Search results for ‘Subject term:"learning disabilities"’ Sort:
Results 1 - 10 of 10
Young people within the criminal justice system: making sense of fitness to plead and mental capacity in practice
- Author:
- HEPWORTH Karina
- Journal article citation:
- Journal of Learning Disabilities and Offending Behaviour, 2(4), 2011, pp.170-177.
- Publisher:
- Emerald
Early recognition of a person's mental capacity are crucial to ensure the right pathway is taken through the criminal justice system. Whether this be supporting the person to undertake their Order and delivery of an appropriate and understandable intervention or diversion away from the criminal justice system into services. Information sharing and working together are key factors to success. As a learning disability nurse within a Youth Offending Service, the author encounters young people on court Orders who struggle to understand the criminal justice process. To highlight the significance of this, and its relationship to practice, the article discusses a particular young person's case. The author concludes that learning disability nurses and those professionals working within learning disability services have a significant part to play in this area of work and can help to ensure that people with learning disabilities do not face injustice.
Friend or fake? Mate crimes and people with learning disabilities
- Author:
- GRUNDY David
- Journal article citation:
- Journal of Learning Disabilities and Offending Behaviour, 2(4), 2011, pp.167-169.
- Publisher:
- Emerald
This short article explores the issues of ‘mate’ crime, which many people with a learning disability are victims of. For some this will lead them into committing criminal acts and bring them into contact with the criminal justice system. Mate crime is a hidden crime, reporting of these crimes is low; they are often committed by people who the person with a learning disability thought was their friend. There are examples of people taken advantage of by friends which have led to drug dealing in their flat, flats used for the storing of stolen goods and women with a learning disability into prostitution. The article concludes that the criminal justice system needs a greater awareness for the role of those around the person with a learning disability when they are charged with criminal offences.
Referral patterns for offenders with intellectual disability: a 20-year study
- Authors:
- LINDSAY William, HAUT Fabian, STEPTOW Lesley
- Journal article citation:
- Journal of Forensic Psychiatry and Psychology (The), 22(4), August 2011, pp.513-517.
- Publisher:
- Taylor and Francis
Following deinstitutionalisation, research has demonstrated that people with intellectual disability living in the community have had increased involvement with the criminal justice system. This study reports a 20-year review of the referral patterns of offenders with intellectual disability referred to a community forensic intellectual disability service. The participants consisted of 309 consecutive referrals from 1987-2008 to a community service for offenders with intellectual disability in Scotland. Three categories of referral were included: from the court, criminal justice, or probation service; from the community team, including community nurses and social workers; or from another source, such as a psychologist or psychiatrist. The findings show significant increases across time periods in referrals from criminal justice services and significant decreases from community services. These results suggest changes in society whereby the courts are becoming more comfortable with defendants with intellectual disability and services more willing to involve the police when there are incidents of offending behaviour.
Don't stand by: hate crime research for Stand by me campaign
- Authors:
- SHEIKH Sanah, et al
- Publisher:
- Mencap
- Publication year:
- 2011
- Pagination:
- 52p.
- Place of publication:
- London
Mencap is launching the ‘Stand by me’ campaign against hate crime during Learning Disability Week (20–26 June 2011). The campaign is aimed at the police, criminal justice system and courts and is designed to offer practical solutions to deal with hate crime against people with a learning disability. This report was commissioned to provide evidence to inform thinking around solutions. The aims of the research were to generate and share learning about how police services currently tackle hate crime against people with a learning disability, to identify good practice, and to identify the key challenges faced by police services in tackling hate crime against people with a learning disability. Research was carried out using in-depth interviews with nominated representatives of 14 police services across England. In addition, a focus group was held with 8 people with a learning disability. The findings are presented under the following themes: infrastructure and set-up for tackling hate crime; reporting and recording of hate crime; prevalence of hate crime against people with a learning disability; supporting and working with victims of disability hate crime; and evidencing for prosecution of hate crime. Recommendations are provided for how police services and their partners can improve the way in which they tackle hate crime against people with a learning disability.
The first critical steps through the criminal justice system for persons with intellectual disabilities
- Authors:
- MERCIER Céline, CROCKER Anne G.
- Journal article citation:
- British Journal of Learning Disabilities, 39(2), June 2011, pp.130-138.
- Publisher:
- Wiley
This paper discusses the initial steps of the judicial process for persons with intellectual disabilities who are suspected of a minor offense in the context of the Canadian criminal justice system (CJS). During this stage, plaintiffs, police officers, and crown attorneys make a series of decisions that will have a significant impact on the course of the judicial process. The main objective of this study was to document the criteria that influence dispositions by police officers and crown attorneys about persons with intellectual disabilities in the CJS. A secondary objective was to report suggested improvements to better support them throughout the judicial process. Fourteen semi-structured interviews were conducted with key informants from the CJS and from service and community organisations. The informants identified a series of implicit criteria that influence the decisions made and dispositions taken in the case of a suspected offence. Suggestions for improvement include early screening for intellectual disability, educating police officers and crown attorneys about intellectual disabilities, a preference for the use of summons to appear over other types of procedures, and drafting memorandums of understanding between various organisations and police services regarding persons with intellectual disabilities. The findings emphasise the need for more effective screening and diversion procedures for persons with intellectual disabilities within the CJS.
People with learning disabilities who come in contact with the Criminal Justice System
- Author:
- POYNTER Jo
- Journal article citation:
- Tizard Learning Disability Review, 16(2), April 2011, pp.49-53.
- Publisher:
- Emerald
A previous study has found that 7% of adult prisoners have a learning disability demonstrated by an IQ score of less than 70. A further 25% were found to have an IQ score of less than 80. Historically very little has been done to support these individuals through the Criminal Justice System (CJS). Valuing People Now (DH, 2009) acknowledged that people with a learning disability within the CJS should be included within the local implementation of the strategy. This article explores what has been achieved since Valuing People Now. It looks at: training in awareness of learning disability for people working in the Criminal Justice System; the use of a screening tool for learning disabilities; and the production of easy read information for prisoners. The article concludes by discussing actions that still needs to be taken to keep people with learning disabilities out of trouble and away from the CJS, and to ensure that people with learning disabilities are treated fairly within the CJS.
Supporting people with learning disabilities in health and social care
- Author:
- BROUSSINE Eric
- Publisher:
- Sage
- Publication year:
- 2011
- Pagination:
- 232p.
- Place of publication:
- London
This text book aims to provide students and professionals working with people with learning disabilities in primary, secondary and specialist healthcare settings, with the knowledge and skills they need for effective practice. The chapters, which are each written by leading academics and practitioners in their field, examine core issues. A multi-professional, case-study approach consolidates the theory and this practical approach is reinforced by the inclusion of service-user and practitioner 'voices'. Reflective exercises and opportunities for self-audit of learning are included throughout. Chapters include: the history and context of learning disability, families' perspectives; enabling people with learning disabilities to be valued citizens; empowered and/or vulnerable?; living with a learning disability; enabling families; building positive relationships with people with learning disabilities; promoting effective communication; health and well-being; meeting specific health needs of people with learning disabilities; meeting the mental health needs of people with learning disabilities; people with learning disabilities in the criminal justice system; professional practice and people with learning disabilities; and improving practice.
Positive practice, positive outcomes: a handbook for professionals in the criminal justice system working with offenders with learning disabilities
- Author:
- GREAT BRITAIN. Department of Health
- Publisher:
- Great Britain. Department of Health
- Publication year:
- 2011
- Pagination:
- 61p.
- Place of publication:
- London
This best practice handbook provides information, practical advice, sign-posting and best practice examples for criminal justice professionals working with offenders with learning disabilities and learning difficulties. This group includes police suspects and defendants in court. The handbook is intended as an introduction to this work and covers the essential information to help staff identify, communicate with, understand and support this group of people. It also covers relevant legislation that outlines the duties and obligations of criminal justice staff, and also health and social care staff, with regards to offenders with learning disabilities. Much of the advice and legislation covered is also relevant when working with offenders with communication problems and that may affect a person’s ability to cope in the criminal justice system. These include autism, Asperger Syndrome, ADHD (attention deficit hyper-activity disorder), and specific learning difficulties (such as dyslexia).
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.
Staying positive: the criminal justice system and learning disabilities: easy read information for people with learning disabilities and learning difficulties
- Author:
- GREAT BRITAIN. Department of Health
- Publisher:
- Great Britain. Department of Health
- Publication year:
- 2011
- Pagination:
- 28p.
- Place of publication:
- London
This booklet, which is presented in an easy to read form, is intended to help people with a learning disability who find themselves in contact with the criminal justice system to get good support and to help them understand their rights. The booklet provides information about the recent publication ‘Positive Practise, Positive Outcomes 2011’, which is a handbook for staff in the criminal justice system about offenders with a learning disability or learning difficulty. The booklet has separate sections for each stage of the criminal justice system, that is police, court, prison and probation. A list of websites and companies with helpful information is also provided.