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Including adults with intellectual disabilities in research: scientists' perceptions of risks and protection
- Authors:
- McDONALD Katherine E., et al
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 6(4), December 2009, pp.244-252.
- Publisher:
- Wiley
The authors surveyed 199 Institutional Review Board members and intellectual disability researchers in the United States to identify their perceptions of specific risks and necessary protections in (hypothetical) research studies. The research studies varied as to whether they included adults with ID in the research sample and the level of harm to which research participants were exposed. Results suggest that identification of psychological, social and legal risks and necessary protections varied by the disability status of the sample, the level of risk and the role of the person reviewing the study. For example, participants identified more psychological, information control, legal and social risks in higher harm research studies. Participants reported a need for more protections in high-harm studies as well as studies that included adults with ID. In some instances the nature of identified risks and protections and respondents' characterisation of these risks and necessary protections suggested concerns related specifically to adults with ID. Implications for practice, policy, and future research related to access to research participation are discussed.
Beyond 'vulnerability': an ecological model approach to conceptualizing risk of sexual violence against people with learning difficulties
- Author:
- HOLLOMOTZ Andrea
- Journal article citation:
- British Journal of Social Work, 39(1), January 2009, pp.99-112.
- Publisher:
- Oxford University Press
This paper presents an ecological model approach to conceptualizing risk of sexual violence against people with learning difficulties, which takes account of the complex social processes involved in the creation of risk. The concept ‘vulnerability’, often assumed to be a risk-creating characteristic of people with learning difficulties, is too simplistic to take account of all the processes involved in the formation of risk of sexual violence. Risk is influenced by personal attributes, self-defence skills, environments and socio-cultural factors. These risk factors are closely interlinked and constantly interact with one another. The ecological model provides a tool for examining the impact that interactions between individuals and social environments have on an individual’s learning and the development opportunities that have the potential to increase self-defence skills.
Independence and learning disabilities: why we must also recognise vulnerability
- Author:
- FYSON Rachel
- Journal article citation:
- Journal of Adult Protection, 11(3), August 2009, pp.18-25.
- Publisher:
- Emerald
Services for adults with learning disabilities are currently based on the promotion of four key principles: rights, independence, choice and social inclusion. The author argues that these principles are not a sufficient basis for developing balanced services and that there is a need for reappraisal of current approaches and a recognition that the promotion of independence needs to be balanced carefully against the duty of statutory services to ensure that vulnerable adults are adequately protected from abuse. It looks at difficulties including the pressure to promote independence because of potential cost savings, inequality of outcomes for service users and increased vulnerability to abuse, citing studies demonstrating how people with learning disabilities are subject to higher levels of abuse and bullying than other people and recent cases of abuse, and discussing the importance of safeguarding vulnerable adults.
Independence and learning disabilities: why we must also recognise vulnerability
- Author:
- FYSON Rachel
- Journal article citation:
- Journal of Integrated Care, 17(1), February 2009, pp.3-8.
- Publisher:
- Emerald
Services for adults with learning disabilities are currently based on the promotion of four key principles: rights, independence, choice and social inclusion. This paper will argue that, while these principles are welcome, they need to be balanced against a fifth principle - that vulnerable adults must be protected adequately against the risk of abuse. It will draw both on recent high-profile cases of violence and abuse against people with learning disabilities and on research evidence to explore whether current plans to transform adult social care through the use of self-directed support and individual budgets offer a safe future.
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.
Developmental disorders come of age
- Author:
- BURNEY Tom
- Journal article citation:
- Psychiatric Bulletin, 33(1), January 2009, pp.1-3.
- Publisher:
- Royal College of Psychiatrists
A review of the presentation and the issues surrounding the management of developmental disorders which, while always part of the remit of child psychiatry and learning disability psychiatry, are relatively new to adult psychiatry.
Mental Capacity Act and safeguarding vulnerable adults
- Author:
- ANN CRAFT TRUST
- Publisher:
- Ann Craft Trust
- Publication year:
- 2009
- Pagination:
- 54p.
- Place of publication:
- Nottingham
This document is aimed at trainers and outlines the content of a two day training plan for people working with adults with learning disabilities, and about how the Mental Capacity Act impacts on the safeguarding of vulnerable adults. This material is designed for anyone working in adult safeguarding, especially within learning disabilities services. The objectives are: to ensure a common understanding of the key concepts of capacity and best interests as they relate to people with learning disability; to develop a knowledge of key aspects of the Act including restraint, deprivation of liberty, the role of a court appointed deputy and the court of protection; to develop an understanding of when it is appropriate to involve an IMCA in a safeguarding case; and to explore how these aspects of the Act can assist in the safeguarding of vulnerable adults.
Vulnerable defendants in the criminal courts: a review of provision for adults and children
- Authors:
- JACOBSON Jessica, TALBOT Jenny
- Publisher:
- Prison Reform Trust
- Publication year:
- 2009
- Pagination:
- 68p., bibliog.
- Place of publication:
- London
The focus of this report is the treatment of vulnerable defendants within the criminal courts of England and Wales. In Chapters 1 to 4 existing provision for vulnerable adult defendants, especially those with learning disabilities, are reviewed. Chapters 5 to 9 concentrate on child defendants aged between 10 and 17, all vulnerable because of their age but many due to, for example, communication and emotional difficulties can be viewed doubly vulnerable. Integral to the Prison Reform Trusts’ No One Knows’ and ‘Out of Trouble’ programs and in the context of the Bradley review and ‘Improving Health, Supporting Justice’ both published in 2009, this report considers to what extent offenders with mental health problems or learning disabilities and children, who may find the language of court difficult, can be protected from standard proceedings by implementing court liaison and diversion arrangements which will support them through the criminal justice system or into health and social care. Seven recommendations to improve are made for vulnerable adults and ten for vulnerable children. The Norwich Combined Courts Assessment scheme, mental health courts pilots in Brighton and Stratford, the Liverpool Investigations Support Unit and the youth justice liaison and diversion pilots are presented, by the authors, as examples of good practice.
Parenting stress in mothers of adults with an intellectual disability: parental cognitions in relation to child characteristics and family support
- Authors:
- HILL C., ROSE J.
- Journal article citation:
- Journal of Intellectual Disability Research, 53(12), December 2009, pp.969-980.
- Publisher:
- Wiley
There is limited evidence about the impact of adult children with intellectual disabilities (ID) on the experience of their parents and on the family as a whole. This study investigated the applicability of the Mash and Johnston model of parenting stress to mothers of adults with ID, with particular focus on parental cognitions of parenting self-esteem and parental locus of control. A total of 44 mothers (51 to 84 years) from a single urban area of the UK took part in face-to face interviews. They completed the Vineland Adaptive and Maladaptive Behaviour Scale, the Family Support Scale, the Parenting Sense of Competence Scale, a shortened version of the Parental Locus of Control Scale and the Parenting Stress Index. Correlations were observed between parenting stress and other study variables. Regression analysis revealed that parental cognitive variables predicted 61% of the variance in parenting stress. Parenting satisfaction, a subscale of the measure of parenting sense of competence, mediated the relationships between adaptive behaviour and parenting stress and between family support and parenting stress. Drawing their conclusions, the authors emphasise the importance of cognitive variables in the stress of mothers of adults with ID. Further research is suggested on the experience of fathers and the impact of positive perceptions as a cognitive factor.
The ambiguities of professional and societal wisdom
- Authors:
- HUNTER Susan, KENDRICK Michael
- Journal article citation:
- Ethics and Social Welfare, 3(2), July 2009, pp.158-169.
- Publisher:
- Taylor and Francis
- Place of publication:
- Abingdon
This paper examines the potential limitations of professional wisdom alongside those of society more generally with respect to upholding the well-being of vulnerable and marginalized people. It presents the dangers, referring to four well-documented illustrations of professional failure, that services and service systems pose when both professionals and society at large do not demonstrate sufficient measures of positive values and ethics to ensure the protection of vulnerable people within care systems. While it argues that reform of service systems and the repair of such breaches are always possible, even such system reform may fail if it is not ultimately guided by wisdom not only from professionals but society itself. Several recent international examples of this wisdom are noted. It sees such wisdom as being located in the inherited values and social ethics of a society and the power of these to guide human conduct in the face of the profound and ongoing limitations of human nature.