Abstract
<p class="p1"><strong>Aim: </strong>To more fully understand the experiences of seclusion in a learning disability service for women. <p class="p2"><strong>Background: </strong>This paper reports on one of the analytical themes, seclusion, from an ethnographic study exploring the lives of learning disabled women on locked wards. <p class="p2"><strong>Method: </strong>Participant observation was used on three locked wards for women in a learning disability secure (forensic) unit in the United Kingdom. Themes from the analysis of field-notes were used to construct an interview schedule. Sixteen detained women and ten staff participated in interviews. <p class="p2"><strong>Results: </strong>The thematic analysis produced four areas of relevance: the seclusion room environment, reasons for using seclusion, termination of seclusion and alternatives to seclusion. <p class="p2"><strong>Conclusion: </strong>Detained women’s descriptions of seclusion portrayed a bewildering, distressing experience which violated their privacy. Alternative practices such as providing a space for anger and resolve, and time for discussion with staff were identified.
Highlights
Seclusion is defined in the United Kingdom Mental Health Act (MHA) code of practice as ‘the supervised confinement of a patient in a room, which may be locked
This paper aims to more fully understand the experience of seclusion, using evidence from a research project with learning disabled women who were detained in a National Health Service (NHS) forensic unit in the north of England (UK)
There is a seclusion room in each area which services two wards: The seclusion ‘suite’ has a door leading from each flat, a toilet room, and a door leading into the seclusion room
Summary
Seclusion is defined in the United Kingdom Mental Health Act (MHA) code of practice as ‘the supervised confinement of a patient in a room, which may be locked. This paper aims to more fully understand the experience of seclusion, using evidence from a research project with learning disabled women who were detained in a National Health Service (NHS) forensic unit in the north of England (UK). People are placed in units like this if they are labelled as learning disabled and they have committed an offence, or if their behaviour is considered a risk to themselves or others – leading to a breakdown of a previous community placement. The project used ethnography and interviews to explore the daily life of staff and detained women on three of the women’s wards at the secure unit. The findings suggest that seclusion is counter-therapeutic, and that alternatives to seclusion should be explored
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