Journal of Learning Disabilities and Offending Behaviour, 1(1), April 2010, pp.44-57.
Publisher:
Emerald
This article outlines ideas related to forensic practice with people with learning disabilities through a study exploring the apparent truths about people with learning disabilities who are detained in forensic settings and the staff who work with them. The men in these settings are subject to intense stigma and disadvantage – not only are they categorised as having a learning disability, but also have the added stigma of being offenders, commonly having mental health problems, with others often viewing them as dangerous monsters and sex fiends. Similarly, but to a lesser extent, forensic nurses are stereotyped as prison wardens and ‘tough guys’. These ideas are exposed and challenged through studying the discourses in their dialogue. The general research questions included the following: what are the discourses related to learning disability and forensic practice; and what ideologies underpin and justify forensic practice? This paper is explores the way that the staff and the men experience the medium secure unit and their views as to the advantages and disadvantages of secure care. The findings show that, in general, that the men and the staff are very positive about their lives. The staff report that the men have many attributes and talents, and view having a learning disability as an advantage at times; the staff enjoy their work and have good relationships with the men. The analysis showed that despite the certainty that many feel about the justifications for holding men with learning disabilities in secure settings, many paradoxes exist in the discourses in this setting, which question the validity of knowledge in this area.
This article outlines ideas related to forensic practice with people with learning disabilities through a study exploring the apparent truths about people with learning disabilities who are detained in forensic settings and the staff who work with them. The men in these settings are subject to intense stigma and disadvantage – not only are they categorised as having a learning disability, but also have the added stigma of being offenders, commonly having mental health problems, with others often viewing them as dangerous monsters and sex fiends. Similarly, but to a lesser extent, forensic nurses are stereotyped as prison wardens and ‘tough guys’. These ideas are exposed and challenged through studying the discourses in their dialogue. The general research questions included the following: what are the discourses related to learning disability and forensic practice; and what ideologies underpin and justify forensic practice? This paper is explores the way that the staff and the men experience the medium secure unit and their views as to the advantages and disadvantages of secure care. The findings show that, in general, that the men and the staff are very positive about their lives. The staff report that the men have many attributes and talents, and view having a learning disability as an advantage at times; the staff enjoy their work and have good relationships with the men. The analysis showed that despite the certainty that many feel about the justifications for holding men with learning disabilities in secure settings, many paradoxes exist in the discourses in this setting, which question the validity of knowledge in this area.
In recent years forensic mental health has come under intense scrutiny, particularly with the emergence of specialist qualifications in this area, which has lead to practitioners examining and developing their practice. One of the main problems though has been with publications in this area. Many of them have looked at the theoretical background and individual client problems in forensic mental health but not effective practice as a whole. This book aims to address these issues by looking at effective practice and development as a whole. It aims to provide clear guidance, founded in empirical forensic application, on how to tackle the key issues in practice, particularly in relation to the care and management of diverse client populations, and also stressing the importance of multi-disciplinary teamwork.
In recent years forensic mental health has come under intense scrutiny, particularly with the emergence of specialist qualifications in this area, which has lead to practitioners examining and developing their practice. One of the main problems though has been with publications in this area. Many of them have looked at the theoretical background and individual client problems in forensic mental health but not effective practice as a whole. This book aims to address these issues by looking at effective practice and development as a whole. It aims to provide clear guidance, founded in empirical forensic application, on how to tackle the key issues in practice, particularly in relation to the care and management of diverse client populations, and also stressing the importance of multi-disciplinary teamwork.
Subject terms:
learning disabilities, mental health, mental health problems, personality disorders, psychiatric social work, rehabilitation, risk, service users, secure units, social work education, social work methods, social work theories, supervision, training, user participation, women, assessment, community care, dual diagnosis, ethics, evidence-based practice, forensic psychiatry, forensic social work;