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The notion of citizenship for people with intellectual disabilities in the UK: a life of their own
- Authors:
- LAWRENCE Julie, BROOK Linzi
- Journal article citation:
- Social Work and Social Sciences Review, 17(3), 2014, pp.33-45.
- Publisher:
- Whiting and Birch
In this paper important issues, which involved vulnerable adults with Intellectual disabilities in transition from one rural location to another urban location, in England (UK) during 2014 are discussed. The notion of citizenship is discussed in relation to service users who had intellectual disabilities. This was originally embedded within the policy document Valuing People (DH, 2001). The use of a Total Communication approach by a Social Worker is also discussed, underpinned by the Human Rights framework and tenets of the Mental Capacity Act 2005. The outcomes from the transition process are highlighted, alongside the necessity to ensure that vulnerable adults are protected from abusive situations whilst living out their lives. (Publisher abstract)
Handle with care: providing pre-trial therapy for adults with learning disabilities
- Authors:
- Le ROUX Clare, LEACH Mandy
- Journal article citation:
- Journal of Adult Protection, 16(4), 2014, pp.232-243.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to highlight the provision of therapy for witnesses who have a learning disability prior to and following a criminal trial. Authors will reflect on clinical practice whilst stressing that this area of work is in its infancy and both continue to learn through continued reflection and each new experience. Design/methodology/approach: The paper broadly describes the nature of pre-trial therapy followed by reflection by a Counsellor and Supervisor on their clinical practice. Findings: Authors describe some of the common themes that arise whilst providing pre-trial therapy. Social implications: The authors hope that the paper will encourage professionals involved in Safeguarding cases to fully consider the emotional needs of victims and to seek timely therapeutic support where the need presents. They also hope that it will encourage practitioners from various professions to consider providing this specialist and delicate type of therapy whilst highlighting the need for good supervision. Originality/value: There is a paucity of written information about this specific subject area. Although safeguarding of vulnerable adults has grown considerably over the last decade and investigations are now more likely to lead to legal action, the availability of emotional support for victims who have learning disabilities needs to be addressed. (Publisher abstract)
Anna's story of life in prison
- Authors:
- BOODLE Anna, ELLEM Kathy, CHENOWETH Lesley
- Journal article citation:
- British Journal of Learning Disabilities, 42(2), 2014, pp.117-124.
- Publisher:
- Wiley
People with an intellectual disability in prison can be at increased risk of victimisation, segregation and isolation (Mullen ). Prison systems usually have very few resources to cater to this group's particular needs, and many people may re-enter the community with little or no rehabilitation, poor social connections, poor mental health and little chance in finding employment and living a crime-free life (Baldry et al. ). Gathering the lived expertise of ex-prisoners with an intellectual disability can help others to better understand these experiences. This article is about Anna Boodle's story of imprisonment in Queensland, Australia. Anna participated in a larger PhD study on the life stories of ex-prisoners with an intellectual disability. It is apparent from her story, and the other stories in the study, that there is a need for more humane responses to people with an intellectual disability who offend. Anna's story is a tale of hope to others that a good life is possible after imprisonment. (Publisher abstract)
Are we Valuing People's choices now? restrictions to mundane choices made by adults with learning difficulties
- Author:
- HOLLOMOTZ Andrea
- Journal article citation:
- British Journal of Social Work, 44(2), 2014, pp.234-251.
- Publisher:
- Oxford University Press
In the UK, Valuing People ( Department of Health, 2001, 2010b) has shaped services for people with learning difficulties for the past decade. Promoting choices and independence are two of the four key principles that underpin this White Paper and its subsequent delivery plans. This paper assesses the impact that these changes had on the availability of mundane choices. It draws on empirical evidence from interviews with adults with learning difficulties. First impressions of the findings indicate that individuals are indeed able to make an increased range of decisions. At closer inspection, it does however become apparent that not all of these decisions are based on an infinite spectrum of options. Under the guise of choice-based policy rhetoric, some people with learning difficulties are at times presented with a pre-arranged ‘menu of choices’. For instance, a person may be free to choose activities at their day centre, but they may have limited control when deciding whether to attend the service in the first place. The wider implications that tokenistic choice-making processes have for the development of personal autonomy are highlighted. It is argued that a lack of control in respect to mundane choices is disempowering and leads to learned passivity. (Publisher abstract)
Living in fear: better outcomes for people with learning disabilities and autism. Main research report
- Authors:
- BEADLE-BROWN Julie, et al
- Publisher:
- University of Kent. Tizard Centre
- Publication year:
- 2014
- Pagination:
- 185
- Place of publication:
- Canterbury
Reports on the findings of a three-year research project to investigate incidents of disability hate crime experienced by people with autism and learning disabilities in Medway, Kent. The research was carried out by Autism London, MCCH, Kent Police and the Tizard Centre at the University of Kent. The study included a review of calls to the National Autistic Society and Autism London helplines; focus groups with people with learning disabilities and autism (n=31) and with family and paid carers (n=33); responses to a survey exploring the victimisation experiences of people with learning disabilities and autism (n=255); and in-depth interviews (n=27); and focus groups with the police to identify the difficulties they experience in responding to hate crime. Results found that at least one third of people involved in the research Medway had experienced some form of victimisation as adults. Types of hate crime varied and included physical attacks, threats, verbal abuse and damage to property. Key findings from focus groups with the police identified: lack of a clear definition of disability hate crime, a low level of individual police officers’ knowledge and experience of disability; and lack of a systematic method of establishing whether people reporting victimisation are vulnerable. The report calls for more specialist victim support, counselling and therapies for victims with autism and learning disabilities. It also identifies a need for better and more effective ways for victims to report incidents. Recommendations are made for National and Local implementation. The report also provides some examples of good practice in dealing with situations of victimisation or hate crime. (Edited publisher abstract)
The effects of social and therapeutic horticulture on aspects of social behaviour
- Authors:
- SEMPIK Joe, RICKHUSS Cathy, BEESTON Alex
- Journal article citation:
- British Journal of Occupational Therapy, 77(6), 2014, pp.313-319.
- Publisher:
- Sage
Introduction: Social and therapeutic horticulture has been shown to be a useful intervention for a wide range of vulnerable groups, including those with a mental health problem and/or learning or physical disabilities. However, there is still a need for additional research that examines evidence of its effectiveness. Method: This study analysed scores in four areas (social interaction, communication, motivation, and task engagement) collected as part of routine assessment during a programme of social and therapeutic horticulture. The sample comprised a heterogeneous group of participants and included a range of vulnerable people, predominantly those with a learning disability or a mental health problem. Findings: Scores for social interaction were significantly higher after 90 days of participation. This effect appeared to be most evident in participants with a learning disability. Conclusion: Social and therapeutic horticulture provides the opportunity for social interaction. Increased scores relating to social interaction suggest that the programme was effective in promoting such interaction and that it may, therefore, promote social inclusion among vulnerable and isolated groups. (Publisher abstract)
The right to choose: multi-agency statutory guidance for dealing with forced marriage
- Author:
- GREAT BRITAIN. Cabinet Office
- Publisher:
- Great Britain. Cabinet Office
- Publication year:
- 2014
- Pagination:
- 22
- Place of publication:
- London
This statutory guidance outlines the responsibilities concerning developing and maintaining local procedures and practice arrangements to enable front line professionals to handle cases of forced marriage effectively. It sets out how cases of forced marriage should be responded to using existing frameworks for safeguarding children with or without learning disabilities, and to protect all adults with or without learning disabilities, from the range of abuses associated with forced marriage. It also covers issues such as staff training, developing inter-agency policies and procedures, raising awareness and developing prevention programmes through outreach work. The document highlights specific arrangements that may inadvertently place a victim at risk of harm. These include failure to share information appropriately between agencies, the danger of involving families, breaches of confidentiality and all forms of family counselling, mediation, arbitration and reconciliation. The guidance is targeted to all persons and bodies in England and Wales who exercise public functions in relation to safeguarding and promoting the welfare of children, including local authorities, the police and Children and the Family Court Advisory and Support Service. (Edited publisher abstract)
Professional boundaries in learning disability care
- Authors:
- BOWLER Mandy, NASH Peter
- Journal article citation:
- Nursing Times, 110(21), 2014, pp.12-15.
- Publisher:
- Nursing Times
Healthcare staff providing care for people with a learning disability often deliver intimate personal care and have access to confidential information about vulnerable clients. Awareness of professional boundaries can help them to avoid either under- or over-involvement with patients and clients. This article gives examples of how South Tyneside Foundation Trust learning disabilities services support the education and training of staff working within the community and domiciliary care services in maintaining boundaries with patients. (Edited publisher abstract)
Mental Capacity Act 2005: post-legislative scrutiny: report of session 2013–14
- Author:
- GREAT BRITAIN. Parliament. House of Lords. Committee on the Mental Health Act 2005
- Publisher:
- Stationery Office
- Publication year:
- 2014
- Pagination:
- 143
- Place of publication:
- London
The Committee’s key finding in this evidence-led inquiry is that the Mental Capacity Act 2005 is not widely implemented. To address this, the Committee recommends that responsibility for implementing the Act be given to an independent body. The Committee’s second key finding is that the Deprivation of Liberty Safeguards are not fit for purpose. The Committee recommends that they be replaced with new provisions. This report considers: whether the Act is working as intended in respect of the Act’s five core principles; how to address poor implementation of the Act; advocacy and advance planning; whether the Court of Protection is appropriate (or should there be a Mental Capacity Tribunal instead); and criminal law provisions under Section 44 of the Act. It summarises and refers to cases of unlawful detention under the Act (Steven Neary), and the deprivation of liberty of an autistic man with a profound learning disability, HL at Bournewood Hospital for 32 years. It includes as a good practice example, the work by Jim Blair, a learning disability nurse consultant who explained adjustments made for effective treatment and outcomes for adults with learning disabilities appropriate to their needs. The Committee makes recommendations to Government to: work with regulators and professional bodies to ensure the Act is given a higher profile in training, standard setting and inspections; increase staff resources at the Court of Protection to speed up handling of non-controversial cases; and reconsider the provision of non-means tested legal aid to those who lack capacity, especially in cases of deprivation of liberty. Local authorities should use their discretionary powers to appoint Independent Mental Capacity Advocates more widely than is currently the case. The Government should act on the poor levels of awareness and understanding of Lasting Powers of Attorney and advance decisions to refuse treatment among professionals in the health and social care sectors. The Government should also review the criminal law provision for ill-treatment or neglect of a person lacking capacity, to ensure that the Act is fit for purpose. The Committee recommends that the House of Lords seek an update from the Government twelve months from now to find out what they have done in response to their key recommendations. An easy read version is also available. (Edited publisher abstract)
The experiences of people with learning disabilities on social networking sites
- Authors:
- HOLMES Katrina M., O'LOUGHLIN Nessa
- Journal article citation:
- British Journal of Learning Disabilities, 42(1), 2014, pp.1-5.
- Publisher:
- Wiley
Social identity has traditionally been established through face-to-face interactions. However, in recent times, social networking sites have provided an additional medium through which social identities can be developed and explored. Social networking has become increasingly popular over the past decade, attracting millions of active users worldwide. These sites offer an opportunity to maintain friendships, create new friendships and even date. The following article highlights the positive and negative experiences of three people with learning disabilities using social networking sites. The negative experiences reported by our service users highlighted areas of concern with regard to their safety. As a result, a therapeutic group was formed to address these online experiences and provide practical and emotional support. At the end of the group, service users reported that they were more confident about discussing and problem solving issues around online use.