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Significant Incident Learning Process (SILP) – the experience of facilitating and evaluating the process in adult safeguarding
- Authors:
- CLAWSON Rachael, KITSON Deborah
- Journal article citation:
- Journal of Adult Protection, 15(5), 2013, pp.237-245.
- Publisher:
- Emerald
Purpose: In recent years a variety of methods have been used to review cases where a vulnerable adult has died or been seriously harmed, the method chosen largely depending upon whether a single agency or multi-agency approach is required. Serious Case Reviews (SCRs) are more frequently used in cases requiring a multi-agency approach; however, their effectiveness in terms of being timely, value for money and a means of learning lessons has been questioned. Safeguarding Adult Boards (SAB) in the East Midlands have sought alternative means for reviewing some cases including the Significant Incident Learning Process (SILP). The purpose of this paper is to explore the experience of facilitating and evaluating a pilot SILP. Design/methodology/approach: The paper explores the purpose and function of the SILP and then examines the process of facilitating a “live” event. A range of issues are explored including who should be involved, concerns around participation and working alongside criminal/police investigations and/or therapeutic intervention. Findings: The findings are discussed and highlight the need for skilled, independent facilitators and robust “ground rules”. The paper evaluates the process and makes recommendations for further use of SILP. Originality/value: This paper explores a new approach to reviewing cases previously reviewed using SCR, as such it will be of interest to all agencies and organisations represented on SAB. The evaluation of the SILP found it to be favourable in comparison with SCRs in terms of cost, being a process that can be completed within three months of an incident occurring and in terms of timely dissemination of lessons learned. (Publisher abstract)
Human rights and social wrongs: issues in safeguarding adults with learning disabilities
- Authors:
- FYSON Rachel, KITSON Deborah
- Journal article citation:
- Practice: Social Work in Action, 22(5), December 2010, pp.309-320.
- Publisher:
- Taylor and Francis
From a human rights perspective, this article explores the levels of abuse and bullying of adults with learning disabilities in the UK. It quotes statistics from a decade of reports from Leonard Cheshire Disability, Mind, the Disability Rights Commission and Capability Scotland and Mencap and reproduces Articles 3 and 8 from the European Convention on Human Rights, active in the UK since 1998. In two sections addressing human rights, adult safeguarding and service responses, the size of the challenge is illustrated through a large, but not exhaustive, nationwide listing of murders and manslaughters of people with learning disabilities, between 2005 and 2010. The authors call these the ultimate consequence of society’s collective failure to uphold human rights of people with learning disabilities and claim three commonalities underpinning practice. Firstly, the promotion of independence and choice without adequate consideration of safeguarding; placement without regard for community dynamics; and the roles loneliness, companionship needs and social isolation, play in vulnerable adults likelihood of abuse, particularly in those with milder learning disabilities and lower support needs.
Victims of complacency?
- Authors:
- CALCRAFT Rebecca, KITSON Deborah
- Journal article citation:
- Community Care, 19.06.03, 2003, pp.38-40.
- Publisher:
- Reed Business Information
A number of Labour initiatives have aimed to protect vulnerable adults from abuse. The authors review Labour's policies and legislative initiatives and assesses progress to date.