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Date: November 22, 2024 Fri
Time: 12:15 pm
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Results for learning disabilities
15 results foundAuthor: Talbot, Jenny Title: Identifying and Supporting Prisoners with Learning Difficulties and Learning Disabilities: The Views of Prison Staff Summary: In the U.K., there is a growing concern about the number of people with learning difficulties and learning disabilities who come into contact with the criminal justice system and about how they are identified and whether their needs are met. This research presents the views of prison staff on how prisoners with learning difficulties and learning disabilities are identified and supported at prisons in England and Wales. Details: London: Prison Reform Trust, 2010. 66p. Source: No One Know Programme Year: 2010 Country: United Kingdom URL: Shelf Number: 117871 Keywords: InmatesLearning DisabilitiesPrisoners |
Author: Jacobson, Jessica Title: Vulnerable Defendants in the Criminal Courts: A Review of Provision for Adults and Children Summary: This report examines the treatment of vulnerable defendants within the criminal courts of England and Wales. It is presented in two parts: Part I is concerned with vulnerable adult defendants, particularly those with learning disabilites; Part II is about child defendants -- that is, defendants aged between 10 and 17. The report assesses existing provision for these two groups of vulnerable defendants, and identifies gaps in provision. In addition, the report presents a number of far reaching recommendations. Details: London: Prison Reform Trust, 2009. 68p. Source: Year: 2009 Country: United Kingdom URL: Shelf Number: 117812 Keywords: CourtsDefendantsJuvenile DefendantsLearning Disabilities |
Author: Great Britain. HM Inspectorate of Prisons Title: Disabled Prisoners: A Short Thematic Review on the Care and Support of Prisoners with a Disability Summary: The U.K. National Offender Management Service is now subject to the requirements of the Disability Discrimination Act. It is required to promote disability equality and eliminate unlawful discrimination in all prisons in England and Wales. Disability, as defined in the Act, covers a range of impairments, both physical and mental, including learning disability. This report draws together information from prisoner surveys and inspection reports between 2006 and 2008, together with responses from 82 prison disability liaison officers, to examine how well prisons are currently able to discharge these duties. Details: London: HM Inspectorate of Prisons, 2009. 66p. Source: Internet Resource Year: 2009 Country: United Kingdom URL: Shelf Number: 113775 Keywords: Disability (U.K.)Learning DisabilitiesMental HealthPrisoners (U.K.)Prisons (U.K.) |
Author: McLeod, Rosie Title: Court Experience of Adults With Mental Disabilities and Limited Mental Capacity Summary: In-depth interviews were conducted with people with mental health conditions, learning disabilities and limited mental capacity, who had been victims or witnesses in criminal proceedings, or parties in civil or family law cases. Carers, court staff and other key stakeholders also took part. The report is published in six volumes: 1) Overview and recommendations; 2) Before court; 3) At court; 4) After court; 5)Policy processes, services and practices; and 6)Technical report. Details: London: Ministry of Justice, 2010. 6 vols. Source: Internet Resource: Ministry of Justice Research Series 8/10: Accessed August 19, 2010 at: http://www.justice.gov.uk/publications/court-experiences-adults-mental-health.htm Year: 2010 Country: United Kingdom URL: http://www.justice.gov.uk/publications/court-experiences-adults-mental-health.htm Shelf Number: 118807 Keywords: Criminal Courts (U.K.)Learning DisabilitiesMentally IllVictims of CrimeWitnesses |
Author: Talbot, Jenny Title: Seen and Heard: Supporting Vulnerable Children in the Youth Justice System Summary: It is well established that high numbers of children who come to the attention of UK youth justice services have complex support needs. It is further acknowledged that addressing these needs helps to prevent a range of negative outcomes and reduces reoffending. How staff from youth offending teams (YOTs) identify and support children with particular impairments and difficulties who come to the attention of youth justice services, and what support they receive, was the primary focus of this study. The study shows significant variations between local youth justice services, to the extent that children with impairments and difficulties receive treatment and support as much on the basis of where they live, as on need. Especially concerning was the view, held by most YOT staff, that children with learning disabilities, communication difficulties, mental health problems, ADHD, and low levels of literacy who offend were more likely than children without such impairments to receive a custodial sentence. Although the overall picture from this study was mixed there were many examples where the support needs of children were being identified and met; where youth justice programmes and activities were being thoughtfully and skilfully adapted to include children, and where routine training and support for YOT staff took place. Details: London: Prison Reform Trust, 2010. 92p. Source: Internet Resource: Accessed November 27, 2010 at: http://www.prisonreformtrust.org.uk/uploads/documents/SeenandHeardFINAL.pdf Year: 2010 Country: United Kingdom URL: http://www.prisonreformtrust.org.uk/uploads/documents/SeenandHeardFINAL.pdf Shelf Number: 120291 Keywords: Juvenile Justice SystemsJuvenile OffendersLearning DisabilitiesMental Health Services |
Author: Haines, A. Title: Evaluation of the Youth Justice Liaison and Diversion (YJLD) Pilot Scheme: Final Report Summary: In 2007 the Department commissioned a pilot programme of six pilot schemes for improvement in health provision within the youth justice system and provision of help for children and young people Getting it right for children, young people and families with a range of health needs including mental health and developmental problems, speech and communication difficulties, learning disabilities. These young people were screened for health needs, supported into services, and where possible diverted away from the formal youth justice system. The pilot programme was managed in partnership with the Centre for Mental Health and pilot schemes were based in Lewisham, Halton and Warrington, Peterborough, Royal Borough of Kensington and Chelesa, South Tees and Wolverhampton. Liverpool University was commissioned to produce an independent academic evaluation of the pilots, to measure their effectiveness in improving health and reduce offending behaviour. The final report, published in March 2012, will inform the National Liaison and Diversion Programme, as part of the Government’s commitment, to ensure that liaison and diversion services for all ages should be available on a national basis from 2014. Details: Liverpool, U.K.: University of Liverpool, 2012. 201p. Source: Internet Resource: Accessed March 21, 2012 at: http://www.dh.gov.uk/prod_consum_dh/groups/dh_digitalassets/@dh/@en/documents/digitalasset/dh_133007.pdf Year: 2012 Country: United Kingdom URL: http://www.dh.gov.uk/prod_consum_dh/groups/dh_digitalassets/@dh/@en/documents/digitalasset/dh_133007.pdf Shelf Number: 124627 Keywords: Juvenile DiversionJuvenile Offenders (U.K.)Learning DisabilitiesMental Health Services |
Author: Anderson, Sarah Title: Big Diversion Project Current State Analysis of Diversion Services in the North East Region – Final Report Summary: This report forms part of the North East’s Big Diversion Project. It outlines findings from an analysis of current regional provision of ‘diversion’ services for those with mental health problems or learning disabilities. As well as the six Criminal Justice Liaison and Diversion (CJLD) in the region, the research also considered a range of other practice and provision for the identification and support of those with mental health problems or learning disabilities across the criminal justice pathway. Research involved interviews with regional stakeholders and national experts, focus groups, surveys and an analysis of documentary evidence and available data. Regional provision and key issues are mapped across the criminal justice pathway and overarching themes for service development were identified. CJLD services need to extend their coverage geographically, across the pathway and in terms of operational hours. They need to provide a broader response by opening up care pathways into a wider range of services. Courts need increased support and information from CJLD services to inform decision making. Responses to mental health crisis in the community require improvement through improved joint working between police and health agencies. There is poor awareness of service provision and referral pathways among a range of agencies. Data collection and monitoring requires significant improvement to inform service development. Finally, responses to learning disability, autism and related conditions need to be improved across the criminal justice pathway. The research also maps regional provision for service user involvement across a range of services that might be utilised in forthcoming work and a financial analysis of the potential impact of particular service changes is provided. Details: London: Revolving Doors Agency, 2012. 243p. Source: Internet Resource: Accessed June 29, 2012 at: http://www.revolving-doors.org.uk/documents/final-report-bdp/ Year: 2012 Country: United Kingdom URL: http://www.revolving-doors.org.uk/documents/final-report-bdp/ Shelf Number: 125334 Keywords: Diversion from the Criminal Justice SystemLearning DisabilitiesMental Health ServicesMentally Ill Offenders (U.K.) |
Author: Kilsby, Mark Title: Independent Evaluation of the Vulnerable Learners Apprenticeship Project Summary: The Vulnerable Learner Apprenticeship Project (VLP) is a pilot funded through Kent County Council (KCC) focussing on early intervention for 4 groups of vulnerable people aged 16 to 24 years, considered ‘NEET’. The cohorts are i) Young Parents ii) Young People with Learning and/or Physical Disabilities and/or Mental Health Issues iii) Young Offenders iv) Looked After Children Leaving Care. The VLP intervention aimed to enable 20 young people from each group to access local apprenticeship opportunities and help them to engage/re-engage more fully in the labour market. KCC paid the salary of each young person (£105pw) for 12 months with the support of local specialist teams. Ten Training Providers delivered the assessment and training aspects of the apprenticeships. This evaluation covers the progress of the project for the first 19 months from September 1st 2010 to March 31st 2012. Details: Cardiff: Kilsby/Allan Consulting, 2012. 61p. Source: Internet Resource: Accessed September 4, 2012 at: http://base-uk.org/sites/base-uk.org/files/knowledge/Evaluation%20of%20the%20Vulnerable%20Learner%20Apprenticeship%20Project/final_vlp_eval_july2012.pdf Year: 2012 Country: United Kingdom URL: http://base-uk.org/sites/base-uk.org/files/knowledge/Evaluation%20of%20the%20Vulnerable%20Learner%20Apprenticeship%20Project/final_vlp_eval_july2012.pdf Shelf Number: 126239 Keywords: Ex-OffendersLearning DisabilitiesPrisoner Reentry (U.K.)Young Adult Offenders |
Author: Newman, Robert Title: Turning Young Lives Around: How health and justice services can respond to children with mental health problems and learning disabilities who offend Summary: Children in the UK who offend - the facts: • 85,300 children were supervised by Youth Offending Teams in 2010/11, a reduction of 20% from 2009/10 • Around 25% of children who offend have very low IQs of less than 70 • 43% of children on community orders have emotional and mental health needs, and the prevalence amongst children in custody is much higher • 60% of children who offend have communication difficulties and, of this group, around half have poor or very poor communication skills • Around 33% of all children accessing local drug and substance misuse services are referred from the youth justice system • 27% of children and young people who offend are not in full time education, training or employment at the end of their period of youth justice supervision. This briefing paper seeks to encourage effective joint working between Health and Wellbeing Boards and youth justice services, in particular, to ensure that local strategies reflect the needs of children and young people who offend, especially those with mental health problems and learning disabilities. It outlines a practical action agenda and provides examples of good practice to help turn these young lives around. Details: London: Prison Reform Trust, 2013. 32p. Source: Internet Resource: Briefing Paper: Accessed March 1, 2013 at: http://www.prisonreformtrust.org.uk/Portals/0/Documents/turningyounglivesaroundFINAL.pdf Year: 2013 Country: United Kingdom URL: http://www.prisonreformtrust.org.uk/Portals/0/Documents/turningyounglivesaroundFINAL.pdf Shelf Number: 127753 Keywords: Delinquency PreventionJuvenile Offenders (U.K.)Learning DisabilitiesMental Health Services |
Author: Hassiotis, A.A Title: Behavioural and Cognitive-Behavioural Interventions for Outwardly-Directed Aggressive Behaviour in People with Learning Disabilities (Review) Summary: Challenging behaviour is a significant cause of social exclusion for people with learning disabilities. ('Learning disabilities' is also known as ' intellectual disabilities'). There is no firm evidence as yet about which interventions help people with learning disabilities most with their challenging behaviour. In this review we assess the efficacy of behavioural and cognitive behavioural interventions for a specific type of challenging or 'problem' behaviour, that is, outwardly-directed aggression. Details: Cochrane Database of Systematic Reviews, 2008. Issue 4. 47p. Source: Internet Resource: Accessed March 19, 2014 at: http://onlinelibrary.wiley.com/doi/10.1002/14651858.CD003406.pub3/pdf Year: 2008 Country: International URL: http://onlinelibrary.wiley.com/doi/10.1002/14651858.CD003406.pub3/pdf Shelf Number: 131970 Keywords: AggressionDisabilityIntellectual DisabilitiesLearning Disabilities |
Author: Ashman, Lorraine L.M. Title: Interventions for Learning Disabled Sex Offenders (Review) Summary: Sex offending is of increasing public concern with calls for longer terms of imprisonment and closer supervision of such offenders in the community. Currently a variety of treatment approaches are used including medication and talking therapies, though little is known about their success rates. The small group of sex offenders with learning disabilities pose a particular challenge as talking therapies need to be modified to account for the offender’s limited understanding. We could find no randomised controlled trial evidence to guide us in the treatment of learning disabled sex offenders. Details: Cochrane Database of Systematic Reviews, 2008, Issue 1. 19p. Source: Internet Resource: Accessed March 19, 2014 at: http://onlinelibrary.wiley.com/doi/10.1002/14651858.CD003682.pub2/pdf Year: 2008 Country: International URL: http://onlinelibrary.wiley.com/doi/10.1002/14651858.CD003682.pub2/pdf Shelf Number: 131975 Keywords: Learning DisabilitiesSex Offender Treatment Sex Offenders |
Author: Great Britain. Her Majesty's Inspectorate of Probation Title: A joint inspection of the treatment of offenders with learning disabilities within the criminal justice system Summary: The needs of many people with learning disabilities are going unnoticed when they are arrested by police, go to court and are sentenced, according to independent inspectors. They have published a report of a joint inspection into people with learning disabilities within the criminal justice system which said their needs should be recognised and addressed. The report, 'A joint inspection of the treatment of offenders with learning disabilities within the criminal justice system: phase 1 from arrest to sentence', reflects the findings of HM Inspectorate of Probation, HM Inspectorate of Constabulary, HM Crown Prosecution Service Inspectorate and the Care Quality Commission. The inspection covered activity at police stations, the prosecution and court process, pre-sentence report preparation and the assessment and planning undertaken at the start of the community order An accurate estimate of the number of people with learning disabilities within the criminal justice system is impossible because of poor interpretations, about what constitutes a learning disability and a failure to properly identify and record this issue by all the key agencies at all points in the criminal justice process. The specific findings of this inspection are to a great extent a manifestation of these problems of definition and identification. As a result, the needs of offenders with learning disabilities are often overlooked and, although there were some pockets of good practice and examples of practitioners 'going the extra mile' to ensure that these offenders received the support and treatment they needed, examples of good practice were the exception rather than the norm. Offenders with learning disabilities were not always afforded the level of service appropriate to the risk of harm they presented or their needs. Problems included a failure to recognise a learning disability, and failure to refer the offender to specialist services for assessment. We regularly found an absence of access to specialist support that would address their offending behaviour and manage the risk of harm posed to the public. We were particularly concerned to find that the processes, absence of services or a simple lack of knowledge and training often led to offenders with a learning disability being perceived as a problem to be processed, rather than an individual with particular needs requiring individual treatment. Specific findings Police custody Contact with the police is the first stage in the criminal justice system and for the majority of offenders with learning difficulties provides the first opportunity to assess their needs. Identification of learning disabilities by police custody staff is based on a combination of judgement drawn from experience, a risk assessment that does not specifically examine learning disabilities and the availability of historical information held on police systems. Risk assessment processes normally consisted of asking the detainee a series of set questions on arrival in custody. Questions regarding learning disabilities were usually general about whether the detainee had any problems with reading or writing or any mental health problems. Problems identifying learning disabilities were compounded by the physical layout of custody units. The custody facilities we saw were mainly open plan units, which afforded little privacy for detainees and reduced the likelihood of them disclosing a learning disability. We found a variety of Appropriate Adult schemes in the police forces visited; some were run by charities whilst others relied on adult social care services or commercial provision. Police forces are individually responsible for the arrangement of Appropriate Adult services, with no statutory obligation on any agency to provide them. In some areas custody sergeants said Appropriate Adults were not always available to assist with cases. Only one of the police forces we visited had a mechanism to divert offenders from custody before arrest on the grounds of identified mental health problems or a learning disability. A Community Psychiatric Nurse worked alongside officers responding to reported incidents involving people with mental health or learning difficulties, and could access medical histories and services to divert suspects away from arrest where this was appropriate. In the other areas, diversion schemes were implemented within the court building rather than before or at arrest. Earlier interventions might have avoided the need for a costly and stressful court process in some cases. Details: London: Criminal Justice Joint Inspection, 2014. 41p. Source: Internet Resource: Accessed April 20, 2015 at: http://www.pwd.org.au/documents/pubs/adjc/2014-Jan-LearningDisabilities.pdf Year: 2014 Country: United Kingdom URL: http://www.pwd.org.au/documents/pubs/adjc/2014-Jan-LearningDisabilities.pdf Shelf Number: 135279 Keywords: Learning DisabilitiesLearning Disabled Offenders (U.K.)Offender Treatment Programs |
Author: McConnell, Polly Title: Mental Health and Learning Disabilities in the Criminal Courts: Information for magistrates, district judges and court staff Summary: In his review into people with mental health conditions or learning disabilities in the criminal justice system, Lord Bradley highlighted the importance of mental health and learning disability awareness training for criminal justice staff including members of the judiciary. The Magistrates' Association supports this need for information and training. This resource has been produced primarily for magistrates. It is also useful for district judges, legal advisers and ushers. It provides information about some of the common characteristics of mental health conditions and learning disabilities, and highlights how members of the judiciary and court staff might deal with adult defendants with these conditions. Members of the judiciary and court staff are not expected to diagnose mental health conditions or learning disabilities, neither is it their role to provide welfare services to defendants. They do, however, have a responsibility to raise concerns about defendants who they think might be vulnerable. This resource provides an overview of the signs to be aware of that may indicate that someone has a mental health condition or a learning disability. Having a feeling that 'something isn't quite right', or thinking that a defendant is behaving oddly, is enough justification to ask for more information about that defendant. Asking for more information about a defendant can happen at any point during court proceedings. All defendants have the right to a fair trial. There are some defendants who are vulnerable and might need additional support. This could be due to their age or developmental immaturity, for example, child defendants, or due to particular conditions such as learning disabilities and mental health conditions. The Consolidated Criminal Practice Direction (CCPD) (2011) Treatment of vulnerable defendants notes that: 'children and young persons under 18 or adults who suffer from a mental disorder within the meaning of the Mental Health Act 1983 or who have any other significant impairment of intelligence and social function .. are referred to collectively as 'vulnerable defendants'. People with mental health conditions or learning disabilities are not homogenous groups with identical experiences and needs. They are individuals with a wide range of different life experiences, strengths, weaknesses and support needs. Many, however, will share some common characteristics, which might make them especially vulnerable in court. People can experience mild to severe conditions and this will affect the level of support they might need. This resource draws on prevalence data from different research studies, all of which produced statistically significant results. Nonetheless, they show some differences, largely due to different research methodologies. Despite these variations, it is clear that high numbers of people with mental health conditions and learning disabilities routinely appear in the criminal courts. The primary focus of this resource is vulnerable adult defendants. However, much of what is covered will apply also to child defendants and vulnerable witnesses in the criminal court. Details: London: Prison Reform Trust, 2013. 56p. Source: Internet Resource: accessed August 22, 2017 at: http://www.mhldcc.org.uk/media/493/rmi_prt_mhldcc_sept2013.pdf Year: 2013 Country: United Kingdom URL: http://www.mhldcc.org.uk/media/493/rmi_prt_mhldcc_sept2013.pdf Shelf Number: 131716 Keywords: Criminal CourtsLearning DisabilitiesMentally Disabled PersonsMentally Ill OffendersMentally Ill Persons |
Author: Hollomotz, Andrea Title: Behaviour that Challenges: Planning services for people with learning disabilities and/or autism who sexually offend Summary: There are people with learning disabilities and/ or autism in every community, some of whom will engage in sexually offending and risky behaviour. Already a highly marginalised group, many will themselves be at risk of exploitation and abuse. Several local, regional and national authorities and multi-agency partnerships have overlapping responsibilities for their health and wellbeing - whether as a statutory duty or because supporting people who are vulnerable is integral to their role. The array of support agencies can be confusing and hard to access - both for individuals with learning disabilities and/ or autism and family members seeking help on their behalf. Early intervention and support can improve outcomes for the individuals themselves, make communities safer and reduce the number of victims, and lessen the high cost of crisis intervention. This briefing paper sets out the case for change: it draws on presentations and discussions from a seminar we held in May 2017. It includes practice examples and suggests practical ways forward and makes recommendations to improve outcomes for some of the most vulnerable citizens in our society. Details: London: Economic and Social Research Council; Prison Reform Trust, 2018. 40p. Source: Internet Resource: Accessed April 26, 2018 at: http://adaptingtreatment.com/files/2018/03/Behaviour-that-challenges.pdf Year: 2018 Country: United Kingdom URL: http://adaptingtreatment.com/files/2018/03/Behaviour-that-challenges.pdf Shelf Number: 149897 Keywords: AutismDevelopmental DisabilitiesDisabled PersonsLearning DisabilitiesSex Offender TreatmentSex Offenders |
Author: Franklin, Anita Title: Unprotected, overprotected: meeting the needs of young people with learning disabilities who experience, or are at risk of sexual exploitation Summary: This UK-wide research study was commissioned by Comic Relief and addresses a significant gap in current understanding of the sexual exploitation of children and young people with learning disabilities. This report outlines the research findings and is one of a number of products of the study. These include: - an executive summary - an easy-read summary of the report - a practice guide - nation-specific briefing papers. Welsh language versions of the report and practice guide are also available. All of the above can be downloaded from www.barnardos.org.uk/cse-learningdisabilities The report is organised in distinct chapters, which present: - the background to the research, the methodology and sample - the policy context across the four nations of the UK and current available literature on the sexual exploitation of young people with learning disabilities - the research findings - discussion of the findings - evidence-based recommendations for policy and practice. 1.1 Aims of the research This exploratory research study aimed to increase understanding of how to meet the needs of children and young people with learning disabilities who experience, or are at risk of, child sexual exploitation (CSE). Specifically, the research undertook to: 1. scope and detail current provision (including the scale of intervention work around CSE with children and young people with learning disabilities) 2. explore the views of practitioners, managers and local and national policymakers around practice, looking into both enablers of and barriers to good practice 3. understand the needs of children and young people with learning disabilities who experience CSE, and gather their views on current practice 4. identify gaps in policy, provision, evidence and research 5. generate evidence-based recommendations for future developments in this area of work. Details: London: Barnardo's, 2015. 148p. Source: Internet Resource: Accessed May 15, 2019 at: http://www.barnardos.org.uk/cse_learning_and_disability_report_2015a.pdf Year: 2015 Country: United Kingdom URL: http://www.barnardos.org.uk/cse_learning_and_disability_report_2015a.pdf Shelf Number: 155859 Keywords: Child Sexual Abuse Child Sexual Exploitation Learning Disabilities |