Search results for ‘Subject term:"learning disabilities"’ Sort:
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Experiences of people with learning disabilities in the criminal justice system
- Authors:
- HYUN Elly, HAHN Lyndsey, McCONNELL David
- Journal article citation:
- British Journal of Learning Disabilities, 42(4), 2014, pp.308-314.
- Publisher:
- Wiley
The aim of this review is to synthesise findings from research about the experiences of people with learning disabilities who have faced arrest and jail time. After an extensive search of the literature, four relevant articles were found. The first-person accounts presented in these four studies were pooled, and a thematic analysis was undertaken. Three common themes were identified: (i) study participants did not understand what was happening to them, or why, (ii) they felt alone, and they did not know where to turn, or to whom for support and (iii) they were uncertain about what to say or do. Overall, the findings raise concerns about the treatment of people with learning disabilities in the criminal justice system and their access to procedural justice. Further research is needed to improve understanding of their experiences and support needs. There is unequivocal evidence that persons with learning disabilities are over-represented in the prison population. To date however, few studies have investigated their first-hand experience, including their experiences of being interrogated, of standing trial, serving time and transitioning back into the community. The purpose of this review is to draw what insights we can from the limited available data and to identify directions for future research. (Publisher abstract)
No one knows, offenders with learning disabilities and learning difficulties
- Author:
- TALBOT Jenny
- Journal article citation:
- Tizard Learning Disability Review, 14(1), February 2009, pp.18-26.
- Publisher:
- Emerald
There is a lack of clarity about the prevalence of offenders with learning disabilities and learning difficulties. However, it is clear is that, regardless of actual numbers, many offenders have learning disabilities and learning difficulties that interfere with their ability to cope within the criminal justice system. No One Knows is a UK-wide programme led by the Prison Reform Trust that aims to effect change by exploring and publicising the experiences of people with learning disabilities and learning difficulties who come into contact with the criminal justice system. The article highlights the aims of the No One Knows programme and considers recent research on prevalence, the views of prison staff on how prisoners with learning disabilities of difficulties were identified and their needs met, and draws attention to some of the reasons for the different findings.
The prevalence of intellectual disability in a major UK prison
- Authors:
- HAYES Susan, et al
- Journal article citation:
- British Journal of Learning Disabilities, 35(3), September 2007, pp.162-167.
- Publisher:
- Wiley
Over-representation of people with learning disability in prisons has been demonstrated in many Western jurisdictions. This was the first comprehensive research in a UK prison. The research used a random 10% sample of a prison population (n = 140). A semi-structured interview, the Wechsler Adult Intelligence Scale – III (UK version) and the Vineland Adaptive Behavior Scales (VABS) Interview Edition were administered. On the Wechsler Adult Intelligence Scale – III, UK version (WAIS-III (UK)), 7.1% of participants achieved standard scores below 70 and a further 23.6% were in the 70–79 (borderline) range. The VABS results indicated that 10.1% had standard scores below 70 and a further 33.3% were in the borderline range. The results indicate that the prevalence of intellectual (or learning) disability as measured on either or both of the WAIS-III (UK) or the Vineland Adaptive Behavior Scales is higher than previous research in the UK has indicated. The results have implications for provision of services in prison and post-release.
No One Knows: offenders with learning difficulties and learning disabilities
- Authors:
- TALBOT Jenny, RILEY Chris
- Journal article citation:
- British Journal of Learning Disabilities, 35(3), September 2007, pp.154-161.
- Publisher:
- Wiley
The prevalence of offenders with learning difficulties and learning disabilities is not agreed upon. What is clear, however, is that, regardless of actual numbers, many offenders have learning difficulties that reduce their ability to cope within the criminal justice system, for example, not understanding fully what is happening to them in court or being unable to access various aspects of the prison regime, including some offending behaviour programmes. Offenders with learning difficulties are not routinely identified and, as a result, often do not receive the support they need. No One Knows is a UK wide programme led by the Prison Reform Trust that aims to effect change by exploring and publicizing the experiences of people with learning difficulties who come into contact with the criminal justice system. The article highlights the aims of No One Knows and describes what, for the purpose of the programme, we mean by ‘learning difficulties and learning disabilities’. Problems in identifying precise numbers of offenders with learning difficulties and learning disabilities are discussed and attention drawn to recent research on prevalence. The context and some of the challenges of ‘prison life’ are identified and a number of early research findings from No One Knows are presented.
A comparison of the emotional and behavioural problems of intellectual disability offenders in medium and low security
- Authors:
- ASHWORTH Sarah, MOONEY Paul
- Journal article citation:
- Journal of Intellectual Disabilities and Offending Behaviour, 7(3), 2016, pp.109-115.
- Publisher:
- Emerald
Purpose: There are few reliable psychometric measures of the psychopathology of offenders with ID. However, previous research has indicated that the Emotional Problems Scale (EPS) is useful in identifying a range of treatment needs and in predicting risk to self and others. The current study aims to compare the severity of the emotional and behavioural problems of a small sample of offenders with ID in medium and low secure services, as assessed by EPS. Additionally, the data are tentatively compared with those reported in previous research to precipitate discussion regarding the changes in clinical populations in secure care over time. Design/methodology/approach: The study collected demographic and EPS data for patients with ID (N=25) on medium secure and a low secure wards. Data were collected as part of routine clinical practice, with EPS forms being completed by nursing and other multi-disciplinary staff. Findings: It was found that there was no statistically significant difference in EPS scores between medium and low secure patients with ID. The authors also highlight differences between the current sample and the normative data collected by previous research. Originality/value: The data regarding the psychopathology of medium and low secure patients with ID provides insight into the ever changing resourcing needs and risk profiles of this complex patient group. In addition, there is a dearth of empirical research that comments on the clinical differences observed over time in forensic populations. As the current data differs from pre-existing normative data, the potential shift in populations and also implications for the accuracy of clinical decision making based on the assessment are discussed. (Edited publisher abstract)
The development and accreditation of a treatment model for prisoners with a learning disability and personality disorder
- Authors:
- TAYLOR Jon, et al
- Journal article citation:
- Journal of Learning Disabilities and Offending Behaviour, 3(1), 2012, pp.44-51.
- Publisher:
- Emerald
With the exception of the adapted sex offender treatment programme in the United Kingdom, there have been few available interventions for offenders with a learning disability in the criminal justice system. This paper provides an overview of both the process of accreditation and the development of the current accredited therapeutic community model for this population. The article describes the development of a therapeutic community for prisoners with a learning disability in Rampton Hospital, Nottinghamshire, and suggested methods for increasing responsivity of the programme for this population. It seeks to highlight how programme responsivity can be enhanced by incorporating flexibility into the design and delivery of programmes.
Rationale and use of computer screening tools in prisons for people with learning difficulties and disabilities
- Authors:
- KIRBY Amanda, GIBBON Hayley
- Journal article citation:
- Prison Service Journal, 235, 2018, pp.23-31.
- Publisher:
- Her Majesty's Prison Service of England and Wales
This paper examines why it is difficult to practically screen people for learning difficulties and disabilities in a prison setting, due to both inconsistent and variable use of terms describing the conditions. It then looks at how using technology can help to deliver a person centred approach and support staff understanding around the individual and deliver a needs assessment aligning with the Definition of Disability under the Equality Act 2010. The paper presents an overview of the 'Do-IT Profiler' which takes a bio-psychosocial approach to screening for traits of learning difficulties and disabilities in prisons. (Edited publisher abstract)
The realistic evaluation of an adapted thinking skills programme
- Authors:
- OAKES Peter, et al
- Journal article citation:
- Journal of Intellectual Disabilities and Offending Behaviour, 7(1), 2016, pp.14-24.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to describe a project reporting the evaluation of an adapted form of the thinking skills programme (TSP) with prisoners with intellectual disabilities. In particular, the utility of realistic evaluation is explored as a response to the difficulties in applying research-based interventions in practice and rolling out pilot projects that have been evaluated under specific conditions. Design/methodology/approach: Realistic evaluation involves the identification of context, mechanism and outcome as a structure for programme evaluation and this was applied to the development and implementation of adapted TSP (ATSP) in three English prisons. Findings: Findings are reported in respect of the three aspects of context, mechanism and outcome to demonstrate the utility of realistic evaluation. Contextual findings suggested that ATSP is effective with male prisoners representing a range of intellectual disabilities, who would otherwise be excluded from mainstream programmes. The programme did not establish effectiveness with women or in community settings. The prisons involved were of different levels of security, but all three prisons were actively involved in positive approaches to difference and diversity and support for people with intellectual disabilities. For mechanism it was noted that all involved in the pilot sites were highly motivated to participate in the project and they were also achieving high scores for general quality in programme delivery. The realistic evaluation framework suggests that, where these factors are not present, some caution about possible effectiveness should be exercised. The evaluation approach proved to be helpful in identifying relevant factors to be considered in the wider implementation of ATSP. Originality/value: This is a novel approach to programme evaluation in psychological therapies that was shown to be of value in identifying conditions under which pilot schemes can be extended to other parts of a service, and research on interventions for offenders with intellectual disabilities applied in practice. (Edited publisher abstract)
Extra time
- Author:
- BURROW Ben
- Journal article citation:
- Learning Disability Today, November 2009, pp.26-28.
- Publisher:
- Pavilion
- Place of publication:
- Hove
Evidence is highlighted that suggests prisoners with learning disabilities are spending longer than they should in prison because adjustments are not being made for them. Problems include the failure of the prison service to identify and record disabilities within the service and the fact that many offending behaviour programmes are inaccessible to prisoners with learning disabilities. A case study of the experiences of one prisoner with severe learning disabilities is included.
Scant justice
- Author:
- WILLIAMS Corin
- Journal article citation:
- Community Care, 5.3.09, 2009, pp.26-27.
- Publisher:
- Reed Business Information
People with learning disabilities can be more easily manipulated by both criminals and the police. The author discusses issues such as false confessions, a lack of understanding of the criminal justice system and the lack of rehabilitation opportunities in prison if convicted. The article briefly discusses the recent case of Mohamad Abdulaziz Rashid Saeed-Alim, a young man with Asperger's syndrome and learning disabilities, who had been converted to Islam by extremists and then been persuaded to attempt mass murder.