Exploring capacity in learning disability settings
Research type
Research Study
Full title
Exploring Constructions of Capacity in Learning Disability Contexts: Power, Protection and Institutional Practices
IRAS ID
187436
Contact name
Natalie Read
Contact email
Sponsor organisation
University of East London
Duration of Study in the UK
0 years, 9 months, 30 days
Research summary
The concept of capacity draws on discourses across legal, philosophical and psychiatric fields of knowledge, however recent legislation (the Mental Capacity Act 2005) has defined it in purely cognitive terms which imply that capacity can be measured objectively by professionals. Research into professionals’ experiences of implementing the Mental Capacity Act in practice suggests there are significant challenges involved in the assessment process. To date there has been no research exploring how professionals’ understand the concept of capacity and what implications this has for their practice.
The current study aims to explore how professionals construct the concept of capacity, using semi-structured interviews with 9-12 professionals working in learning disability contexts. This study is particularly interested in how capacity is constructed in learning disability contexts due to discourses around rights, choice and inclusion that imply specific practices in these settings, and how these may interact with current dominant discourses around the definition and assessment of capacity.
A Foucauldian informed approach to analysis will be used in order to explore how professionals understand the concept of capacity, what informs this understanding and what this means for their practice, including the relationship between professionals and people with learning disabilities. A Foucauldian approach allows for specific consideration of issues of power, and how ideas and practice are informed by wider social and political discourses. It is hoped that the results of this study can be used in future to support professionals to be more reflexive around the use of capacity assessments in their practice.
REC name
N/A
REC reference
N/A