scholarly journals Children with learning disabilities and their participation in judicial procedures – what can disability advocacy offer?

2017 ◽  
Vol 22 (1) ◽  
pp. 10-15 ◽  
Author(s):  
Gábor Petri
Keyword(s):  
Human Rights ◽  
Learning Disabilities ◽  
Design Methodology ◽  
Access To Justice ◽  
Self Advocacy ◽  
Persons With Disabilities ◽  
Content Type ◽  
Rights Of The Child ◽  
Judicial Procedures ◽  
Article 5

Purpose The purpose of this paper is to provide a commentary on the paper titled “The Zone of Parental Control, The ‘Gilded Cage’ and The Deprivation of a Child’s Liberty: Getting Around Article 5”. Design/methodology/approach This paper uses the original article as a jumping off point to assess what aids advocacy organisations and human rights instruments can give to children with learning disabilities who enter legal procedures. Findings Existing human rights laws such as the UN Convention on the Rights of the Child and the UN Convention on the Rights of Persons with Disabilities provide innovative principles to reviewing existing policies, but little practical guidance is given to real implementation. Disability advocacy is ambiguous towards the question of representation of children with learning disabilities. Originality/value Literature on self-advocacy and especially on the self-advocacy and self-representation of children with learning disabilities is very limited. Access to justice for children with learning disabilities is similarly under-researched and is rarely addressed in disability advocacy.

Finding the sparkle: storytelling in the lives of people with learning disabilities

2015 ◽  
Vol 20 (1) ◽  
pp. 29-36 ◽  
Author(s):  
Nicola Grove
Keyword(s):  
Learning Disabilities ◽  
Social Relationships ◽  
Design Methodology ◽  
Independent Research ◽  
Self Advocacy ◽  
Content Type ◽  
Subjective Perceptions ◽  
The People ◽  
The Impact ◽  
Practical Implications

Purpose – The ability to tell a story, whether personal or fictional, is a skill which can enable people to build a sense of identity, friendship, community and self-advocacy. However, narrative is rarely prioritised in services. The paper aims to discuss these issues. Design/methodology/approach – This paper describes two approaches to the development of storytelling for people with learning disabilities used by the charity Openstorytellers. Reflections from interviews are used to illustrate how individuals view their experiences as storytellers, and the benefits that come in the wake of learning to tell and listen to stories. Findings – Storytelling led to an increased sense of purpose, confidence, communication and value. The findings are based on subjective perceptions by the people concerned, and were not obtained through independent research. However, they represent a first step towards evaluating the impact of multidimensional interventions. Practical implications – Services need to consider how they enable their members to participate actively in the sharing of experience, and imaginative and creative activities. Storytelling, both mythic and personal, can help to develop social relationships and active participation in one's community. Originality/value – Both of the approaches described here (Learning to Tell; StorysharingTM) are innovative approaches which are new in the field of learning disabilities.

The Mental Welfare Commission for Scotland – a unique and influential voice

2015 ◽  
Vol 6 (3/4) ◽  
pp. 137-147
Author(s):  
Colin McKay ◽  
Heather Welsh
Keyword(s):  
Mental Health ◽  
Mental Illness ◽  
Learning Disabilities ◽  
Design Methodology ◽  
Vital Role ◽  
Persons With Disabilities ◽  
Content Type ◽  
Roles And Responsibilities ◽  
History Of

Purpose – The purpose of this paper is to describe the unique and independent role of the Mental Welfare Commission for Scotland. Design/methodology/approach – The paper takes the reader through the history of the Commission, its changing status, roles and responsibilities, its influence and impact, and current priorities. It is based on details of the Commission ' s development, narrative from current employees and published investigations and advice. Findings – The Mental Welfare Commission has advanced significantly since its original establishment. It plays a vital role in protecting the human rights of people in Scotland with learning disabilities and mental illness, by visiting those who are in receipt of care or treatment, investigating situations of concern, providing advice and guidance, monitoring the Mental Health (Care and Treatment) (Scotland) Act 2003 and Adults with Incapacity (Scotland) Act 2000 and shaping relevant policy and legislation. Originality/value – This paper provides an introduction to the work of the Commission, which will be of value to readers in Scotland and beyond. It illustrates its importance in preserving the rights of individuals with learning disabilities and mental illness in line with the UN Convention on the Rights of Persons with Disabilities and other legislation.

scholarly journals Mental health, human rights and social inclusion for adults and children

2016 ◽  
Vol 20 (2) ◽  
pp. 67-73
Author(s):  
Sue Holttum
Keyword(s):  
Mental Health ◽  
Human Rights ◽  
Social Inclusion ◽  
National Study ◽  
Persons With Disabilities ◽  
Content Type ◽  
The Third ◽  
Rights Of The Child ◽  
Adults And Children ◽  
The Difference

Purpose – The purpose of this paper is to consider three recent papers relating to human rights and applicable to adults or children given mental health diagnoses. Design/methodology/approach – The first paper discussed how to measure progress in different countries in their policy changes to abide by the UN Convention on rights of persons with disabilities, and discussed how all relevant groups could be involved. The second paper considered the problem of children’s rights being eroded by overuse of the mental health diagnosis of attention deficit hyperactivity disorder (ADHD) when they are restless. The third paper reported on an evaluation of how well advocacy services are enabling people who are sectioned to have a say in their care. Findings – When assessing how well countries are doing in ensuring the rights of people with disabilities, the first paper’s authors concluded that all groups must participate in the evaluation, even though there are many different agendas. The second paper reported on how professionals and parents could come to a shared understanding of how children might be wrongly given a diagnosis of ADHD and jointly suggested some solutions. The third paper illustrated how important advocacy is, and the difference it can make to the lives of people who are sectioned. Originality/value – The first paper’s authors are engaged in ground-breaking research to assess whether disabled people’s rights under the UN Convention are being honoured. The second paper raised vital questions about the misuse of diagnosis, contravening the UN Convention on the rights of the child, and illustrated how parents and professionals can come together in support of these rights. The third paper reported on the first systematic national study on the implementation of advocacy services to defend the rights of people who are sectioned to have a say in their care.

Can self-advocacy impact upon culture?

2015 ◽  
Vol 20 (2) ◽  
pp. 77-79
Author(s):  
Rob Greig
Keyword(s):  
Learning Disabilities ◽  
Cultural Change ◽  
Significant Influence ◽  
Design Methodology ◽  
System Change ◽  
Organisational Culture ◽  
Self Advocacy ◽  
Content Type ◽  
Management Change ◽  
Practical Implications

Purpose – The purpose of this paper is to provide a commentary on the preceding article “Changing organisational culture: another role for self-advocacy”. Design/methodology/approach – The paper suggests that self-advocacy has the potential to be a significant influence on organisational culture, but questions whether self-advocacy's current funding regime and limited focus on outcomes makes this possible. Research limitations/implications – This issue is identified as one where further research would be beneficial. Practical implications – If organisations are to use self-advocacy as a route of cultural change, it is suggested that attention will need to be given to issues of independent funding, management change objectives and whole system change. Originality/value – If evidence were generated to support the belief that self-advocacy can impact on organisational culture, the consequences for how society and services behave towards people with learning disabilities could be significant.

scholarly journals Supporting people with learning disabilities to make and maintain intimate relationships

2017 ◽  
Vol 22 (1) ◽  
pp. 16-23 ◽  
Author(s):  
Claire Bates ◽  
Louise Terry ◽  
Keith Popple
Keyword(s):  
Human Rights ◽  
Learning Disabilities ◽  
Intimate Relationships ◽  
Design Methodology ◽  
Support Staff ◽  
Sexual Relationships ◽  
Professional Support ◽  
Content Type ◽  
Support Provider ◽  
Practical Implications

Purpose The purpose of this paper is to understand some of the barriers people with learning disabilities experience with regards to relationships and consider the possible changes professionals could make to address these. Design/methodology/approach The current paper will draw on case studies extracted from Bates et al. (2016), using them to illustrate a number of themes/issues that relate to the support that people with learning disabilities received and needed from staff to develop and maintain relationships. Findings People with learning disabilities continue to experience barriers with regards to relationships. Their rights and choices are not always respected and a climate of risk aversion persists in areas such as sexual relationships. The research highlighted the balancing act staff must engage in to ensure that they remain supportive without being controlling or overprotective of individuals in relationships. Research limitations/implications Professional/support provider views were not included but these could have lent an additional perspective to the issues discussed. Practical implications An increased understanding of human rights entitlements should be encouraged among people with learning disabilities so they know when their freedom is being unlawfully restricted. Sexuality and relationship training would be beneficial for support staff. This could cover a wider range of areas such as contraception and supporting individuals who have experienced sexual/domestic abuse in starting new relationships. Originality/value This paper explores the barriers to relationships from the perspective of people with learning disabilities and offers practical solutions to address them.

scholarly journals Full and equal equality

2018 ◽  
Vol 23 (2) ◽  
pp. 72-77
Author(s):  
Marcus Redley
Keyword(s):  
Learning Disabilities ◽  
Intellectual Disability ◽  
Intellectual Disabilities ◽  
Design Methodology ◽  
Traditional Beliefs ◽  
Persons With Disabilities ◽  
Men And Women ◽  
Content Type ◽  
Adults With Learning Disabilities ◽  
Equal Recognition

Purpose This commentary takes the article, “Participation of adults with learning disabilities in the 2015 United Kingdom General Election”, as a jumping-off point for considering a tension between the aim of full and equal equality for all people with disabilities as set out in the Convention on the Rights of Persons with Disabilities and more traditional beliefs, that on occasion, it is necessary to deny legal autonomy of men and women with intellectual disabilities in order to protect them. The paper aims to discuss these issues. Design/methodology/approach This issue is explored by reviewing the multiple and often conflicting ways in which disability and intellectual disability are conceptualised. Findings Given the multiple and contradictory ways in which both disability and intellectual disability are understood, any discussion of the rights of persons with disabilities is going to be highly problematic. Originality/value Equal recognition before the law and the presumption that all persons with intellectual disabilities can – with support – make autonomous decisions could be treated as an empirical question.

Brick by brick: building up our knowledge base on the abuse of adults with learning disabilities

2014 ◽  
Vol 19 (3) ◽  
pp. 130-133 ◽  
Author(s):  
Michelle McCarthy
Keyword(s):  
Learning Disabilities ◽  
Knowledge Base ◽  
Design Methodology ◽  
Personal Relationships ◽  
Good Thing ◽  
Social Changes ◽  
Sources Of Information ◽  
Content Type ◽  
Adults With Learning Disabilities ◽  
Many Sources

Purpose – The purpose of this paper is to draw readers’ attention to the myriad ways to find out about abuse towards people with learning disabilities. Design/methodology/approach – Whilst acknowledging the continued importance of research studies specifically focused on the topic of abuse, this commentary reviews information about abuse of adults with learning disabilities from other sources, e.g., through service audits, studies on sexual and personal relationships. Findings – Having many sources of information about abuse against people with learning disabilities is a good thing, but there are some problems associated with this. First, some forms of abuse appear to be easier to find out about than others, and second, the difficult question of how the information can be used to improve the lives of people with learning disabilities. Originality/value – This commentary encourages readers to take a broad view of abuse of people with learning disabilities and to use all the knowledge available to support individuals, whilst at the same time demanding social changes.

Correlates of disclosure of non-suicidal self-injury amongst Australian university students

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Sylvanna Mirichlis ◽  
Penelope Hasking ◽  
Stephen P. Lewis ◽  
Mark E. Boyes
Keyword(s):  
University Students ◽  
Lived Experience ◽  
Health Care Professionals ◽  
Help Seeking ◽  
Design Methodology ◽  
Online Surveys ◽  
Self Advocacy ◽  
Content Type ◽  
Self Injury ◽  
Perceived Impact

Purpose Non-suicidal self-injury (NSSI) is associated with psychological disorders and suicidal thoughts and behaviours; disclosure of NSSI can serve as a catalyst for help-seeking and self-advocacy amongst people who have self-injured. This study aims to identify the socio-demographic, NSSI-related, socio-cognitive and socio-emotional correlates of NSSI disclosure. Given elevated rates of NSSI amongst university students, this study aimed to investigate these factors amongst this population. Design/methodology/approach Australian university students (n = 573) completed online surveys; 80.2% had previously disclosed self-injury. Findings NSSI disclosure was associated with having a mental illness diagnosis, intrapersonal NSSI functions, specifically marking distress and anti-dissociation, having physical scars from NSSI, greater perceived impact of NSSI, less expectation that NSSI would result in communication and greater social support from friends and significant others. Originality/value Expanding on previous works in the area, this study incorporated cognitions about NSSI. The ways in which individuals think about the noticeability and impact of their NSSI, and the potential to gain support, are associated with the decision to disclose self-injury. Addressing the way individuals with lived experience consolidate these considerations could facilitate their agency in whether to disclose their NSSI and highlight considerations for health-care professionals working with clients who have lived experience of NSSI.

Commentary on “The experiences of older carers of people with learning disabilities: ‘I just carry on with it’”

2021 ◽  
Vol 26 (1) ◽  
pp. 58-62
Author(s):  
Jan Sunman
Keyword(s):  
Quality Of Life ◽  
Learning Disabilities ◽  
Lived Experiences ◽  
Design Methodology ◽  
Policy And Practice ◽  
Content Type ◽  
The Voice

Purpose The purpose of this paper is to provide a commentary on the article by Rachel Forrester-Jones on the experiences of older carers of people with learning disabilities. Design/methodology/approach The commentary reflects on the themes identified in the original article, comparing its findings to the lived experiences of those taking part in older carers’ projects in Oxfordshire, England. Findings Similar broad themes were identified in both samples. Given these findings, the extent to which matters have changed, since the Valuing People work on older carers is considered. Originality/value The paper discusses policy and practice implications to improve the quality of life of older carers and their families and explores how the voice of older carers can be strengthened to enable them to shape practice and policy.

scholarly journals A commentary on “First-hand experience of accessible information”

2015 ◽  
Vol 20 (2) ◽  
pp. 88-91 ◽  
Author(s):  
Susan Buell
Keyword(s):  
Learning Disabilities ◽  
Product Design ◽  
Design Methodology ◽  
Initial Product ◽  
Building Capacity ◽  
Content Type ◽  
Accessible Information ◽  
Constructing Knowledge ◽  
Attention To Detail

Purpose – The purpose of this paper is to provide a commentary on Mander's paper on people with learning disabilities’ first-hand experience of accessible information. Design/methodology/approach – The commentary reflects on some of the findings presented by Mander and builds on these, with particular emphasis on what it means to understand information. Findings – Everything from initial product design to building capacity and constructing knowledge requires expertise and attention to detail. Originality/value – There are no easy fix solutions to achieving understanding of information for people who have learning disabilities.

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