Winterbourne View Hospital: a glimpse of the legacy

Flynn, Margaret; Citarella, Vic

doi:10.1108/jap-06-2013-0023

Cited by 45 publications

(56 citation statements)

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“…Round 2 responses supported this emerging theme and round 3 showed consensus for related items. The factors ‘behind’ this emergent consensus were not explored but the intense focus in English national policy, including official inquiries and debate, given to the failings at Winterbourne View Hospital (Panorama, British Broadcasting Corporation, ; Flynn & Citarella, ) likely played a role. The inquiry into events at Winterbourne View hospital demonstrated a ‘gap’ between, ‘exemplary’ organisational policies and abusive FLS practice (Green, ).…”

Section: Discussionmentioning

confidence: 99%

Senior manager decision‐making and interactions with frontline staff in intellectual disability organisations: A Delphi study

Deveau

Gore

McGill

2019

Health Soc Care Community

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Very little is known of the activities of the most senior managers in organisations providing social care in the community to people with intellectual disabilities. Yet the importance of the focus and activities of senior managers in directing and supporting staff practice and staff experiences is likely to be central to an organisation's functioning and support provided for staff and service users. This study employed Delphi methodology with a panel of 11 senior managers, mostly chief executives, managing small to very large organisations providing support for people with intellectual disabilities, in the UK. Answering three rounds of questions, senior managers described their face‐to‐face and non‐face‐to‐face contacts with staff and decision‐making. Narrative data were subject to quantitative and thematic analysis. In the last round, themes were subject to quantitative analysis. Most contacts between senior managers and staff were in formal structured contexts and all managers used social media to promote the organisations' ambitions regarding good practice. The panel focused upon accessing and understanding the informal aspects of their organisations and staff factors. Decisions were both short‐term reactive and long‐term strategic and an effort to link these was felt to improve organisational functioning. A framework for understanding senior managers' activities emerged showing two sources of demands and opportunity, extra‐organisational focused upon meeting legal and regulatory demands and intra‐organisational focused upon understanding and influencing informal staff practices/experiences and cultures within their organisations.

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Section: Discussionmentioning

confidence: 99%

Senior manager decision‐making and interactions with frontline staff in intellectual disability organisations: A Delphi study

Deveau

Gore

McGill

2019

Health Soc Care Community

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“…Even a quick reading of the literature about the recent history of the treatment of people with learning disabilities within research throws up a number of examples of horrifying abuse on a large scale, revealing a tendency to ignore the basic well‐being and agency of those with learning disabilities, not least in Nazi Germany. For historical mistreatment of people with learning disabilities, see Bashford and Levine () and Thomson (); for more contemporary accounts of abuse, see Oakes () and Flynn and Citarella (). It is not surprising that the unethical practices of many nations have laid the foundations for a sheltering discourse, socially, ethically and within policy, placed around those who could be considered to lack the capacity to take part in research that concerns them.…”

Section: Recognising Disability In Geographical Researchmentioning

confidence: 99%

Co‐producing knowledge: Reflections on research on the residential geographies of learning disability

Murray

2018

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Most adults are able to take some control over where they live and are able to reflect on their migration histories, those places where they have lived and worked, and those places where they might aspire to live in the future. These life‐altering decisions have been negotiated either autonomously or in conjunction with significant others in their lives. For some adults, most notably those with learning disabilities, these life decisions are partially, if not wholly, made for them by others. It is therefore the aim of this paper to uncover more about the decision‐making opportunities afforded to people with learning disabilities regarding their home‐spaces as they navigate “moving landscapes” that they have perhaps not envisaged for themselves. The paper identifies the need for a co‐production of knowledge that recognises alternative methods of communication and participation in research, which seeks to de‐mystify the authentic, and perhaps mundane, realities of living with a learning disability. Indeed, some geographers have questioned the integrity of research that fails to allow those with learning disabilities to control at least some part of the process. And so, by embracing lives that are “differently normal,” the paper seeks to challenge the role of the expert by engaging with methods that allow the distinction between researched and researcher to become blurred, allowing the voice of the learning‐disabled individual clearly to be heard. Finally, the paper will discuss the disconnect between intended methodological approaches and those undertaken “in the field.”

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“…In part this can be linked to high profile inquiries spanning services for children and adults, many of which have highlighted shortcomings in both the quality and consistency of supervision available to front line staff (Laming, 2003(Laming, , 2009O'Brien, 2003;Flynn and Citarella, 2012). Similar concerns are reflected in key policy documents (Scottish Executive, 2006;Munro, 2011) with recognition that managerial and target-driven cultures have negatively impacted on the balance of functions within supervision, in particular the 'quiet space' (Beddoe 2010(Beddoe , p.1293 for reflection.…”

Section: Setting the Contextmentioning

confidence: 99%

“…Both in children's and adult services there is acknowledgment of the pivotal function of high quality supervision "in supporting frontline social workers to think through the issues, dilemmas and the best interventions and approaches to different people's situations" (Department of Health, 2016, p.23). In its guidance document on clinical supervision responding to recommendations from the Winterbourne View Serious Case Review (Flynn and Citarella, 2012), the Care Quality Commission (CQC, 2013, p.8) emphasised that 'supervisors should be adequately trained, experienced and supported to perform their role', contrasting starkly with an implicit assumption that supervision is learnt by osmosis (Davys and Beddoe, 2010). Practice remains inconsistent, however, with indications that many new supervisors still take up their role with minimal preparation and reliant, to a large degree, on their own experience as a supervisee (Bourn and HaffordLetchfield, 2011;Cousins, 2010;Hair, 2013;White, 2015).…”

Section: Setting the Contextmentioning

confidence: 99%

Making the transition from practitioner to supervisor: reflections on the contribution made by a post-qualifying supervisory course

Patterson

Whincup

2017

European Journal of Social Work

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Acknowledgments:The ideas presented in the article are developed from teaching on a post-qualifying course for managers and supervisors in Scotland's social services. Thanks are due to course participants for their engagement, commitment and contribution. 2 AbstractWithin Scotland, as elsewhere, there has been a resurgence of interest in the critical role of supervision within social work practice. Notwithstanding this interest, those making the transition from practitioner to supervisor still commonly report feeling unprepared for their changing role and position and uncertain about what it entails. This paper will explore our experiences of delivering an accredited post-qualifying supervision course since 2008 to professionals from different sectors, diverse professional backgrounds, and with varying levels of supervisory experience. Amongst other things, the course provides time and space to think about the different elements of supervision, and to consider how these translate into day to day practice.In this paper, we will argue that having the opportunity to explore the complexity of the supervisory task, while learning from and with peers, is an important part of making the transition in professional role and identity. Moreover, in organisational contexts where the reflective space which supervision can provide may feel under threat, and where the focus on people who use services can at times be lost, professional staff undertaking supervision training describe feeling more confident and competent in their role, including a renewed commitment both to uphold the value of supervision as a time for reflection, and to sustain a clear emphasis on people who use services within the supervisory process.

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Winterbourne View Hospital: a glimpse of the legacy

Cited by 45 publications

References 1 publication

Senior manager decision‐making and interactions with frontline staff in intellectual disability organisations: A Delphi study

Senior manager decision‐making and interactions with frontline staff in intellectual disability organisations: A Delphi study

Co‐producing knowledge: Reflections on research on the residential geographies of learning disability

Making the transition from practitioner to supervisor: reflections on the contribution made by a post-qualifying supervisory course

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