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Exploring the incidence, risk factors, nature and monitoring of adult protection alerts
- Authors:
- CAMBRIDGE Paul, et al
- Publisher:
- University of Kent. Tizard Centre
- Publication year:
- 2006
- Pagination:
- 78p., bibliog.
- Place of publication:
- Canterbury
Older people dominate the abuse landscape. Those at greatest risk of abuse are older women, those living in a care home and those who have a long term illness (probably particularly dementia). Some sub-groups are also at risk of abuse from relatives and carers, especially those who co-abuse and those who are highly dependent on their relatives for help or support. Older people with mental health needs were most likely to be referred for multiple types of abuse. People with learning disabilities are much more likely than those in other client groups to have alerts raised about sexual abuse. Where people live determines the characteristics of abuse. The project found a link between location or setting, perpetrator and type of abuse. If a person lives in a care home they are more likely to be abused by a member of staff and experience institutional abuse or neglect; people with learning disabilities may experience sexual abuse. Those living in a domestic setting with others, primarily relatives, tend to be at risk of financial, physical or psychological abuse. Older people living alone are particularly vulnerable to financial abuse by family members or, to a lesser extent, care workers. Out of area clients are different. People from out-of-area, the majority with learning disabilities, tend to experience more multiple abuse and more neglect and discriminatory abuse than within area clients. However, they also appear to receive more robust and effective responses to adult protection alerts. Presence of an adult protection coordinator makes a difference. More adult protection alerts were generated by districts where adult protection coordinators were in place than where they were not. This is not surprising since one of the criteria for deploying adult protection coordinators was the workload in each district. Cases in districts with coordinators were more likely to result in increased monitoring, post-abuse work with the victim and with a vulnerable perpetrator and less likely to result in no further action.
Reconstructing the sexuality of men with learning disabilities: empirical evidence and theoretical interpretations of need
- Authors:
- CAMBRIDGE Paul, MELLAN Bryan
- Journal article citation:
- Disability and Society, 15(2), March 2000, pp.293-311.
- Publisher:
- Taylor and Francis
Research and practice in sexuality and learning disability has directly and indirectly highlighted the pathological sexual behaviour of men with learning disabilities, particularly their abuse and exploitation of women with learning disabilities, and relatively high HIV risk sexual behaviour with men without learning disabilities. It is consequently argued that there has been a relative neglect of their wider sexuality and sexual needs. This paper reconstructs this wider agenda, drawing on empirical evidence and theoretical interpretations of need from research and sex education in support of the observations made. In identifying a range of key issues for sexuality work with men with learning disabilities and arguing that they require greater recognition and attention, the paper also provides pointers for informing such work and for responding more widely.
A practice and policy agenda for HIV and learning difficulties
- Author:
- CAMBRIDGE Paul
- Journal article citation:
- British Journal of Learning Disabilities, 22(4), December 1994, pp.134-139.
- Publisher:
- Wiley
Reviews how issues around HIV and learning difficulties come together to present a challenge for health promotion/HIV prevention and services for people with learning difficulties. The review also identifies key practice issues which services for people with learning difficulties need to address in relation to HIV and offers a model for developing policy and resources for carrying forward work in this area.
How far to gay? The politics of HIV in learning disability
- Author:
- CAMBRIDGE Paul
- Journal article citation:
- Disability and Society, 12(3), June 1997, pp.427-453.
- Publisher:
- Taylor and Francis
This article examines work in sexual health and HIV prevention in services for people with learning disabilities from a political stance associated with the re-homosexualisation of AIDS in Britain. Arguments are made for the re-homosexualisation of AIDS in services for people with learning disabilities, based on evidence of where HIV risk lies in relation to men with learning disabilities who have sex with men. The case is made for a realistic approaches to service commissioning and safer sex education. Pointers for service development and key areas where the re-homosexualisation of AIDS can inform practice and resource development are also provided.
HIV and learning disability
- Editors:
- CAMBRIDGE Paul, BROWN Hilary
- Publisher:
- British Institute of Learning Disabilities
- Publication year:
- 1997
- Pagination:
- 194p.,bibliogs.
- Place of publication:
- Kidderminster
Aims to provide essential reference material for people working in the field of HIV and learning disability. Includes chapters on: assessing and responding to local needs; facts about HIV transmission and treatment; HIV prevention and health promotion; a provider perspective; safer sex work with men with learning difficulties who have sex with men; HIV and heterosexual men; the role of therapy in sexual health; safer sex training for peer educators; sex education for students with severe learning difficulties; HIV, learning difficulties and the law; and policies and their contribution to coherent decision making.