159 Critical and Radical Social Work • vol 2 • no 2 • 159–74 • © Policy Press 2014 • #CRSW Print ISSN 2049 8608 • Online ISSN 2049 8675 • http://dx.doi.org/10.1332/204986014X13986987417481 article Out of the shadows: disability movements Roddy Slorach,1 UK firstname.lastname@example.org Britain’s disability movement can be divided into two distinct phases. The first, reaching a peak in the late 1980s to mid-1990s, was seen by its leading activists as a civil rights movement, whereas the second has been a response to the recent and ongoing government spending cuts. The
The Best Interests Assessor (BIA) Practice Handbook is firmly grounded in real-life practice and remains the only textbook focusing directly on the BIA role. Offering clear and practical advice on the legal elements of the role, and the values and practice elements of working within the Deprivation of Liberty Safeguards (DoLS) framework, this is essential reading for BIA students and practitioners.
This fully-updated edition takes account of recent legislative changes, including the planned changes from the Liberty Protection Safeguards (LPS), recent case law and the impact of the COVID-19 pandemic on BIA practice.
Packed with advice on delivering effective, person-centred, rights-driven practice, it includes:
examples of new case law in practice.
Looking forward, the book considers the new context for practice in the Approved Mental Capacity Professional (AMCP) role within the LPS and the potential roles that BIAs might fulfil in this new framework in the future.
Introduction: student involvement in disability initiatives in Canadian social work education As far as the literature suggests, one of the first Canadian examples of a social work faculty–student committee on disability issues was the 1992 formation of such a group at Carleton University, followed by a two-day conference on this topic hosted in Ottawa in June 1993 and the associated creation of a national Persons with Disabilities Caucus within the Canadian Associations of Schools of Social Work (CASSW) in 1993. Alongside disabled and non-disabled faculty
103 Critical and Radical Social Work • vol 1 • no 1 • 103–16 • © Policy Press 2016 • #CRSW Print ISSN 2049 8608 • Online ISSN 2049 8675 • http://dx.doi.org/10.1332/204986016X14528481397877 pioneers of the radical tradition The contribution to the study of learning disability of Jack Tizard Lee Anderson Humber, email@example.com Oxford Brookes University, UK Jack Tizard (1919–79) pioneered the scientific analysis of learning disabilities in the decades following the end of the Second World War. This article provides an overview of his work and
Introduction The term ‘intellectual disability’ is used in the UK interchangeably with ‘learning disability’. Historically, various terms that are now considered pejorative have been used, such as ‘mental handicap’, ‘retardation’, ‘mental sub-normality’, ‘mentally’ or ‘morally defective’, and ‘feebleminded’. These terms reveal the othering and discrimination that people with intellectual disabilities have been subjected to over the years. The current terminology of ‘intellectual disability’ may appear to be less discriminatory; however, it is still based on a
247 Vic Finkelstein, disability rights and lessons for contemporary social work Alan Roulstone, firstname.lastname@example.org University of Leeds, UK On 30 November 2011, veteran disability rights campaigner Vic Finkelstein passed away. In his struggle to develop new ways of thinking about the ‘disability problem’ and solutions to this ‘problem’, his contribution to social work is often forgotten. Although a clinical psychologist, Finkelstein made connections across professional boundaries to develop an all-embracing critique of what became known as the
149 Critical and Radical Social Work • vol 4 • no 2 • 149–67 • © Policy Press 2016 • #CRSW Print ISSN 2049 8608 • Online ISSN 2049 8675 • http://dx.doi.org/10.1332/204986016X14651166264192 Accepted for publication 05 April 2016 • First published online 07 June 2016 article The impact of neoliberal market relations of the production of care on the quantity and quality of support for people with learning disabilities Lee Anderson Humber, email@example.com Liverpool Hope University, UK For 30 years after the Second World War learning disability research and
disabilities, mental illness and acquired brain injury. • Key messages, knowledge review and further reading. Introduction As BIAs we can demonstrate good practice by reflecting on how and why we reach the decisions that we do. That way, when challenged or asked to account for these decisions, we can feel confident in how these decisions were reached. However, we must always be aware of the possibility that conscious or unconscious bias can affect these decisions. Defensible or defensive decision-making: What influences the decisions you make? Many things can influence
the start of the book. We use the term ‘the person’ to mean the person who is being assessed under the Deprivation of Liberty Safeguards (DoLS), called ‘the relevant person’ in the legislation and Code of Practice. We note that there are different approaches to how language reflects the intersection between people and the disabilities they may experience. We recognise that there are powerful cases made for both ‘disabled people’ and ‘people with disabilities’, as examples of these descriptors and preferences regarding this are a personal matter. We have chosen
– including the Mental Capacity Act 2005, the Human Rights Act 1998, perhaps the Care Act and 159 other progressive bits of law – to leverage improvements in people’s living situations. Empowerment entrepreneurs may not know this themselves, but they are the descendants of a rich tradition of social care practitioners who fought to get people out of large institutions and into the community, who are steeped in concepts like ‘person-centred’ support, ‘supported decision- making’, ‘independent living’ (in the disability rights sense), ‘choice and control’ and – if they