The role of shame in working with LD service users

This unit has focused on interventions for individuals with learning disabilities and challenges. This unit has presented relevant SoPs for you to link theory, research and practice to standards of proficiency in working safely and effectively with service users. This includes the ability to critically evaluate knowledge applied to the cases we work on, as well as adapting our assessment and intervention style to best support these individuals. Remaining aware of the impact LD can have on individuals within the Criminal Justice System as well as their ability to engage with rehabilitative intervention will allow us to be responsive practitioners, enabling this client group to best reduce their risk of reoffending.

Activity

Aim: To consider best practice in the assessment and delivery of interventions with neurodiversity and/or LD individuals.

Duration: 60 minutes

Feedback: This activity is not graded, and feedback will not be provided by the course tutor directly. You can use your live sessions to discuss this further. Discuss this within supervision and record your reflections within your practice diary.

Task: In no more than 750 words, consider both Korey and Paul from activities 7.2 and 7.3 respectively and their experiences of the Criminal Justice System (CJS).

1 - What barriers have these service users faced in the CJS?

2 - What is the impact of shame on them engaging in assessment and intervention?

3 - Relate this to your own practice and consider how you would work responsively with these service users to overcome these challenges.

Link your points to the standards of proficiency, highlighting where your reflections are demonstrating competence for the following SoPs:

Standards of Proficiency (SOPs)

2.5 to respect and uphold the rights, dignity, values, and autonomy of service users including their role in the assessment, diagnostic, treatment, and intervention and/or therapeutic approaches process

4.2 to use their skills, knowledge and experience, and the information available to them, to make informed decisions and / or take action where necessary

4.3 make reasoned decisions to initiate, continue, modify or cease treatment or the use of techniques or procedures, and record the decisions and reasoning appropriately

5.1 respond appropriately to the needs of all different groups and individuals in practice, recognising this can be affected by difference of any kind including, but not limited to protected characteristics, intersectional experiences and cultural differences

5.4 understand the duty to make reasonable adjustments in practice and be able to make and support reasonable adjustments in theirs and others' practice

5.9 understand the requirement to adapt practice to meet the needs of different groups and individuals

8.15 understand the dynamics present in relationships between service users and practitioners

12.5 understand the theoretical basis of, and the variety of approaches to, assessment and intervention