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Learning Disabled Women on Locked Wards: Living at the Intersection of Gender, Disability and Deviance

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Learning Disabled Women on Locked Wards: Living at the Intersection of Gender, Disability and Deviance Learning Disabled Women on Locked Wards: Living at the Intersection of Gender, Disability and Deviance Rebecca Fish BA, MA Submitted for Ph.D Sociology Department of Sociology, Lancaster University February 2015 ProQuest Number: 11003588 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a com plete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. uest ProQuest 11003588 Published by ProQuest LLC(2018). Copyright of the Dissertation is held by the Author. All rights reserved. This work is protected against unauthorized copying under Title 17, United States C ode Microform Edition © ProQuest LLC. ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106- 1346 This thesis is submitted in partial fulfilment of the requirements for the degree of Doctor of Philosophy Learning Disabled Women on Locked Wards: Living at the Intersection of Gender, Disability and Deviance Rebecca Fish, BA, MA Submitted for Ph.D Sociology, February 2015 Abstract This thesis explores the lives of women with learning disabilities who live in a secure unit in the North of England. It focuses on empirical data gained through ethnographic research in the Unit, which encompasses participant observation on three wards and formal interviews with service-users and staff. The theoretical framework draws on ideas in Disability Studies associated with the social model of disability and feminist methodology, which privileges accessing the voices of women and marginalised groups. The study explores how women came to be at the unit and their experiences of day-to-day life as played out through relationships with staff and other service-users. Regulation and power on the unit are explored through women's and staff accounts and fieldnotes about institutional responses to behaviour perceived as 'difficult'. Findings suggest that overt and covert attempts to regulate women's behaviour are ever present, but do not always work, and that institutional responses are at risk of replicating women's bad experiences from the past. Stories by and about women suggest that women's aggression is seen by staff as pathological, and that women are constructed as manipulative and complex in their interpersonal approaches. The women in the study valued relationships with staff and peers but these were treated ambivalently in the service. I argue that women are not 'docile bodies' in the Foucauldian sense, but shape their own identity and futures, sometimes by resisting the norms expected of them within allowed limits and sometimes by transgressing the rules. Women had clear ideas about their future, and how to progress through the service. This thesis challenges normative and institutional accounts of gender, learning disability and deviance, exploring alternative possibilities articulated by women on locked wards. 3 Contents Abstract ............................................................................................................................................... 3 Acknowledgements ...........................................................................................................................8 Funding details ................................................................................................................................... 9 Author's Declaration ........................................................................................................................10 Publications adapted from this w ork: ...........................................................................................11 Chapter One - Introduction ............................................................................................................12 A note about terminology ..........................................................................................................13 U n ite ............................................................................................................................................ 14 The policy context: The development of secure services for learning disabled people 15 General learning disability policy in the UK .............................................................................. 17 Finding the research top ic ..........................................................................................................18 Thesis outline ............................................................................................................................... 21 Chapter Two - Learning disabled women in secure services - a literature review ..................22 Historical perspectives - Institutionalisation ............................................................................23 Research with learning disabled women in the Community .................................................. 25 Learning disabled women in forensic services .........................................................................27 The institutional response to women in secure care .............................................................. 31 Issues relevant to women in secure services ...........................................................................32 Gendered expectations ..........................................................................................................33 Control or therapy? ................................................................................................................ 34 Self-harm ................................................................................................................................. 35 Sexual violence ........................................................................................................................36 Aggression ................................................................................................................................ 37 Conclusion .................................................................................................................................... 38 Chapter Three - Finding a way to research the locked wards ................................................... 40 A brief history of disability research ..........................................................................................40 The Social Model and Research - research for w hom ? ..........................................................42 Learning disability and the social m odel ..............................................................................44 Inclusive Research and learning disabled people .....................................................................47 Existing research with learning disabled people ................................................................. 48 Ethnography ................................................................................................................................ 49 Ethnography for inclusive research ...........................................................................................52 Potential benefits of ethnography for inclusive research .......................................................52 Criticism of ethnography for inclusive research .......................................................................54 Reflexivity.....................................................................................................................................55 4 Researching the locked wards: Methods and ethical considerations .................................... 56 Negotiating access ...................................................................................................................57 Gaining consent .......................................................................................................................58 Ethical issues ........................................................................................................................... 58 Carrying out the interviews ....................................................................................................64 Analysis .........................................................................................................................................65 Conclusion ....................................................................................................................................66 Chapter Four - Life on the Unit .......................................................................................................68 First impressions ..........................................................................................................................68 Clients........................................................................................................................................... 70 Asking Annie for Consent to be interviewed ........................................................................ 70 A second meeting with A nnie ............................................................................................... 71 Writing a letter with Annie .....................................................................................................71 Women who live at the unit .......................................................................................................74 Reasons for being in the unit - 'I've got an idea of why I'm h e re ' ....................................
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