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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 rslorach13@gmail.com 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
This much-needed volume fills an overlooked gap in adult safeguarding – the digital arena – in providing a comprehensive overview of policy and practice in supporting vulnerable adults online.
Providing an essential analysis illustrated by recent court rulings and case studies, the authors advocate for the effective support of adults with learning disabilities and/or mental capacity issues in their digital lives without compromising their privacy and participation rights.
The text balances a theoretical exploration of the tensions between participation and protection, legislation, human rights, professional biases and social wrongs. It encourages a critical approach in adopting both a practical and realistic understanding for policy makers, professionals and students in social work, law and adult social care.
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
This is an essential, practical guide to best practice in adult safeguarding which supports students and practitioners to develop the skills, knowledge and ethical awareness to confidently address the challenges of adult safeguarding across a wide range of practice contexts in the UK.
The authors explore the current context of adult safeguarding in the UK, together with the legislation, rights and principles that are the basis of best practice, and with a focus on developments in practice following the implementation of the Care Act (2014).
Practitioners are supported to develop their practice by exploring new research and innovative ways of working within the field, while promoting the importance of learning from experience and building resilience in adult safeguarding work. This book includes:
• helpful case studies and examples of professional decision making from experienced adult safeguarding practitioners;
• top tips and models to enable confident application of knowledge to practice;
• tools for reflection to extend the practitioner’s development.
Best Interests Assessors (BIA) are specialist practitioners with a unique professional identity. This is the first book to consider this complex role in depth, offering practical guidance and exploring its particular challenges in the context of the Mental Capacity Act and Deprivation of Liberty Safeguards legal framework.
How can you work with people who lack capacity to make sure their voice is heard? How can you maintain quality of assessments and decision-making while managing an increasing workload? How do you keep up to date with case law and work out how to apply it to day-to-day practice?
The book answers these questions and many more, allowing you to meet the ever-changing requirements of the role, whilst maintaining professional knowledge, values and ethics in practice, now and in the future. Activities including case studies, legal summaries, decision making activities, CPD support and case law will be welcomed by BIA students, practitioners and others interested in the role.
Social work and social care services should treat older people as citizens with the same humanity and rights as every other citizen. That means services of all kinds engaging older people in a fulfilling, creative life in the mainstream of each community. Informed by a wide international literature, Malcolm Payne, a leading social work author, develops a critical and creative social work practice focused on social inclusion to achieve a high quality of life for all older people and explores how advance care planning allows older people to influence the space they live in and the quality of care that they need, and support at the end of life. He shows how integrated services can provide a secure place for older people, with opportunities for personal development and creativity in their lives and that groupwork should be a crucial part of any service to facilitate mutual support and advocacy for older people and their carers.
This clearly written and well-structured textbook uses case examples and reflective points to illustrate concepts and will be essential reading for all social work students.
This book uses a range of interpretive approaches to reveal the dynamics of service users’ and professionals’ individual experiences and life-worlds. From their research the contributors show how biographical methods can improve theoretical understanding of professional practice, as well as enrich the learning and development of professionals, and promote more meaningful and creative practitioner - service user relationships.
The book:
· reviews applications of biographical methods in both policy and practice in a range of professional contexts, from health and social care to education and employment;
· explores the impact of social change in three main arenas - transformation from Eastern to Western types of society in Europe, major shifts in social and welfare principles, experiences of immigration and of new cultural diversities - on professional practice;
· critically evaluates subjective and reflexive processes in interactions between researchers, practitioners and users of services;
· considers the institutional arrangements and cultural contexts which support effective and sensitive interventions;
· draws on actual projects and tracks reflection, progress and outcomes.
With contributions from leading international experts, it provides a valuable comparative perspective. Researchers, policy analysts and practitioners, postgraduate students, teachers and trainers will find this book a stimulating read.
This myth-busting and question-focused textbook tackles the fascinating and important social and policy issues posed by the challenges and opportunities of ageing.
The unique pedagogical approach recognises the gap between the lives of students and older people, and equips students with the conceptual, analytical and critical tools to understand what it means to grow old and what it means to live in an ageing society.
Features include:
• Myth-busting boxes incorporated into each chapter that unpack the common assumptions and stereotypes about ageing and older people in a clear and striking way;
• A multidisciplinary and issue-focused approach, interspersed with lively examples and vignettes bringing the debates to life;
• Group and self-study activities;
• A comprehensive glossary of key terms.
Answering questions which have arisen over years of longitudinal and systematic research on the social implications of ageing, this lively and engaging textbook provides an essential foundation for students in gerontology, sociology, social policy and related fields.
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, leeandersonhumber@gmail.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
