Textbooks
Explore our diverse range of digital textbooks designed for course adoption and recommended reading at universities and colleges. We publish over 140 textbooks across the social sciences, and an annual subscription to digital textbooks is possible via BUP Digital.
Our content is fully searchable and can be accessed on and off-campus through Shibboleth, OpenAthens or an institutional authenticated IP. For any questions on digital textbook pricing and subscription information, please contact simon.bell@bristol.ac.uk.
We are happy to provide digital samples of any of our coursebooks by completing this form. To see the full collection of all our core textbooks, browse our main website.
Books: Textbooks
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This chapter looks in detail at some of the essential components of an enquiry, whether single or multi-agency, with an emphasis on practical approaches to involve adults and working with other agencies. We revisit the duty of care and the role of escalation in fulfilling this. The vital role of advocacy is considered.
We explore the legal context for adult safeguarding practice, including the central role played in England by the Care Act 2014 in providing a framework for adult safeguarding practice. Other key legal frameworks will also be considered. Finally, we will explore how practitioners can develop ‘legal literacy’
The second edition of this best-selling book provides an essential guide to best practice in adult safeguarding. It has been updated to include recent legislative, guidance and research-based developments and relates them to useful practice examples.
Featuring new support materials and key case studies, it includes:
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a focus on working with marginalised groups under the safeguarding and prevention duties, including ‘transitional’ safeguarding;
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an exploration of best practice in light of changes to national guidance and research;
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findings from a range of Safeguarding Adult Reviews with reflections on the outcomes of two national (England) Safeguarding Review Audits; and
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an expansion of the concepts of professional curiosity and trauma informed/aware approaches.
Students and practitioners are guided to reflect on practice and to extend their skills, knowledge and values to become confident and competent in the complex area of adult safeguarding.
The assessment and management of risk is central to the adult safeguarding process. Risk assessments should be informed by the adult wherever possible, and assessments reviewed according to changes in the level and nature of risk. We consider best practice in carrying out risk assessments in a range of situations and environments, how professional curiosity informs risk assessment and give examples of risk assessment tools.
Decisions made at different points in the adult safeguarding process are explored. Barriers and supports to effective decision making are reviewed, including bias and disagreement. We will look at how some of the organisations involved in adult safeguarding make decisions and what factors and information are used to do this. How do we decide who undertakes the enquiry?
We explore to whom the statutory duty to undertake an enquiry under Section 42 of the Care Act 2014 applies and the challenges faced by different groups in protecting themselves and in claiming the right to protection. We consider what ‘transitional safeguarding’ means. Categories of harm defined in the Care Act statutory guidance are not prescriptive, we look at how these are now expanded to include forced marriage, female genital mutilation or exploitation in terrorist activities, sexual and criminal exploitation. We will examine how each type of harm is defined and how harm may be identified if it is not disclosed. Abuse is considered in community and institutional settings.
We give a brief account of how the European Convention of Human Rights and UN Convention on Rights for Disabled People underpin adult safeguarding practice and describe the legislation that supports human rights. The contemporary government approach to human rights is considered. We explore discriminatory abuse and the impact of discrimination on groups covered by the Equality Act 2010 and people who are ‘multiply disadvantaged’. We give positive examples of how good practice can adhere to each of the six ‘principles of adult safeguarding’. The principles of Making Safeguarding Personal (MSP) are described and its relationship with human rights and anti-oppressive practice examined. Case studies illustrate how practitioners have used MSP approaches in practice.
The structure and purpose of the book are introduced. We consider, what is adult safeguarding? We introduce the statutory principle of well-being and explore how we can fulfil this principle in preventing harm through everyday practice. We ask, ‘what is professional curiosity’ and how do professionally curious practitioners behave? Lastly, we suggest how we can support and develop our practice, beginning with the vital principle of taking care of ourselves.
