‘Cruel and unusual punishment’: an inter-jurisdictional study of the criminalisation of young people with complex support needs

Although several criminologists and social scientists have drawn attention to the high rates of mental and cognitive disability amongst populations of young people embroiled in youth justice systems, less attention has been paid to the ways in which young people with disability are disproportionately exposed to processes of criminalisation and how the same processes serve to further disable them. In this paper, we aim to make a contribution towards filling this gap by drawing upon qualitative findings from the Comparative Youth Penality Project – an empirical inter-jurisdictional study of youth justice and penality in England and Wales and in four Australian states. We build on, integrate and extend theoretical perspectives from critical disability studies and from critical criminology to examine the presence of, and responses to, socio-economically disadvantaged young people with multiple disabilities (complex support needs) in youth justice systems in our selected jurisdictions. Four key findings emerge from our research pertaining to: (i) the criminalisation of disability and disadvantage; (ii) the management of children and young people with disabilities by youth justice agencies; (iii) the significance of early and holistic responses for children and young people with complex support needs; and (iv) the inadequate nature of community based support.     

Children's experiences of disability: pointers to a social model of childhood disability

The social model of disability has paid little attention to disabled children, with few attempts to explore how far it provides an adequate explanatory framework for their experiences. This paper reports findings from a two-year study exploring the lived experiences of 26 disabled children aged 7-15. They experienced disability in four ways—in terms of impairment, difference, other people's behaviour towards them, and material barriers. Most young people presented themselves as similar to non-disabled children: it is suggested they may have lacked a positive language with which to discuss difference. It is further argued that Thomas's (1999) social relational model of disability can help inform understandings of children's experiences, with 'barriers to being' having particular significance.     

Constructing ‘disability’ in Myanmar: teachers,community stakeholders,and the complexity of disability models

This article explores Myanmar teachers’ and community stakeholders’ constructions of disability. We examine how various religious perspectives – particularly Buddhism – inform and shape understandings of impairment and how these beliefs intersect with a strongly medicalised construction of disability. However, in our discussion and exploration of the responses, we also found that the notion of two primary disability ‘models’ – namely the medical model and the social model – lack nuance, complexity, and socio-cultural consideration. Through examining teachers’ and community members’ perspectives of disability in Myanmar, we highlight the importance of socio-cultural variance in understanding local constructions of disability.     

Race scholarship “with,by, and for” children: How critical youth studies can inform research on race

Children's perspectives on race and their own racialized experiences are often overlooked in traditional social scientific race scholarship. From psychological and child development studies of racial identity formation, to social psychological survey research on children's racial attitudes, to sociological research conducted on children in order to quantify racially disproportionate child outcomes, the unique perspectives of young people are often marginalized. I explore some of the key themes in existing sociological and psychological research involving race and young people and demonstrate the important contributions of this expansive body of scholarship but also highlight limitations. I argue that when it comes specifically to the sociological study of young people and race, much can be learned from an emerging field known as “critical youth studies.” Further, I argue that more research on race that, as Kate Telleczek (2014, p. 16) describes, is “with, by, and for” young people, grounded in the epistemological and methodological tenants of critical youth studies, can lead to new sociological understandings of race and childhood, serve to inform public policies and practices intended to improve children's lives, and provide a platform for young people to express their own concerns and ideas about the racialized society in which they live.     

Disability and Chronic Illness Identity: Interviews with Lesbians and Bisexual Women and Their Partners

Disability rights activists and cultural workers are articulating disability identity and culture. Through interviews with lesbians and bisexual women with disabilities or chronic illnesses and their partners, the present study examined disability/chronic illness identity on the level of individual, couple, and community. Participants shared differing perspectives about how disability/chronic illness identity relates to other aspects of identity, and about whether disability/chronic illness identity is fluid or constant. They described several challenges they have encountered in developing disability/chronic illness identity. Couples talked about developing boundaries and balance in their relationships, and about how disability or chronic illness has strengthened their relationships. A number of participants spoke about identity as intimately linked with community. Implications for community building are discussed.     

Disability terminology and the emergence of ‘diffability’ in Indonesia

The labelling of disabilities in Indonesian society and legislation has changed over time. More recently, the grassroots has used the term difabel to allude to the conceptualisation of ‘differently able’. The persistence of the grassroots in defending the term difabel, while in the UNCRPD ratification era the elites have turned to using disabilitas, alerts us to the power of labels and the role they play. This article provides a critique of the issue of language and the labelling of people with impairments and how it influences the paradigm of policy and service responses, and thereby the future role of differently able people. Given the background on the evolved disability terminology, this article suggests that difabel should also be adopted into broader English usage (i.e. ‘diffability’). Such a term provides a more positive characterisation of people with impairments and reminds us of the importance of emphasising abilities and acknowledging differences.     

Gender and Disability in Male‐Dominated Occupations: A Social Relational Model

Evidence from male‐dominated sectors points to high levels of disability and the disabling nature of working environments. However, research of this nature assumes a medical model of disability that does not account for the social construction of disability or the lived experiences of disabled employees. Using data from seven focus groups (n = 44) and semi‐structured interviews with professional transport employees with life‐long hidden ‘impairments’, including dyslexia, dyscalculia, dyspraxia, ADD/ADHD and Asperger syndrome (n = 22), this paper explores the lived experiences of men and women working in a sector traditionally dominated by men, the transport industry. Key themes include homosociality, public–private divide and the impact of changing work practices. Further, the data revealed how those with hidden ‘impairments’ in part construct their identities in relation to both non‐disabled colleagues and those considered stereotypically representing disability (wheelchair users). This study furthers understandings of the relationality of gender and disability in the workplace, and the lived experiences of disabled employees.     

Examining concepts of power and agency in research with young people

Concepts of power and agency have become increasingly prominent in the youth studies literatures and related research. A focus of the research to date has been an examination of how a better understanding of young people's lived experiences can reveal possibilities for young people's agency to emerge. Despite increased interest in the term agency, much less has been said about how the concept is defined and recognized in research with young people, including what the concept may entail but crucially, how the term is linked to and underpinned by the related concept of power. This paper seeks to contribute to our understanding of power and agency as utilized in research with young people. The discussion that follows identifies the possible ways in which different theoretical positions shape our understanding of how power and agency are investigated and how these understandings inform the ways we interpret young people's perspectives and actions as holding potential for ‘agency’. Drawing on recent empirical examples, we consider how varying interpretations of power and/or agency shape not only the ways in which young people's agentic experiences are theorized (and the related ontological and epistemological assumptions these positions imply) but also the presumed effects of that agency.     

Public Documents and Legislation: The South Australian Juvenile Courts Act, 1971, and Community Welfare Act, 1972

Abstract

This study of social work practice and disability follows the history of two fields of disability: mental illness and intellectual disability. Of particular interest are two key policy influences in the disability sector, deinstitutionalisation and normalisation. The extent to which deinstitutionalisation and normalisation have brought real benefit to people with disabilities is examined from social workers' perspectives. The implementation of these policies and practices on the daily work of social workers is discussed. This research indicates that social work practice in these two fields involves significantly different foci and approach. The study found that the similarities and differences between the two fields of practice are influenced by the historical and contemporary developments in the care and control of people with disabilities.     

Doing Disability: Disability Formations in the Search for Work*

Disability theorists have spent much time discussing how disability is defined. The theoretical roots for these debates reside in the medical, structural, and minority models of disability. The medical model views disability as equivalent to a functional impairment; the minority model sees a lack of equal rights as a primary impediment to social equality between able and disabled populations; and the structural model looks to environmental factors as the cause of disability. While debates over how to define disability are informative, there is currently an insufficient amount of empirical research looking at how people come to identify themselves as having a disability. Rather than focus on how disability is (or should be) defined, herein we look at how disability identities are constructed as people search for work. We show that people's interactions with employers and employment agencies have important influences on how disability identities are constructed. We borrow from the “doing gender” and “racial formations” paradigms to introduce an interactive approach to looking at how disability identities are constructed. We introduce the concept of disability formation to highlight how disability identities are continually negotiated through interactions with employment agencies and employers. Our findings are based on focus groups with 58 people who self‐identified as having a disability and were working or searching for work.     

Research and Disability in a Local Community

This paper describes a study of the experience of disability in a local community. The study unfolded within a carefully constructed and collaborative framework, so that the people in whose interests the study was focused could inform its process, and take opportunities to benefit from it and each other. Outcomes included the establishment of a local support group, a family support project involving the University and the local community, and considerably developed understandings of neighbourhood support and the experiences of disability, most specifically from the point of view of carers. Finally, a model of community support service was proposed. In conclusion, the paper highlights the processes of local collaboration and research. It describes research in which the actions taken and proposed to improve local supports were informed by the ongoing processes of research, and in turn the research process itself was informed by the local experiences of participants.     

Having a say in health: involving young people with a chronic illness or physical disability in local health services development

Increasing attention is being paid to involving users in local NHS service development, and to involving young people as users in their own right. However, we know little about the views and experiences of young participants, especially those with a chronic illness or physical disability, which could inform more effective approaches to their involvement. The paper reports on research investigating the views of young patients and staff who have taken part in NHS service development projects, and suggests a range of issues for consideration when involving young patients in future. Copyright © 2002 John Wiley & Sons, Ltd.     

‘Stuck In The Middle With You’: Towards Enabling Social Work with Disabled People

This article explores progress to date in embedding enabling social work understandings and practices with disabled people by reviewing the UK social work curriculum. Based on these observations and the ideas from UK disability studies, it will offer possible solutions or at least better pathways to enabling practice with disabled people. As Meekosha has pointed out in a global context, to date social work has been experienced as an ambivalent practice [Meekosha, H. & Dowse, L. (2007) ‘Integrating critical disability studies into social work education and practice: an Australian perspective’, Practice, vol. 19, no. 3, pp. 59–72], often both enabling and disabling; an intervention that can both lock and unlock resources, and challenge and reaffirm traditional notions of the ‘disability problem’ [Finkelstein, V. (1993) ‘Disability: A Social Challenge or an Administrative Responsibility?’, in Disabiling Barriers ‐ Enabling Environments, eds J. Swain, V. Finkelstein, S. French and M. Oliver, Sage Publications in association with the Open University, London]. Social work also has the potential to both challenge, but also be an (inadvertent) apologist for contemporary social support and welfare systems. Indeed it is clear that social work as a profession and social care as a policy area have been the poor relations of healthcare and health professions [King's Fund (2011) Social Care Funding and the NHS: An Impending Crisis?, King's Fund, London]. Viewed anthropologically, social work remains a largely non-disabled workforce ‘ministering’ to disabled clients (BCODP, 1997). This might reinforce the perception of ‘us and them’ in some social work encounters. As Paul Longmore questioned, can we begin to go ‘beyond affliction’ (2003) in our work with disabled people? Can social work help support the collective struggles of disabled people or is their role inevitably to reinforce that of individual(ised) clients?

The development of the personalisation agenda and self-directed support is clearly welcome in this context [DoH (2006) Our Health, Our Care, Our Say: A New Direction for Community Services, Department of Health, London; DoH (2007) Independence, Choice and Risk: A Guide to Best Practice in Supported Decision-Making, Department of Health, London; DoH (2009) Personalisation of Social Care Services, Department of Health, London]. Such developments reflect the changing service user–professional relationship. The temptation to see these developments as the icing on the social support cake needs, however, to be resisted. Arguably, with the increased rationing of social support, the continued role of social workers in assessment and monitoring of support could be seen to require a yet more reflexive and enabling professional education and training in an age of austerity, one where previously supported disabled people are being told that their needs can no longer be met.     

“No Place Like Home?”

Abstract

The concept of “home” is subject to individual interpretations; a “home” may be conceived of as a physical space, such as a building/house, a geographical space such as a street, a town or a community, or a place where meaningful social relationships and/or kinship are fostered. Consider, then, what would happen to our understandings of “home” if seen from the perspectives of young people that are “home-less” and estranged from their families and kin groups, sometimes due to their sexual orientation. This article presents results from a research project conducted together with Kentish homelessness charity Porchlight. The aim of the research is to formulate an understanding of the lived realities of homeless LGBT (lesbian, gay, bisexual, transgender) youth (ages 16–25). Young people who identify as LGB or T are often victims of hate crime, bullying, harassment, violence, oppression, discrimination, and social exclusion in the home, in schools, and in the community at large. In many cases, these factors can contribute to alienation from the family home and subsequently result in homelessness. Here, I look specifically at how young people experience home and homelessness in relation to kin and social relationships, and drawing from anthropological literature on “the house”, “home”, kinship and “liminality”, I consider how these concepts can better inform our understanding of LGBT youth homelessness.     

Locating Self-advocacy in Models of Disability: understanding disability in the support of self-advocates with learning difficulties

Recent appraisals of self-advocacy groups of people with learning difficulties have tended to focus on the constitutional and structural facets of groups whilst failing to explicitly engage with disability theory. This paper explores different understandings of disability and examines how these are or can be implicated in the self-advocacy movement. First, the effects of the dominant individual or personal tragedy model of disability on self-advocacy will be examined with reference to the advisor's position. It is argued that if advisors hold such understandings of disability then they threaten to stifle the selfdetermination of self-advocates. Secondly, self-advocacy framed in terms of the alternative social model of disability will be presented. It is argued with reference to the advisor's role that self-advocacy is best understood and practised when it is grounded in this persuasion. Here, the views of self-advocates themselves are called upon. Finally, understanding self-advocacy in terms of the social model is taken further. It is suggested that self-advocates themselves directly challenge dominant understandings of disability in general and can contribute to the formulation of a social theory of disability.     

“We Don’t Have Bullying,But We Have Drama”: Understandings of Bullying and Related Constructs Within the Social Milieu of a U.S. High School

The purpose of this study was to explore students’ and staff members’ understandings of bullying and related social constructs within a U.S. high school. Students (N = 84) participated in interviews and focus groups; students (N = 797) and staff members (N = 77) completed surveys. The qualitative data were analyzed using a grounded theory approach, and the findings were used to inform the development of survey items, which were analyzed using a one-way ANOVA. Findings from both components of the study were merged during interpretation. Results suggest that the school’s social environment reflects a complicated milieu in which it is difficult to apply a research definition of bullying to problematic student social interactions. A theoretical model of how conflict, drama, aggression, and bullying are related is proposed.     

‘We do not have chiefs who are disabled’: disability,development and culture in a continuing complex emergency

In 2011 The World Health Organization declared disability an international development priority. Yet disability and disabled people are barely visible in the Millennium Development Goals. Exploring disabled people’s involvement in development processes in Binga District, Zimbabwe, this article: illuminates the impact of cultural beliefs about disability that systematically exclude disabled people from development initiatives; assesses the strengths and limitations of the capability approach for theorising disability; and considers the role of (u)buntu, a philosophy based on human relatedness and interdependence, in promoting justice for disabled people in sub-Saharan Africa.     

Effects of crisis efficacy on intentions to follow directives during crisis

Self-efficacy has consistently been a useful predictor of behavioral intentions as a construct in many theories; yet, its role in audience adherence to instructing information during crisis is relatively unexplored. A national survey (N = 454) examines self-efficacy in public response to crisis directives and develops the concept of crisis efficacy as an important area for future research. In three crisis contexts (food-borne illness, weather emergency, and public health disease threat), crisis efficacy, along with several demographics, significantly predicted public response to instructing information. Crisis efficacy emerges as a construct with great potential to inform message design in crisis communication.     

Rights to research: utilising the Convention on the Rights of Persons with Disabilities as an inclusive participatory action research tool

For those labelled disabled, disability rights are synonymous with human rights, not merely a sub-category. In this paper we consider disability rights in terms of the right of people labelled with learning difficulties to be actively involved in research. Examples from an inclusive participatory action research project undertaken in partnership with people labelled with learning difficulties demonstrate how the Convention on the Rights of Persons with Disabilities was operationalised using photo-voice to facilitate accessible research, analyse findings and promote social change.