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Decoding Valuing People
- Authors:
- BURTON Mark, KAGAN Carolyn
- Journal article citation:
- Disability and Society, 21(4), June 2006, pp.299-313.
- Publisher:
- Taylor and Francis
Government policy frameworks on the support of disabled people can often be difficult to ‘read’, as they contain contradictory elements that simultaneously support and confront social processes that create inequalities and oppression. Valuing People (VP), the UK government’s policy framework for learning disability (intellectual disability), provides such a context for work that enhances learning disabled people’s inclusion in community and society, and to reverse some of the systemic disadvantage they have experienced. However, as an uneasy amalgam of the progressive and the neoliberal, the romantic and the practical, it has been difficult to evaluate in order to use its opportunities and minimise its dangers. This article attempts to decode VP in terms of ideologies in human services, and the current New Labour policy mix. Its emphases on Person Centred Planning, Direct Payments and employment will be analysed to try to establish what VP means, and to suggest more adequate priorities. This analysis might also be relevant to other sectors where there is a similar problem of decoding their particular policy context.
The Valuing People vision
- Author:
- -
- Journal article citation:
- Viewpoint, March 2006, pp.16-19.
- Publisher:
- Mencap/Gateway
The learning disability white paper, 'Valuing People', was published five years ago this March. This article looks at achievements so far, and six leading figures in learning disability say what they consider to be Valuing People's biggest successes and disappointments.
Support and services for young people with learning disabilities and mental health problems
- Authors:
- DAVIES Jill, GIRAUD-SAUNDERS Alison
- Journal article citation:
- Mental Health Review, 11(3), September 2006, pp.8-15.
- Publisher:
- Pier Professional
By the end of this year child and adolescent mental health services will be required to be fully comprehensive and include care pathways for children and young people with learning disabilities and mental health problems under the Public Service Agreement Targets. In this article the authors describe how services have traditionally served this group, explore the policy context for change and discuss some of the projects currently underway that aim to address the PSA target for later this year.
Can we turn this vision into reality
- Author:
- TOWELL David
- Journal article citation:
- Community Living, 19(3), February 2006, pp.6-8.
- Publisher:
- Hexagon Publishing
'Our health, our care, our say', the White Paper on community services, promises integrated health and social care, closer to people's homes, improved health, independence and better support for people with long term needs. The author looks at what this should mean for people with learning difficulties.
Government proposals to close the Bournewood gap
- Authors:
- CURRAN Christopher, GRIMSHAW Catherine, DEERY Anthony
- Journal article citation:
- Openmind, 142, November/December 2006, pp.24-25.
- Publisher:
- MIND
The authors explain the government's proposals to address some of the issues required to close the 'Bournewood Gap'. The safeguards are for people who lack capacity and are deprived of their liberty but do not receive mental health legislation safeguards. The principles of the Mental Capacity Act will apply, including the requirement to act in the best interests of the incapacitated person and in the least restrictive manner.
Support and services for young people with learning disabilities and mental health problems
- Authors:
- DAVIES Jill, GIRAUD-SAUNDERS Alison
- Journal article citation:
- Housing Care and Support, 9(3), December 2006, pp.31-39.
- Publisher:
- Emerald
By the end of 2006 child and adolescent mental health services (CAMHS) were required to include care pathways for children and young people with learning disabilities and mental health problems under Public Service Agreement Targets. This article describes how services have traditionally served the mental health needs of children and young people with learning disabilities, explores the policy context for change and discusses some of the projects currently underway that aim to address the Public Service Agreement targets for later this year.
Helping people with learning difficulties into paid employment: will UK social workers use the available welfare to work system?
- Author:
- BALDWIN Mark
- Journal article citation:
- Journal of Policy Practice, 5(2/3), 2006, pp.91-107.
- Publisher:
- Routledge
- Place of publication:
- Philadelphia, USA
Welfare to work policies have developed partly from policy rhetoric that argues employment as the best way of ensuring social inclusion for marginalised groups. In the United Kingdom, welfare to work policies for disabled people have developed within an enabling rather than a mandatory system, although organisation and practice have lagged behind. This article explores policies that provide this enabling context for facilitating the transition of people with learning difficulties from benefits to paid employment. It also explores the role of social workers, examining the degree to which their practice reflects the empowering rhetoric of the policy framework and of contemporary social work values. (Copies of this article are available from: Haworth Document Delivery Centre, Haworth Press Inc., 10 Alice Street, Binghamton, NY 13904-1580).
Self-advocacy in historical perspective
- Authors:
- BUCHANAN Ian, WALMSLEY Jan
- Journal article citation:
- British Journal of Learning Disabilities, 34(3), September 2006, pp.133-138.
- Publisher:
- Wiley
This paper looks at the history of self advocacy in England. It then considers different constructions of self-advocacy as they have emerged over the last 25 years. The authors highlight the tension between self-advocacy as a means for individuals to gain a voice, and affirm identity, and self-advocacy as a collective movement representing the interests of a particular group. The final section is a commentary on the states of self-advocacy in the UK. After Valuing People, people expect self advocacy organizations to speak up for everyone with learning difficulties. The authors argue it is possible to see self-advocacy as a form collective representation privileged over self-advocacy as a means to develop and affirm individual identity. The importance of finding ways to support self advocacy groups, especially those run by people themselves, to avoid this happening.
Some victims less equal than others
- Author:
- HIGGINS Kate
- Journal article citation:
- SCOLAG Journal, 346, August 2006, pp.162-163.
- Publisher:
- ScoLAG(Scottish Legal Action Group)
The author, from Capability Scotland, discusses the failure of the Scottish Executive to include hate crime in the Sentencing Bill and how it effects the equal treatment of victims.
Let me in I'm a researcher!: getting involved in research
- Author:
- GREAT BRITAIN. Department of Health. Learning Disabilities Research Team
- Publisher:
- Great Britain. Department of Health
- Publication year:
- 2006
- Pagination:
- 116p.
- Place of publication:
- London
This report is about how to involve people with learning difficulties in research. It is for anyone and everyone who does research, takes part in research or pays for research. It is for people in universities, people in government, people in policy organisations, those who give grants for research and, of course, people with learning difficulties. This report was produced by a team of researchers with learning disabilities. In 2002, the DH Policy Research Programme funded twelve academic research studies designed to assess the impact of the Valuing People White Paper. Each of the research teams had indicated it would involve people with learning disabilities in the research process. The authors of the report were funded by DH to assess the extent and nature of this involvement, and to make recommendations based on lessons learned. The team of people with learning disabilities were provided with training and logistic support by Values into Action, but otherwise took full control of the whole research process.