Search results for ‘Subject term:"learning disabilities"’ Sort:
Results 1 - 7 of 7
Review of adult protection reports resulting in “No Further Action” decisions
- Author:
- CAMPBELL Martin
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 10(3), 2013, pp.215-221.
- Publisher:
- Wiley
In Scotland, the Adult Support and Protection Act of 2007 mandates effective interagency policies and activities to prevent harm to individuals unable to safeguard their own well-being, property, and rights because they are affected by “disability, mental disorder, illness or physical or mental infirmity.” This article examines the high proportion of adult protection referrals that resulted in “No Further Action” (NFA) decisions (these are referrals that did not lead to a full adult protection investigation). The review involved examining police referral data from 15 areas in Scotland as well as referral reports received over a 3-month period in one representative area. Data sources were case files, national reports, and Freedom of Information requests. Interviews conducted with key personnel were supplemented with statistical data with a view to making recommendations. Screening criteria for referral, main contributory factors in referral, and reasons for NFA decisions were analyzed. It was found that, typically, more than 40% of adult protection referrals made by the police to adult protection teams resulted in NFA decisions. Variations in the interpretation of threshold criteria were observed, and there was a perception of overreporting. While overreporting of cases may have implications for resources and impact on the process, the dangers of underreporting may have more detrimental implications for adults with intellectual disabilities. The authors call for robust data and recording processes to determine how effectively different systems are protecting adults who are most at risk. (Edited publisher abstract)
Never mind what I like, it's who I am that matters:an investigation into social pedagogy as a method to enhance the involvement of young people with learning disabilities
- Authors:
- CARTER Sid, et al
- Journal article citation:
- British Journal of Learning Disabilities, 41(4), 2013, pp.312-319.
- Publisher:
- Wiley
The involvement of children and young people with learning disabilities in the decision-making of the services they use is recognised as an essential principle. However, implementation of this principle has encountered two main obstacles. One obstacle is that meaningful involvement has largely been subsumed by a provider-driven consumerist agenda. A second obstacle is the lack of methods to gain feedback that take account of an individual's cognitive and linguistic impairments. This article reports on the use of the social pedagogy approach to attempt to overcome these obstacles. The ideas were used to run a group to involve young people with learning disabilities who used short break services. The findings show that social pedagogy, which emphasises a balance between ‘head, heart and hands’, provided a means to establish egalitarian relationships with young people with learning disabilities. Thus, social pedagogy was found to be effective in enhancing involvement in the context of a person-centred approach. (Publisher abstract)
Views and values of developmental disabilities and domestic violence/sexual assault support professionals regarding the prevention and handling of situations of abuse
- Authors:
- HICKSON Linda, et al
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 10(3), 2013, pp.207-214.
- Publisher:
- Wiley
The perspectives of 55 support professionals working with adults with intellectual and developmental disabilities I/DD in were assessed relative to those of 16 support professionals working in the area of domestic violence/sexual assault (DV/SA) in the United States regarding various aspects of abuse prevention and the risk factors that may contribute to the vulnerability of people with I/DD to abuse. Participants in both groups included psychologists, social workers, supervisors, and directors or coordinators of services. Their responses to a set of decision-making scenarios involving abuse were also compared. Results indicated that both groups were almost unanimous in their belief that it was important to provide abuse prevention training to individuals with I/DD, their families, and their service providers. However, the DV/SA support professionals saw people with I/DD as generally more vulnerable to abuse than did the I/DD support professionals. Furthermore, the DV/SA support professionals placed more importance on environmental and cultural sources of vulnerability than did I/DD support professionals, who emphasized characteristics of the potential victim, such as self-empowerment. Finally, the two groups showed different patterns of responses to some decision-making situations. Taken as a whole, the findings support the need to develop effective interventions and to foster increased communication and collaboration among I/DD and DV/SA support professionals. (Edited publisher abstract)
Developing guidelines for disclosure or non-disclosure of bad news around life-limiting illness and death to people with intellectual disabilities
- Authors:
- TUFFREY-WIJNE Irene, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 26(3), 2013, pp.231-242.
- Publisher:
- Wiley
The aim of this study was to develop guidelines for decisions about (non-) disclosure of bad news around life-limiting illness and death to people with intellectual disabilities, by examining stakeholders' preferences (and reasons) around disclosure and non-disclosure. Focus groups and interviews were held with 109 participants: people with intellectual disabilities, family carers, intellectual disabilities professionals and medical healthcare professionals. People with intellectual disabilities had wide-ranging views about disclosure. Reasons for non-disclosure included: preventing distress; too difficult for the bearer of bad news; the bearer of bad news lacks knowledge; inability to understand; no sense of time; conflicting views among stakeholders. Reasons for disclosure included: a right to know; knowledge helps the person cope; need for involvement. The authors conclude that disclosure of bad news could cause harm in some situations, but this needs careful assessment. They then present guidelines for disclosure that now need to be tested in practice. (Edited publisher abstract)
Sexual health, neurodiversity and capacity to consent to sex
- Authors:
- MacKENZIE Robert, WATTS John
- Journal article citation:
- Tizard Learning Disability Review, 18(2), 2013, pp.88-98.
- Publisher:
- Emerald
Purpose – The purpose of this paper is to clarify: the law on capacity to consent to sex; ethical and legal factors in assessing decision-making capacity of those on the autism (ASD) and neurodiverse (ND) spectrums; and the legal obligations to promote sexual health devolving to local authorities from April 2013. We make proposals to ensure socio-sexual competence by providing appropriate sex and relationship education (SRE). Design/methodology/approach – Critical legal analysis of case law and legislation on the capacity of the vulnerable to consent to sex, in the context of those diagnosed on the autism and neurodiverse spectrums. Findings – Consent to sex cannot be regarded as informed, autonomous, valid and lawful without socio-sexual competence. Sex and relationships education should be provided to ensure socio-sexual competence, in keeping with international conventions and national laws and policies. Research limitations/implications – There is an urgent need for research into the needs and experiences of people with ASD/ND and their families/carers with regard to the efficacy and tailoring of SRE strategies. This research should feed into SRE family intervention programmes (SREFIPs), developed in partnership with people with ASD/ND, their families/carers and professionals. Originality/value – This article seeks to resolve many of the existing legal uncertainties surrounding the capacity to consent to sex and to propose novel solutions to ensure the socio-sexual competence of those diagnosed on the ASD or ND spectrums in relation to their rights to sexual expression. (Publisher abstract)
Using the Mental Capacity Act in complex cases
- Authors:
- BROWN Hilary, MARCHANT Liz
- Journal article citation:
- Tizard Learning Disability Review, 18(2), 2013, pp.60-69.
- Publisher:
- Emerald
Purpose – The purpose of this paper is to explore the way that practitioners apply the 2005 Mental Capacity Act (MCA) in complex cases involving people with learning disabilities who cannot make some key decisions by themselves. Like many qualitative studies it began with a felt sense that practitioners were struggling to apply the clear framework set out in the Act to real life situations, and that some of the decisions they were faced with did not fit neatly into the linear, cognitive model of decision making set out in the MCA and its accompanying guidance. Design/methodology/approach – The study was conducted under the aegis of the Office of the Public Guardian (OPG) during 2010-2011. A number of “complex” cases were obtained from Social Services, Primary Care Trusts and other organisations and subjected to thematic analysis. The current paper focuses on the 16 cases that involved people with learning disabilities. Findings – A number of issues were identified that underlay the complexity of the cases examined. The cases drew attention, in particular, to the way in which practitioners were confronted with mounting concerns as opposed to single, discrete decisions, with the risk that decisions could be delayed until positive choices were much less available. Originality/value – The aim of the study was to support the use of the Act in these situations and to give practitioners confidence in applying its principles across a wide range of diverse circumstances. Although the original study specifically related to the English legislation, the factors that led people to consider a case “complex” would apply equally in other jurisdictions. The study also shed light on difficulties that arise when intervening in less formal ways. (Publisher abstract)
Commentary on “Using the Mental Capacity Act in complex cases”
- Author:
- DUNN Michael
- Journal article citation:
- Tizard Learning Disability Review, 18(2), 2013, pp.70-73.
- Publisher:
- Emerald
Purpose – The purpose of this paper is to comment on Brown and Marchant's analysis of the complexity that can arise when applying the Mental Capacity Act 2005 (MCA) to the care and support provided to people with learning disabilities. Design/methodology/approach – A theoretical approach to explore the implications of Brown and Marchant's paper for the relationship between the law and practice in this area. Findings – The complexity accounted for by Brown and Marchant lies in the tension between the procedural requirements of the MCA and the practical realities of the support provided to individuals with complex and long-term needs. This tension cannot be addressed simply by focusing on improving training or better implementing the law in practice. Originality/value – It is important to further examine and explore the relationship between new legal principles to govern decision making and the complex ways in which people with learning disabilities and other individuals need to be supported in practical situations. (Publisher abstract)