Independent advocacy is crucial to make sure a person’s voice is heard and their human rights are protected. This is especially important when a person is subject to compulsory and restrictive powers. Consistent and effective advocacy must be provided to people who most require it, whenever they require it, including to people with learning disabilities, autism or both, who are subject to long term segregation. Improvement to the delivery and commissioning of advocacy is required to achieve this. This briefing highlights the key features of advocacy for people with learning disabilities, autism or both who are in long term segregation, which must be accessible, highly competent, holistic, independent and perceived to be so, connecting, supporting and joined up. The paper also sets out two commissioning options: national commissioning – the model could be specified clearly, activated promptly, its delivery easily monitored, and there would be a clear line of sight on the resources; and local commission – this would allow locally commissioned services to align with most existing statutory provision. Irrespective of the commissioning arrangements, the service must be able to undertake the full range of statutory advocacy duties, rather than referring the person on and requiring that they relate to several advocates. The paper conclude with eight recommendations, including ensuring that advocacy for people in long term segregation is provided on an opt-out basis, to ensure a greater number of people in long term segregation receive the timely advocacy support and representation they need for their voice to be heard and their rights upheld.

Explains what the Mental Capacity Act 2005 is and why it matters and is intended to help board members of care providers ensure vulnerable service users are not missing out on protections which are their legal right. The paper briefly discusses: capacity and consent; consent on someone else’s behalf; acting where people lack capacity to make their own decisions; best interests; restraint and restriction of liberty; deprivation of liberty; and ill-treatment and neglect. The paper includes a table setting out some questions board members of care providers might want to ask their officers and managers to get assurance that the MCA is being properly applied throughout their organisations.

Policies, forms and guides for the Mental Capacity Act (MCA). Signposts to specific Kent documents and national guidance to help handle Mental Capacity Act work.

The HEE e-LfH Mental Capacity Act e-learning programme (MCA) is made up of 11 e-learning sessions, which cover the following titles: Mental Capacity Act as part of human rights; assessing mental capacity; making decisions; best interests; restraint; deprivation of liberty; relationship between the Mental Capacity Act and the Mental Health Act; Mental Capacity Act and young people aged 16 or 17; research involving people who lack capacity; Mental Capacity Act and adult safeguarding; settling disputes and disagreements. Each e-learning session will take approximately 20 to 30 minutes to complete and is made up of knowledge, case scenarios, short interviews and self-assessment questions to test your knowledge. The resource can be accessed on smart phones, tablets and laptop/desktop devices.

Information about the Deprivation of Liberty Safeguards (DOLS) –
an amendment to the Mental Capacity Act 2005 (MCA).

This diagram provides step by step guidance to understanding the principles of consent and mental capacity prior to undertaking care, examination or treatment. The steps are applicable to patients aged 16 and over.

This diagram illustrates how police officers and staff apply the Mental Capacity Act 2005 when making health and social care decisions on behalf of people who lack capacity.