This review sets out to investigate the nature and extent of evidence relating to independent advocacy for disabled people at risk of losing choice and control in four specific situations: during transition to adulthood; when the children of disabled parents are subject to safeguarding procedures; when entry to residential care is a possibility; when disabled people are victims or alleged perpetrators of anti-social behaviour. In doing so, it describes and evaluates evidence about the need, costs and benefits associated with independent advocacy. The final section summarises the state of the evidence base currently available and the gaps therein, and suggests what additional research is needed to further our knowledge in this field.
This review sets out to investigate the nature and extent of evidence relating to independent advocacy for disabled people at risk of losing choice and control in four specific situations: during transition to adulthood; when the children of disabled parents are subject to safeguarding procedures; when entry to residential care is a possibility; when disabled people are victims or alleged perpetrators of anti-social behaviour. In doing so, it describes and evaluates evidence about the need, costs and benefits associated with independent advocacy. The final section summarises the state of the evidence base currently available and the gaps therein, and suggests what additional research is needed to further our knowledge in this field.
Subject terms:
learning disabilities, mental health problems, mentally disordered offenders, offenders, parents with learning disabilities, residential care, sensory impairments, service transitions, advocacy, anti-social behaviour, child protection, crime victims, disabilities;
This is the executive summary of a review which sets out to investigate the nature and extent of evidence relating to independent advocacy for disabled people at risk of losing choice and control in four specific situations: during transition to adulthood; when the children of disabled parents are subject to safeguarding procedures; when entry to residential care is a possibility; when disabled people are victims or alleged perpetrators of anti-social behaviour. In doing so, it describes and evaluates evidence about the need, costs and benefits associated with independent advocacy. The final section summarises the state of the evidence base currently available and the gaps therein, and suggests what additional research is needed to further our knowledge in this field.
This is the executive summary of a review which sets out to investigate the nature and extent of evidence relating to independent advocacy for disabled people at risk of losing choice and control in four specific situations: during transition to adulthood; when the children of disabled parents are subject to safeguarding procedures; when entry to residential care is a possibility; when disabled people are victims or alleged perpetrators of anti-social behaviour. In doing so, it describes and evaluates evidence about the need, costs and benefits associated with independent advocacy. The final section summarises the state of the evidence base currently available and the gaps therein, and suggests what additional research is needed to further our knowledge in this field.
Subject terms:
learning disabilities, mental health problems, mentally disordered offenders, offenders, parents with learning disabilities, residential care, sensory impairments, service transitions, advocacy, anti-social behaviour, child protection, crime victims, disabilities;
British Journal of Learning Disabilities, 33(2), June 2005, pp.70-76.
Publisher:
Wiley
This article provides an overview of the methods and findings of a project, commissioned by the Social Care Institute for Excellence (SCIE), to explore the information needs of young people with learning disabilities, their families and supporters at transition. It describes how a group of young people with learning disabilities were trained in research methods and undertook four focus groups with other young people with learning disabilities in England and Wales. The different kinds of information required are summarized: getting a job, going to college and about the transition process generally, however with different emphaises from each group.
This article provides an overview of the methods and findings of a project, commissioned by the Social Care Institute for Excellence (SCIE), to explore the information needs of young people with learning disabilities, their families and supporters at transition. It describes how a group of young people with learning disabilities were trained in research methods and undertook four focus groups with other young people with learning disabilities in England and Wales. The different kinds of information required are summarized: getting a job, going to college and about the transition process generally, however with different emphaises from each group.
Subject terms:
information needs, learning disabilities, parents, participatory research, research methods, user participation, service transitions, young people, access to information, education, employment, focus groups;