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Abuse has received much attention over the past decade and many definitions abound. However, there has been a lack of research into the interpretations that care staff give to this concept. This article describes this aspect of a research study in which care staff views relating to vulnerability and abuse of adults with learning disabilities were explored (Parley, 2007). Using semi‐structured interview informants, perspectives were explored. The results showed that contact abuse (physical and sexual) was readily identified by most informants. However bullying, neglect and infringement of rights were less frequently identified. Furthermore, when prompted, some did not consider these to be abuse.

Protection of those deemed vulnerable has received increasing attention since 2000. This article reports this aspect of a research study in which care staff views relating to vulnerability and abuse of adults with learning disabilities were explored. In this study, informants' perspectives were explored using semi‐structured interviews. The aim of the study was to conduct a detailed analysis of interpretations of the terms vulnerability and abuse within learning disability services. The results revealed that most informants felt that all people with learning disabilities are vulnerable and that this definition allows staff the authority to take protective measures in order to ensure their safety, based on risk management approaches. An alternative person‐centred approach to safety planning is proposed.