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Tiered model of learning disability forensic service provision
- Authors:
- DEVAPRIAM John, ALEXANDER Regi T.
- Journal article citation:
- Journal of Learning Disabilities and Offending Behaviour, 3(4), 2012, pp.175-185.
- Publisher:
- Emerald
Traditionally, services for people with learning disabilities (LD) and forensic needs are underdeveloped. This paper aims to describe the setting up of a tiered model of LD forensic service provision in Leicester, Leicestershire and Rutland, facilitated and driven by a core team of professionals who have the skills and expertise in this area. With no dedicated funding, this team is virtual in nature and provides support for the community and in-patient teams in the assessment and management of offenders with LD. A care pathway including a process map is included to represent a visual idea of the referral, assessment, intervention and disposal strategies across the four tiers of service delivery. The service has a unique partnership arrangement with the independent sector that allows for staff training in order to deliver quality outcomes. The virtual team can support patients with learning disabilities and forensic needs in the community and in-patient settings, both by avoiding unnecessary in-patient admissions and by improving the treatment outcomes of those discharged from in-patient settings. Further research is required to demonstrate the clinical and social outcomes for offenders with LD using the tiered model of care and care-pathway. (Edited publisher abstract)
Occupational therapy in a medium secure intellectual disability and personality disorder service
- Authors:
- WITHERS Paul, et al
- Journal article citation:
- Journal of Learning Disabilities and Offending Behaviour, 3(4), 2012, pp.206-218.
- Publisher:
- Emerald
This general review describes the development and implementation of an occupational therapy services within a newly-established medium secure service for 16 men with intellectual disabilities with a dual diagnosis of intellectual disability and personality disorder located in the North West of England. The paper seeks to illustrate the efficacy of occupational therapy implemented by a specifically recruited and trained staff team, describing engagement in meaningful, bespoke programmes of occupation used to assist service users to address deficit areas via mutual engagement in activities, serving to facilitate the formation and development of positive and trusting relationships between service users and staff. The impact of the service is also described from a service user's perspective. (Edited publisher abstract)
Stepping Stones – a group therapy programme for the treatment of emotion regulation difficulties in offenders with an intellectual disability
- Authors:
- OXNAM Paul, GARDNER Emma
- Journal article citation:
- Journal of Learning Disabilities and Offending Behaviour, 2(4), 2011, pp.146-151.
- Publisher:
- Emerald
This article presents an overview of the Stepping Stones Group Therapy Programme, based in Auckland, New Zealand. The programme is a 42-week programme that addresses the emotion regulation needs of offenders with an intellectual disability. The article discusses the process of implementing the group treatment programme in a secure forensic intellectual disability service. Since the start of the programme, there has been a reduction in both the frequency of aggression and the need for physical and chemical de-escalation. Clients have also demonstrated a greater understanding of their emotional responses and an improved ability to use functional means of managing distress and solving life problems. The article demonstrates that while implementing group therapy programmes for clients with intellectual disabilities and co-morbid emotion regulation difficulties can be challenging, treatment with this group can be successful.
Providing forensic community services for people with learning disabilities
- Authors:
- DINANI Shamim, et al
- Journal article citation:
- Journal of Learning Disabilities and Offending Behaviour, 1(1), April 2010, pp.58-63.
- Publisher:
- Emerald
The Avon Forensic Community Learning Disabilities Team, formed in 2000, was developed with the aim of identifying those who had convictions or allegations of offending made against them or were as risk of offending and, where possible, to divert them to community settings by providing therapeutic interventions and support. This team attempted to avoid inappropriate imprisonment or admission to out-of-area units by providing specialist assessment and intervention. This article reports on the first eight years of this team. The authors give an overview of current research and government guidance regarding the prevalence, care pathway and treatment of people with learning disabilities who offend, and describe the role and function of the community forensic team. An analysis of referrals to the service is given. The authors reflect on the frustrations as well as the achievements associated with providing this service. Implications for practice include: early identification of people with learning disabilities in the criminal justice system; community teams developing awareness, skills and knowledge by working with specialist teams; teams delivering assessment and treatment in community settings, bypassing inpatient treatment; improved links with the criminal justice system results in increased referrals of people not previously known to have learning difficulties.
The first three years of community forensic service for people with a learning disability
- Authors:
- BENTON Carl, ROY Ashok
- Journal article citation:
- British Journal of Forensic Practice, 10(2), June 2008, pp.4-12.
- Publisher:
- Emerald
This paper reports on the first three years of a community forensic team in Birmingham working with individuals with learning disabilities who have offended or are at risk of doing so. Using an interprofessional model, the team provided assessment, intervention and management, enabling individuals to live in the least restrictive environment. There were 113 referrals, the majority (94%) of whom were males. Only 26 had been convicted. The problems this raised for the team are discussed, along with the cost-effectiveness, impact on admission rates and benefits of providing such a service. Two case scenarios are presented to highlight some of the issues encountered by the team.
Sixteen years of the Brooklands Thinking Skills Offender Programme
- Authors:
- HICKMAN Gareth, et al
- Journal article citation:
- Journal of Intellectual Disabilities and Offending Behaviour, 8(3), 2017, pp.132-143.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to report on the Brooklands Thinking Skills Offender Programme (BTSOP), a social problem-solving skills group programme developed and provided to people with intellectual disabilities (IDs) detained in conditions of medium and low security. The programme has been running and evolving since 2001 and has undergone consistent development over this time. Within the past five years, there have been significant developments of the Secure Service Treatment Pathway and the current paper describes the integration of the BTSOP within this new pathway model. Design/methodology/approach: The programme was evaluated over five years using self-report psychometric measures related to treatment targets. Evaluation data in relation to attrition rates, discharges, transfers, treatment engagement and recidivism are also provided from a 16-year period. The updated treatment pathway and a description of the programme are provided. Findings: Results showed statistically significant improvements in Rational Problem Solving, increased internal locus of control and decreased external locus of control. Reflection on the limitations and challenges to outcome assessment in this area is offered. Originality/value: This paper builds on the existing evidence base of interventions focused on developing social problem-solving skills in offenders and presents evidence of the effectiveness of such programmes with offenders with IDs. (Publisher abstract)
Positive practice, positive outcomes: a handbook for professionals in the criminal justice system working with offenders with learning disabilities
- Author:
- GREAT BRITAIN. Department of Health
- Publisher:
- Great Britain. Department of Health
- Publication year:
- 2011
- Pagination:
- 61p.
- Place of publication:
- London
This best practice handbook provides information, practical advice, sign-posting and best practice examples for criminal justice professionals working with offenders with learning disabilities and learning difficulties. This group includes police suspects and defendants in court. The handbook is intended as an introduction to this work and covers the essential information to help staff identify, communicate with, understand and support this group of people. It also covers relevant legislation that outlines the duties and obligations of criminal justice staff, and also health and social care staff, with regards to offenders with learning disabilities. Much of the advice and legislation covered is also relevant when working with offenders with communication problems and that may affect a person’s ability to cope in the criminal justice system. These include autism, Asperger Syndrome, ADHD (attention deficit hyper-activity disorder), and specific learning difficulties (such as dyslexia).
Housing-based support: a successful alternative to secure accommodation for people who have learning disabilities and have offended
- Authors:
- OLSEN Angela, HEATON Sarah
- Journal article citation:
- Journal of Learning Disabilities and Offending Behaviour, 2(1), January 2011, pp.16-26.
- Publisher:
- Emerald
Services for offenders who have learning disabilities are generally provided in secure and medium secure units. These services are often provided in segregated and congregated settings using therapeutic interventions. This paper presents a case study of a housing-based service provided within the community, based on developing valued social roles for vulnerable people. The Housing Independence Support Team (HIST) was established in January 2003 in order to develop a service for adults with mild or borderline learning disabilities who have offended or are at risk of offending. The aspirations of the team are to support individuals to gain and maintain accommodation and develop the skills to manage this effectively, with the hope that people’s offending behaviour will also reduce. The service is based on the principle of normalisation, the theory of social role valorisation (SRV), and O'Brien's Framework for Accomplishment. The paper provides a critical introduction to SRV and O'Brien's Framework, and discusses how their principles have influenced the work of the HIST. It discusses some of the structures and attitudes prevalent in society by which people with learning disabilities are oppressed. The paper includes examples of practice and shows differences in the patterns of referral and destination routes for males and females. It concludes with some implications for practice.