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A model of self-determination
- Authors:
- GILSON Stephen French, DePOY Elizabeth
- Journal article citation:
- Journal of Social Work in Disability and Rehabilitation, 3(4), 2004, pp.3-17.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Social work literature and practice are replete with reference to the concepts of self-determination, choice, empowerment, and self-advocacy. These concepts take on particular importance when considered in relation to individuals with disabilities and to the work of social work professionals with disabled individuals. However, despite a common perception that general understanding and agreement on the meaning and actualization of these concepts exists, there is significant variation among individuals and groups in how the concepts are defined and used. In this discussion the authors clarify the terms and place them in a contextual model comprised of three axes: foundation, thinking, and action. (Copies of this article are available from: Haworth Document Delivery Centre, Haworth Press Inc., 10 Alice Street, Binghamton, NY 13904-1580)
Defining and organizing self-advocate centered groups: implications of survey research on self-advocacy groups in Japan
- Authors:
- TSUDA Riji, SMITH John G.
- Journal article citation:
- Disability and Society, 19(6), October 2004, pp.627-646.
- Publisher:
- Taylor and Francis
Ideally group members who have intellectual disabilities should have power in their self-advocacy groups, leading to groups that can be considered 'self-advocate centered.' Currently, not all self-advocacy groups can be considered self-advocate centered because group advisors have an overwhelming influence on group decisions. This article assumes that establishing self-advocacy groups in which members truly control the agenda and make key decisions is one of the most effective methods to empower people with intellectual disabilities. This study identifies factors useful in identifying 'self-advocate centered' groups, and especially focuses on the relationship between self-advocates and advisors. It is based on a quantitative research project conducted in Japan. According to the results of the research, though relational transformation between self-advocates and advisors was commonly seen in many self-advocacy groups, conflicts between them were scarcely observed. The meaning of relational transformation without conflicts is considered, along with the concepts of independence and interdependence.
Starting with choice: inclusive strategies for consulting young children
- Authors:
- DICKINS Mary, EMERSON Sue, GORDON-SMITH Pat
- Publisher:
- Save the Children
- Publication year:
- 2004
- Pagination:
- 45p.
- Place of publication:
- London
When children are encouraged to choose, they develop confidence and the ability to make decisions for themselves. It is good for them, and for the places they learn and play. Young children with disabilities have a right to make choices too. Involving all children in decision-making can be challenging but, if the right questions are asked in the right ways, young disabled children can and will express their views. The book provides practical guidance on consulting young children, and a range of techniques that help young children to express their views and make choices. It also looks at when consultation can be effective, at how it fits in to the foundation stage guidance, and at how to train and support early years workers to gain the skills they need.
Participation of disabled children and young people in decision-making within social services departments in England
- Author:
- SOCIAL POLICY RESEARCH UNIT
- Publisher:
- University of York. Social Policy Research Unit
- Publication year:
- 2004
- Pagination:
- 4p.
- Place of publication:
- York
Reports the findings of a national survey of social services departments in England which looked at their participation work with disabled children and young people. Information was received from 71 local authorities. The findings cover: the nature of disabled children's participation; the characteristics of children and young people participating; funding and partnership working; feedback; and outcomes. Results suggest that disabled children and young people are being involved in a wide range of decision making, but involvement is still patch and requires further development. The survey forms part of a larger study funded by the Department of Education and Skills Quality Protects Research Initiative.
Integration versus segregation: the experiences of a group of disabled students moving from mainstream school into special needs further education
- Authors:
- PITT Victoria, CURTAIN M.
- Journal article citation:
- Disability and Society, 19(4), June 2004, pp.387-401.
- Publisher:
- Taylor and Francis
Although the latest education policy for disabled students is one of inclusion, some students are moving out of mainstream schools into specialist colleges for their further education. This research uses a combination of group and individual interviews to explore why this move away from mainstream education is made. Results show that these students' moved into specialist education because of the inadequate physical accessibility of their mainstream colleges, the quality of disability services available to them and their previous experiences whilst in mainstream school. These students were able to identify both strengths and weaknesses within mainstream and special education for disabled students, and believed that educational placement should therefore be a matter of choice depending on the physical, academic and emotional needs of the individual. It would appear, however, that for the students participating in this research, their local mainstream colleges were unable to cater for their needs, indicating that their decision to move into a special needs college was not based on a real choice. Mainstream colleges are challenged to create a truly inclusive environment so that disabled students are offered a real choice.
A guide to the report from the Joint Committee on the Draft Mental Incapacity Bill: easy read version
- Author:
- GREAT BRITAIN. Parliament. Joint Committee on the Draft Mental Incapacity Bill
- Publisher:
- Great Britain. Parliament. House of Commons. Committee Office
- Publication year:
- 2004
- Pagination:
- 41p.
- Place of publication:
- London
This draft Bill proposes to reform the law in order to improve and clarify the decision making process for those aged 16 and over who are unable to make decisions for themselves.
Participation of disabled children in individual decisions about their lives and in public decisions about service development
- Authors:
- CAVET Judith, SLOPER Patricia
- Journal article citation:
- Children and Society, 18(4), September 2004, pp.278-290.
- Publisher:
- Wiley
A literature review was carried out to establish what evidence exists about disabled children's participation in decision-making, both regarding their own lives and about the shape of service delivery. There is evidence that disabled children hold and can express views, given the right environment. However, participation of disabled children needs further development. Measures proposed include addressing organisational systems so that they promote participation, extending advocacy services, the adoption of inclusive approaches and staff training, plus education and information for disabled children and their parents. There remain significant gaps in the research evidence available.
Social work and evidence-based practice
- Editor:
- SMITH David
- Publisher:
- Jessica Kingsley
- Publication year:
- 2004
- Pagination:
- 189p.,bibliogs.
- Place of publication:
- London
Evidence-based practice, what it might mean, how it can be achieved, whether it should be aspired to – is the subject of much debate and argument in social work. Covering areas of social work practice that are well established and those in which evidence is just beginning to become available, the authors address issues such as: what is to count as evidence, and who decides this?; if relevant evidence is agreed on, how should it be used in practice?; how can the thing that made the difference be identified?; should success be measured as the result of the theory employed by the worker, or because the worker is skilled, conscientious and effective?; how predictable, controlled and orderly can social work become?. Exploring these issues within a range of contexts – from child abuse and domestic violence to looked after children and disability, the authors demonstrate why evidence-based practice is important, but also why it is important to think clearly and carefully about its implications for the social work profession and the users of social work services.
The Disability Discrimination Act 1995 and psychiatry: lessons from the first seven years
- Author:
- GLOZIER Nick
- Journal article citation:
- Psychiatric Bulletin, 28(4), April 2004, pp.126-129.
- Publisher:
- Royal College of Psychiatrists
The aim was to extract relevant information for clinicians from reported and/or accessible cases involving psychiatric illness brought under the Disability Discrimination Act 1995 (DDA). Institutional databases were searched for DDA cases and relevant guidance from case law extracted. Over half the cases reaching higher courts involve psychiatric illness. A number of decisions provide guidance for clinicians wishing to aid their own patients, and those involved as expert witnesses. These cover which conditions are included as impairments (almost everything in ICD-10), what associated effects are to be considered, and the relevance of comorbidity and treatment. Cases often involve recovery of clinical documents that reveal interesting variation in professional standards. Virtually all patients of psychiatrists in secondary care would be covered by the DDA. Knowledge of this Act could be used to enhance a patient’s access to employment and services, and potentially overcome some of the effects of stigmatisation.