specific learning disability were less likely to be in full-time work. People with learning disabilities have also considerably poorer health than the general population and they are not correctly identified and supported by the criminal justice system. (Edited publisher abstract)
A case study of an embedded system in prison to support individuals with learning difficulties and disabilities in the criminal justice system
- Authors:
- KIRBY Amanda, SAUNDERS Lisette
- Journal article citation:
- Journal of Intellectual Disabilities and Offending Behaviour, 6(2), 2015, pp.112-124.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to describe first the rationale for an embedded process for learning difficulties and disabilities in the criminal justice system (CJS). This is followed by an example of how this approach has been delivered in one offender setting. The use of a novel computerised assessment tool is described, and the way it has been used to undertake the initial screening processes and provide person centred guidance for staff and the individuals. The bio-psychosocial approach to supporting individuals moving through the CJS is suggested as an approach that could be potentially used in other prisons settings. The paper also highlights some of the current challenges in doing so. Design/methodology/approach: This paper presents a review of the currently literature to provide a rationale for the example of the embedded approach taken. Findings: The approach, aligns to the challenges cited in much of the research. Practical implications: The model presented can be used as a basis for potentially delivering such a system in other prisons settings and to highlight areas that remain contentious. Social implications: The embedded model represents a bio-psychosocial approach to supporting individuals moving through the CJS so has important implications. (Publisher abstract)
Interviewing adults with intellectual disabilities
- Authors:
- GUDJONSSON Gisli H., JOYCE Theresa
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 5(2), March 2011, pp.16-21.
- Publisher:
- Emerald
People with intellectual disabilities are recognised as being at a disadvantage when coming into contact with the criminal justice system as victims, witnesses or suspects. Their disadvantage relates to all components of the criminal justice system, but the focus in this paper is on police interviews and the capacity of adults with intellectual disabilities to give evidence in Court. The aim of the paper is to consider the research evidence on the relevant vulnerabilities and most effective ways of interviewing people with intellectual disabilities, and to outline some practical guidance on how those working with people with intellectual disabilities can ensure that they enable them to give an account of the difficulties they may be experiencing. Research into the types of vulnerability seen by people interviewed by police have focused on interviewees' understanding of the Oath and their legal rights, suggestibility, acquiescence, compliance and perceptions of the consequences of making self-incriminating admissions. The essential components of any interview and testifying in court require that the person can communicate effectively and give reliable answers and accounts of events. Research into police interviews has highlighted the importance of taking into account the interviewee's vulnerabilities and providing appropriate support. The research suggests a need for a more humane approach to interviews and legal reforms to protect vulnerable people testifying in Court.
Targeted violence, harassment and abuse against people with learning disabilities in Great Britain
- Author:
- SIN Chih Hoong
- Journal article citation:
- Tizard Learning Disability Review, 15(1), January 2010, pp.17-27.
- Publisher:
- Emerald
The fear and experience of violence, harassment and abuse of those with learning disabilities are significant barriers to full social inclusion. The patchy evidence base and the confusing, and sometimes contradictory, array of policy and legislative instruments hamper efforts to tackle the issues. This article draws on the findings from a review of literature looking into disabled people's experiences of targeted violence, harassment and abuse. The review found that people with learning disabilities and mental health conditions are at higher risk, and experience greater levels, of violence, harassment and abuse, not only than non-disabled people but also than other disabled people. Situational vulnerabilities mean that the probability and experience of violence, harassment and abuse are due not simply to any inherent characteristics of those with learning disabilities. Under-reporting and lack of appropriate response and support from criminal justice agencies compromise access to justice. People with learning disabilities are also found to have a propensity to report to third parties instead of to criminal justice agencies. However, the evidence points to lack of joined-up working in various agencies, which hampers efforts at redress. There are particular concerns over a vacuum of responsibility as a result of confusion about the No Secrets guidance.