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Men with learning difficulties doing research: challenging views of learning difficulties
- Authors:
- INGLIS Pamela A., SWAIN John
- Journal article citation:
- Disability and Society, 27(3), May 2012, pp.339-352.
- Publisher:
- Taylor and Francis
This paper explores the views of seven men with learning difficulties living in a medium secure unit in the UK. Reflecting findings from a doctoral thesis based upon a research project where the participants looked at the processes and concepts of research, the dialogues within the study were analysed using critical discourse analysis. Thesis aims relevant here include investigating given ‘truths’ about the positives of having a learning disability. The men are not only categorised as having a learning difficulty, but also have the added stigma of being offenders, and commonly having mental health issues which expose them to the worst of myths surrounding learning difficulty. Despite this, the findings suggest that the men are very positive about their lives – reporting that they have many attributes and talents – and view having a learning difficulty as an advantage at times. This affirms ideas on the way that dominant knowledge may be challenged.
Therapeutic characteristics of nursing staff in a medium secure setting
- Author:
- INGLIS Pamela A.
- Journal article citation:
- Journal of Learning Disabilities and Offending Behaviour, 1(2), July 2010, pp.30-46.
- Publisher:
- Emerald
This article discusses the therapeutic and security roles of forensic nursing staff, in medium secure units, viewed as they are by male patients with learning disabilities or mentally disordered patients (the ‘men’) as providing “a source of treatment, comfort, and advice”, but also as “part of the system that deprives them of their liberty”, respectively, which can cause problems for both nurses and patients. Following an introduction, topics such as ‘forensic practice’, ‘therapeutic relationships’, ;the therapy/security paradox’, ‘custodial care’, ‘positive aspects of caring’, ‘characteristics of the “good” nurse’ and ‘discourse’ are discussed prior to describing the methods involved in this retrospective discourse analysis of a local study from the UK. The research involved interviews, group workshops, focus groups and written accounts with and from 10 nursing staff, 3 researchers and 7 ‘men’ about their beliefs about forensic nursing characteristics/practices and ‘truths’ about staff-user relationships. These authors quote the participants’ own words while discussing findings. They claim that ‘staff take pleasure in the men’s achievements’ and ‘men and staff enjoy each others’ company’ and list implications for future practice.
Justifications of detainment - from ideology to practice
- Authors:
- INGLIS Pamela A., DALE Colin
- Journal article citation:
- Journal of Learning Disabilities and Offending Behaviour, 1(1), April 2010, pp.44-57.
- Publisher:
- Emerald
This article outlines ideas related to forensic practice with people with learning disabilities through a study exploring the apparent truths about people with learning disabilities who are detained in forensic settings and the staff who work with them. The men in these settings are subject to intense stigma and disadvantage – not only are they categorised as having a learning disability, but also have the added stigma of being offenders, commonly having mental health problems, with others often viewing them as dangerous monsters and sex fiends. Similarly, but to a lesser extent, forensic nurses are stereotyped as prison wardens and ‘tough guys’. These ideas are exposed and challenged through studying the discourses in their dialogue. The general research questions included the following: what are the discourses related to learning disability and forensic practice; and what ideologies underpin and justify forensic practice? This paper is explores the way that the staff and the men experience the medium secure unit and their views as to the advantages and disadvantages of secure care. The findings show that, in general, that the men and the staff are very positive about their lives. The staff report that the men have many attributes and talents, and view having a learning disability as an advantage at times; the staff enjoy their work and have good relationships with the men. The analysis showed that despite the certainty that many feel about the justifications for holding men with learning disabilities in secure settings, many paradoxes exist in the discourses in this setting, which question the validity of knowledge in this area.