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Independence and learning disabilities: why we must also recognise vulnerability
- Author:
- FYSON Rachel
- Journal article citation:
- Journal of Adult Protection, 11(3), August 2009, pp.18-25.
- Publisher:
- Emerald
Services for adults with learning disabilities are currently based on the promotion of four key principles: rights, independence, choice and social inclusion. The author argues that these principles are not a sufficient basis for developing balanced services and that there is a need for reappraisal of current approaches and a recognition that the promotion of independence needs to be balanced carefully against the duty of statutory services to ensure that vulnerable adults are adequately protected from abuse. It looks at difficulties including the pressure to promote independence because of potential cost savings, inequality of outcomes for service users and increased vulnerability to abuse, citing studies demonstrating how people with learning disabilities are subject to higher levels of abuse and bullying than other people and recent cases of abuse, and discussing the importance of safeguarding vulnerable adults.
Independence and learning disabilities: why we must also recognise vulnerability
- Author:
- FYSON Rachel
- Journal article citation:
- Journal of Integrated Care, 17(1), February 2009, pp.3-8.
- Publisher:
- Emerald
Services for adults with learning disabilities are currently based on the promotion of four key principles: rights, independence, choice and social inclusion. This paper will argue that, while these principles are welcome, they need to be balanced against a fifth principle - that vulnerable adults must be protected adequately against the risk of abuse. It will draw both on recent high-profile cases of violence and abuse against people with learning disabilities and on research evidence to explore whether current plans to transform adult social care through the use of self-directed support and individual budgets offer a safe future.
Independence or protection – does it have to be a choice? Reflections on the abuse of people with learning disabilities in Cornwall
- Authors:
- FYSON Rachel, KITSON Deborah
- Journal article citation:
- Critical Social Policy, 27(3), August 2007, pp.426-436.
- Publisher:
- Sage
This commentary uses recent events in Cornwall to highlight the ongoing abuse of adults with learning disabilities in England. It critically explores how two parallel policy agendas - the promotion of choice and independence for adults with learning disabilities and the development of adult protection policies - have failed to connect, thus allowing abuse to continue to flourish. It is argued that the abuse of people with learning disabilities can only be minimized by policies that reflect an understanding that choice and independence must necessarily be mediated by effective adult protection measures. Such protection needs to include not only an appropriate regulatory framework, access to justice and well-qualified staff, but also a more critical and reflective approach to the current orthodoxy that promotes choice and independence as the only acceptable goals for any person with a learning disability.
Strategies for change: making Valuing People a reality
- Authors:
- FYSON Rachel, SIMONS Ken
- Journal article citation:
- British Journal of Learning Disabilities, 31(4), December 2003, pp.153-158.
- Publisher:
- Wiley
Reports the interim findings of the 'Strategies for Change' research project, which has focused on the need for effective strategic planning in order to make a reality of the 2001 White Paper Valuing People: A New Strategy for Learning Disability for the 21st Century. It draws attention in particular to the roles that both commissioners of learning disability services and the new Learning Disability Partnership Boards must play in developing and implementing local plans. Focuses on a review of good practice in commissioning learning disability services; and analysis of Joint Investment Plans, interviews with service users attending Learning Disability Partnership Board (LDPB) meetings; interviews with service commissioners and chairs of LDPB); and an evaluation of a commissioner development programme. Argues that effective strategic planning at national and local levels is required in order to create innovative, individualised services for people with learning disabilities, which can promote the Valuing People agenda of rights, independence, choice and inclusion.
Making valuing people work: strategies for change in services for people with learning disabilities
- Authors:
- FYSON Rachel, WARD Linda
- Publisher:
- Policy Press
- Publication year:
- 2004
- Pagination:
- 88p.
- Place of publication:
- Bristol
In its creation, Valuing People represented a radical departure from the traditional processes of Whitehall policy development. For the first time, people with learning disabilities were actively involved in the working parties from which the White Paper was developed; their views, needs, ambitions, and dreams were reflected in the final document. Subsequent to the White Paper’s publication, the involvement of both service users and family carers has continued to be an important element of the implementation process; in particular they have had an important role to play in Learning Disability Partnership Boards. These new structures within local government aim to bring together key local stakeholders, including people with learning difficulties and family carers as well as social services and health and a wide range of providers of services, in order to raise awareness of learning disability issues beyond the specialist services and plan for the implementation of the changes the White Paper required. Taking as its starting point the assumption that effective implementation of Valuing People would require significant changes to services at both a strategic and operational level, the Strategies for Change project posed a number of questions: How can local strategies be developed which reflect the needs, wishes and concerns of local populations? How can people with learning disabilities and family carers be involved effectively in the work of Partnership Boards? How can the types of support offered to people with learning disabilities be changed, to enable people to take more control over their own lives? What role should commissioners of learning disability services play in bringing about these changes? How have people with learning disabilities experienced previous changes to their support services and how can these changes be user-led?