Making sense of complexity: A qualitative investigation into forensic learning disability nurses’ interpretation of the contribution of personal history to offending behaviour

2020 ◽  
Vol 48 (3) ◽  
pp. 242-250
Author(s):  
Andrew Lovell ◽  
Joanne Skellern
Keyword(s):  
Learning Disability ◽  
Personal History ◽  
Qualitative Investigation ◽  
Making Sense ◽  
Offending Behaviour

Teaching Mathematics to College Students with Mathematics-Related Learning Disabilities: Report from the Classroom

2005 ◽  
Vol 28 (3) ◽  
pp. 205-220 ◽  
Author(s):  
Mary M. Sullivan
Keyword(s):  
College Students ◽  
Learning Disabilities ◽  
Action Research ◽  
General Education ◽  
Learning Disability ◽  
Teaching Mathematics ◽  
Making Sense ◽  
Primary Focus ◽  
Mathematics Course

This article reports on action research that took place in one section of a college general education mathematics course in which all three students who were enrolled had diagnosed learning disabilities related to mathematics. The project emerged in response to a question about performance in a mathematics course in which making sense of mathematics would be a primary focus, explaining one's work would be expected, and discourse among members would be a routine occurrence. Implications for teaching similar courses to students who have a mathematics-related learning disability are discussed.

Treating online inappropriate sexualised behaviour

2016 ◽  
Vol 7 (3) ◽  
pp. 151-160 ◽  
Author(s):  
Robert J. Chandler ◽  
Charlotte Swift ◽  
Wendy Goodman
Keyword(s):  
Social Media ◽  
Learning Disability ◽  
Single Case ◽  
Behavioural Intervention ◽  
Single Case Design ◽  
Content Type ◽  
Cognitive Behavioural ◽  
Offending Behaviour ◽  
Case Design

Purpose The purpose of this paper is to evaluate the use of cognitive behavioural approaches to treat a gentleman with a learning disability who had been reported to the police for allegedly making contact with children using social media in an attempt to initiate a romantic relationship using a single case design. Design/methodology/approach An 11 session cognitive behavioural intervention was employed, comprising of index offence analysis, challenging distorted cognitions related to the offence, developing an internal focus for responsibility and psychoeducation with regards to “staying safe” online. Findings Follow up data demonstrated no improvements in victim empathy, nor in agreement ratings in terms of key cognitions associated with responsibility for offending behaviour. Research limitations/implications Whilst treatment efficacy was not established, this case study raises important questions that go beyond the single case design. Whilst the gentleman reported becoming “safer” in terms of initiating contact with unknown people via social media, this could not be substantiated, and is indicative of the cardinal difficulty of monitoring online recidivism. Generalisability of findings to the wider learning disability population is limited by a single case design. Originality/value This is the first published case study to the authors knowledge to evaluate cognitive behavioural approaches to reduce antisocial internet related behaviour in a forensic learning disability setting. Findings of considered within the context of the concept of minimisation of offending behaviour, the concept of “counterfeit deviance”, and also how best to measure therapeutic change within this population.

Needs Assessment in Forensic Learning Disability

2005 ◽  
Vol 45 (2) ◽  
pp. 147-153 ◽  
Author(s):  
Sue Crossland ◽  
Mick Burns ◽  
Chris Leach ◽  
Patrick Quinn
Keyword(s):  
Needs Assessment ◽  
Learning Disability ◽  
Geographical Area ◽  
Learning Disabled ◽  
Sexual Offences ◽  
Forensic Patients ◽  
The North ◽  
Independent Sector ◽  
Offending Behaviour

This paper gives the results of a needs assessment of a group of learning-disabled forensic patients from two Strategic Health Authority areas in the north of England. The patients were found to be a heterogeneous group with wide-ranging psychiatric needs. The majority were cared for outside their geographical area of origin, either in specialist NHS facilities or the independent sector. Those with an additional diagnosis of mental illness were most likely to be detained in NHS facilities within the region: a diagnosis of personality disorder was associated with placement in either a high secure setting or the independent sector. Individuals with a clinical diagnosis of mental retardation were most likely to be detained in services provided by specialist learning disability/mental health trusts out of area. There was a small group of females who were all placed outside the region. Offending behaviour was most likely to consist of violence against the person, sexual offences and arson. The majority assessed were felt to have long term needs. The study raised important implications for future provision of forensic services in the area, particularly the need to offer services with treatment programmes tailored to the needs of the population under review.

Making sense of brain tumour: A qualitative investigation of personal and social processes of adjustment

2011 ◽  
Vol 21 (1) ◽  
pp. 117-137 ◽  
Author(s):  
Tamara Ownsworth ◽  
Suzanne Chambers ◽  
Anna Hawkes ◽  
David G. Walker ◽  
David Shum
Keyword(s):  
Brain Tumour ◽  
Social Processes ◽  
Qualitative Investigation ◽  
Making Sense

Recognising, assessing and managing offending behaviour in persons with intellectual disability

2005 ◽  
Vol 22 (3) ◽  
pp. 107-112 ◽  
Author(s):  
Peter Leonard ◽  
Sean Shanahan ◽  
John Hillery
Keyword(s):  
Case Report ◽  
Intellectual Disability ◽  
General Population ◽  
Learning Disability ◽  
Disabled Persons ◽  
Forensic Assessment ◽  
Intellectually Disabled ◽  
Disability Service ◽  
Moderate Intellectual Disability ◽  
Offending Behaviour

AbstractThe association between intellectual disability and offending is complex. Recent evidence would suggest that the received wisdom of intellectually disabled persons being more prone to offending is either incorrect or only tells part of the story. Those within the ‘borderline’ intellectual disability range may be more prone to committing sexual and criminal damage offences but those with an IQ less than 50 rarely offend.The offender with intellectual disability shares characteristics with his counterpart from the general population. As with the general population as a whole, offending in this group is often unreported and its recognition is complicated by issues of competence. The lack of validated forensic assessment schedules for this population poses a further challenge. Some general approaches to assessment in this population are discussed. This case report illustrates the difficulties of assessing and managing offending behaviour in an individual with moderate intellectual disability. The challenge of treating offenders with an intellectual disability is immense and requires specialist expertise. Managing such cases in a generic setting is inappropriate and the need for a forensic learning disability service in Ireland is highlighted.

Learning disability and forensic mental healthcare in 19th century Ireland

2008 ◽  
Vol 25 (3) ◽  
pp. 116-118 ◽  
Author(s):  
Brendan D Kelly
Keyword(s):  
Learning Disability ◽  
Medical Records ◽  
Justice System ◽  
Mental Hospital ◽  
Service Providers ◽  
Mental Healthcare ◽  
Lunatic Asylum ◽  
Institutional Experience ◽  
Offending Behaviour ◽  
Huge Challenge

The Irish College of Psychiatrists recently reported that “the needs of people with learning disability and offending behaviour pose a huge challenge to service providers. The vulnerability of people with a learning disability who come into contact with the criminal justice system is well described and noted.” The College noted that “the population with learning disability who offend does not easily fit into existing services” and reported that “the majority of service providers strongly supported the urgent development of a forensic learning disability service.”The challenges presented by individuals with learning disability and offending behaviour are not specific to Ireland or to this period in history. The purpose of the present paper is to explore issues related to learning disability and offending behaviour in 19th- and early 20th-century Ireland.More specifically, this paper presents original, previously unpublished case material from the archival medical records of the Central Mental Hospital, Dublin in order to illustrate specific aspects of the institutional experience of individuals with learning disability who were charged with offending behaviour in nineteenth-century Ireland.The Central Mental Hospital, Dublin was established as the Central Criminal Lunatic Asylum in 1845 under the provisions of the Lunatics Asylums (Ireland) Act (1845). Individuals were to be committed to the Central Criminal Lunatic Asylum if they were declared ‘guilty but insane’ at time of trial or offence, or if they developed mental illness and became difficult to manage while in detention elsewhere. The Central Criminal Lunatic Asylum opened its doors to admissions in 1850 and by 1853 there were 69 male and 40 female inpatients.

Learning disability screening: impact on prison programmes

2020 ◽  
Vol 11 (3) ◽  
pp. 145-158
Author(s):  
Laura Ramsay ◽  
Helen Wakeling ◽  
Rebecca De Lucchi ◽  
Hannah Gilbert
Keyword(s):  
Learning Disability ◽  
Evidence Base ◽  
Screening Tools ◽  
Learning Needs ◽  
Content Type ◽  
Probation Service ◽  
Offending Behaviour ◽  
The Individual ◽  
The Right ◽  
Allocation Decisions

Purpose The purpose of this paper is to examine staff views’ of the usefulness of the Her Majesty’s Prison and Probation Service (HMPPS) screening tools for learning disability and/or learning challenges (LDC) on offending behaviour programme selection and programme participant’s learning experiences. Design/methodology/approach In total, 11 treatment managers (TMs) and 10 programme graduates across 4 prison sites, from a range of HMPPS accredited programmes were interviewed. The interviews were transcribed, analysed and interpreted using Braun and Clarke’s (2006) method of thematic analysis. Findings Overall, TMs found the screening tools useful in aiding programme allocation decisions, particularly, in terms of the triangulated approach and were, in general, using them in line with the guidance. A number of key factors influenced programme allocation decisions, including participant factors, information gathered from a number of sources and from a range of staff and in collaboration with the individual. The importance of being responsive to the needs of the individual was highlighted. Group participants generally felt they were on the right programme according to their needs and found the programmes responsive. Suggestions for further research and improving programme selection are made. Research limitations/implications Data were collected from four prisons, each providing a number of different accredited programmes. Caution is, therefore, needed when generalising the findings. Originality/value This research contributes to ensuring that those with LDC have equality of opportunity in reducing their risk of reoffending through accessing HMPPS accredited offending behaviour programmes most responsive to their learning needs. It also contributes to the growing evidence base about the effective use of LDC screening tools in forensic settings.

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