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Preventing abuse in accommodation services: from procedural response to protective cultures
- Authors:
- ROBINSON Sally, CHENOWETH Lesley
- Journal article citation:
- Journal of Intellectual Disabilities, 15(1), March 2011, pp.63-74.
- Publisher:
- Sage
- Place of publication:
- London
This paper considers the dominant policy and practice approaches of Australian disability accommodation services with respect to the abuse and neglect of people with learning disabilities, and questions the effectiveness of these approaches. The paper reviews international literature and provides practice examples to help develop a framework of current research, policy and practice in this area. Findings show that dominant policy and practice approaches do not give adequate consideration to the prevention and protection of people from harm, focusing primarily on responding to individual instances of maltreatment. Managerial, compliance-based systems may be deflecting attention from recognizing and responding more effectively to abuse and neglect at individual, systemic and structural levels. The current dominant approach fails to develop a culture of prevention and protection for people with intellectual disability. The authors concluded that some systemic and structural preconditions are set which make abuse and neglect less preventable.
It can still happen here: systemic risk factors that may contribute to the continued abuse of people with intellectual disabilities
- Authors:
- MARSLAND David, OAKES Peter, BRIGHT Naomi
- Journal article citation:
- Tizard Learning Disability Review, 20(3), 2015, pp.134-146.
- Publisher:
- Emerald
Purpose: This paper reflects on the response to the scandal of abuse in services for people with intellectual disabilities in the light of research evidence and analysis. Design/methodology/approach: Critical reflection and review of literature. In particular, recent research into possible indicators that a service is at risk of becoming abusive is used to test the hypotheses and implied solutions that are currently being adopted. Findings: The review finds that some of the responses to recent scandals are necessary but not sufficient to prevent future harm. Furthermore, some of the proposed solutions may actually increase the likelihood of further abuse. The paper calls for a broader and more evidence-based response to prevent abuse. (Edited publisher abstract)
Commentary on “It can still happen here: systemic risk factors that may contribute to the continued abuse of people with intellectual disabilities”
- Author:
- WIESE Michele
- Journal article citation:
- Tizard Learning Disability Review, 20(3), 2015, pp.147-150.
- Publisher:
- Emerald
Purpose: This commentary takes Marsland et al.’s paper about services at risk of becoming abusive to the people they support, as a platform to consider issues around implementation science and its role in minimising this risk. The paper aims to discuss this issue. Design/methodology/approach: The commentary is a selected review of implementation science. The research is used to define implementation, identify prerequisites, selectively review methods and comment on fidelity. Findings: The commentary proposes that implementation science has an important role in ensuring evidence-based practice transfers from research to disability services. (Edited publisher abstract)
A pilot project: evaluating community nurses' knowledge and understanding of the Adult Support and Protection (Scotland) Act 2007
- Authors:
- CAMPBELL Martin, CHAMBERLIN Dionne
- Journal article citation:
- Journal of Adult Protection, 14(4), 2012, pp.188-196.
- Publisher:
- Emerald
The Adult Support and Protection (Scotland) Act 2007 was introduced by the Scottish Government to organise a more coordinated approach to supporting and protecting adults who may be at risk of harm or neglect. Community nurses working in learning disabilities services are in a prime position to implement adult protection. The aim of this study was to evaluate understanding and knowledge of the Adult Support and Protection (Scotland) Act 2007 in community nurses working in learning disability services in Scotland. The participants were 10 community nurses who worked in learning disability services in one NHS area who had previously received varying levels of training. The participants completed a questionnaire at 2 time points, 4 months apart. The questionnaire aimed to test understanding of: principles of the Act and definitions; adults at risk of harm; and protection, assessment, removal and banning orders. The questionnaire scores varied widely overall and across the 3 domains. There was no correlation between individual scores and training or length of work experience. The level of knowledge was below what might have been expected for this group, given the level of training and experience.