UK Police Taser teenage boy with complex learning difficulties

A teenage boy with complex learning difficulties has been Tasered by police in the grounds of a special school owned by the exclusive Priory Group.

Devon and Cornwall Police were called to Chelfham Senior School near Plymouth, which specialises in children with learning difficulties including behavioural, emotional and social difficulties and autism, after reports of an alleged assault on a teacher.

The force confirmed officers deployed a Taser during the incident at 9.20pm on December 1, which involved three boys, a 15-year-old and two 14-year-olds, after reports that knives were brandished at officers.

The day and residential school for boys and girls aged seven to 19 is owned by the Priory Group, a private company known for its addiction clinics favoured by celebrities.

It is in the village of Bere Alston in the Devon countryside, close to Dartmoor National Park.

Sophie Khan, a solicitor-advocate and legal director at Police Action Centre, said: "The use of a Taser on this occasion has to be called into question. The police action may have been excessive."

"The use on children is only allowed if it is the only feasible method of restraining the child. It's only there if there are no other alternatives to restrain the child," she said.

"Often officers can say they weren't aware of behaviour issues, but in this case they must have been aware."

"Using a Taser on someone suffering some kind of behavioural difficulty or disability is something the policy or guidance doesn't allow."

Devon and Cornwall Police are being investigated by the police watchdog over an incident in which a man who doused himself in petrol burst into flames when he was shot with a Taser. Andrew Pimlott, 32, suffered horrific injuries in the confrontation outside his house and died in a hospital burns unit five days later.

However, the Independent Police Complaints Commission (IPCC) has not been contacted in relation to the incident at Chelfham.

The teacher was treated at the scene by paramedics for chest and head injuries before being taken to Derriford Hospital.

All three boys involved in the incident were jointly charged with affray and will appear at Plymouth Magistrates' Court on December 20.

A spokeswoman for the school said it was "an isolated incident on the school grounds and as legal proceedings are ongoing it would be inappropriate to comment further".

Figures released to UK Parliament earlier this year showed armed officers discharged, targeted or threatened to use Tasers against youngsters more than 320 times in 2011 - an 11-fold increase from the first year they were cleared for use against under-18s in 2007.

In the first year of officers being cleared to Taser children, they were used 29 times in England. By 2009, this had increased to 135.

In 2010, the weapons were used 339 times against children and by 2011 - the latest year that figures are available - the total stood at 323.

The figures were released following a parliamentary question asked by Lib Dem backbencher Julian Huppert.

In 2004, following a trial in five forces, it was agreed to allow chief officers of all police forces in England and Wales to make Tasers available to authorised firearms officers.

Down's syndrome: Further insight into complex Neuropathology

Researchers at the University of Bristol have revealed new insight into the function of a key protein attributed to impaired learning and memory in Down's syndrome.

The findings, published online in Nature Cell Biology, offer further molecular insight into how the reduced level of this key protein termed 'sorting nexin-27' [SNX27] may contribute to learning and memory problems associated with Down's syndrome.

The Bristol-based team now reveal how SNX27 forms the core component of an ancient protein complex which functions to control the abundance of a select group of proteins at the surface of cells.

Included among these proteins are numerous transporters that regulate the cell's ability to take up various nutrients, including glucose and metal ions such as zinc and copper.

In cells lacking SNX27, the level of these transporters is reduced and the cell's ability to take up nutrients is adversely perturbed.

Peter Cullen

Peter Cullen, Professor of Biochemistry from the University's School of Biochemistry and senior author of the Wellcome Trust-funded study, said: "Besides the previously recognised role of SNX27 in regulating the synaptic activity of neurones, our study suggests that the lack of SNX27 expression observed in Down's syndrome may also lead to a reduced metabolic activity that may adversely affect neuronal development and cognitive function.

"Further analysis of the effect of reduced SNX27 expression on the synaptic and metabolic activity of specific neuronal populations will certainly provide much needed molecular insight into the complex neuropathology of Down's syndrome as well as other neurological conditions."

More information:
Steinberg F. et al. A global analysis of SNX27-retromer assembly and cargo specificity reveals a function in glucose and metal ion transport, Nature Cell Biology.

Dyslexia: Learning Difficulties examined

Learning difficulty, although sometimes called a learning disorder or learning disability, is a classification that includes several disorders, in which a person has difficulty learning in an expected or typical manner.

Learning difficulties;

• are rarely simple, there is normally additional complexity associated with the condition,
• can be isolating and reduces confidence and self esteem,
• can make life problematic for a person to learn as quickly or, more relevantly, in the same way, as others.
• are not indicative of cognition or intelligence level, only indicative of the need for alternative ways in which to learn.
• cannot be 'fixed' or 'cured', only managed,
• make people face unique challenges that last their entire lifetime.

Interventions may be used to help the individual learn or develop strategies that will foster their future success.

The causes of learning difficulties are not always well understood and not always apparent but selectively, some are;

• Common Causes of Learning Difficulties
• How Psychotherapy Can Help with Learning Difficulties
• Learning Difficulties in the DSM

Common Causes of Learning Difficulties
Learning difficulties range from mild, through varying degrees of complexity, to severe but, given support and understanding, people with learning difficulties can and do, lead very normal lives.

Many people with learning difficulties go on to hold very intellectually demanding positions and function at a very high level in our progressive societies.

Some causes of neurological impairments include:

• Accident in baby or childhood - may be caused by malnutrition, head injury or toxic exposure

• Heredity or Genetics - Certain conditions may run in the family

• Poverty - may be a result of a lack of parental reinforcement or affordability of support from specific medical or academic sources

• Problems during pregnancy and/or birth - may result from fetal exposure to alcohol or drugs, oxygen deprivation, anomalies developed in the brain, low birth weight, injury or illness or premature or prolonged labour

One major factor for many people who face learning difficulties is that they are unable to express their feelings easily in words and their actions may have to speak for them.

Their behaviour and moods may change and their inability to express themselves may result in depression, sadness, anxiety and other mental health issues, which are generally treated separately from the underlying condition.

A more 'holistic' view is always more beneficial to the management of your health and welfare and is particularly important in managing learning difficulties.

Can Psychotherapy Help with Learning Difficulties
A diagnosis of any learning difficulty may be potentially devastating to a person and their family.

Both the person who faces learning difficulties and their family members will need to learn coping skills for the difficulty as well as emotionally.

Stress associated with learning difficulties can accumulate which may make the coping process even more difficult and the selection of coping strategies inappropriate.

Learning difficulties are most often present over an entire lifetime, so learning effective and appropriate methods of coping are essential to successful management.

Psychotherapy and the teaching of behavioural strategies or techniques, often work best for individuals who struggle with learning difficulties.

For children, play therapy may be helpful if the therapist uses it to teach interaction techniques. Children and adults may also do well in therapy and most will benefit from joining a mutual support group.