As Consultant Lead Clinical Psychologist with Westminster Learning Disability Partnership, Steve is clinical lead for the Flexible Response Service, an innovative person-centered service model providing support for people whose behaviour challenges others. He is a Best Interests Assessor under the Mental Capacity Act Deprivation of Liberty Safeguards and a PROACT-SCIPr-UK(r) instructor. Other clinical interests include autistic spectrum conditions, profound disability and working with support teams using systemic consultation. His publications include edited books on support issues in learning disability services, intimate care (with Paul Cambridge) and profound and multiple learning disabilities (with Jill Pawlyn).

Steve is editor of the BPS publications Clinical Psychology and People with Learning disabilities and on the editorial boards of Tizard Learning Disability Review and Advances in Mental Health and Intellectual Disabilities.

Publications

• Carnaby, S., (1997), Ordinary Living Revisited: A Case Study Comparison of Learning Disability Services in London and Milan, European Journal on Mental Disability, 4, 15, pp20-35
• Carnaby, S., (1997), What do you think?: Evaluating an established individual planning service for people with learning disabilities using qualitative methods, Journal of Intellectual Disability Research, 41, 3, pp225-231.
• Carnaby, S., (1997), A comparative approach to evaluating individual planning for people with learning disabilities: Challenging the assumptions, Disability & Society, 12, 3, pp381-394.
• Carnaby, S., (1998), Reflections on Social Integration for People with Learning Disabilities: Does Interdependence have a Role?, Journal of Intellectual and Developmental Disability Research, 23, 3, pp219-228.
• Carnaby, S., (1999), Individual programme planning: Where is the 'individual'?, Tizard Learning Disability Review, 4, 3, pp4-9.
• Carnaby, S., (1999), Designs for Living: A Comparative Approach to Normalisation for the New Millennium, Aldershot: Ashgate, UK.
• Carnaby, S., (1999), European perspectives on the integration of people with learning disabilities, Special European Issue, Tizard Learning Disability Review, pp7-14.
• Cambridge, P. & Carnaby, S., (2000), A personal touch?: Managing the risks of abuse during intimate and personal care for people with learning disabilities, Journal of Adult Protection, 2(4), pp4-16.
• Carnaby, S., (2001), Editorial (Guest editor for special edition on profound and multiple learning disabilities), Tizard Learning Disability Review, 6, 2, pp2-5.
• Cambridge, P. & Carnaby, S., (2000), Making it Personal: Providing intimate and personal care for people with learning disabilities, Brighton: Pavilion Publishing.
• Carnaby, S., (ed.) (2002). Learning disability today. Brighton : Pavilion Publishing
• Carnaby, S. & Cambridge, C., (2002), Getting Personal: A case study of intimate and personal care practice in services for people with profound and multiple learning disabilities, Journal of Intellectual Disability Research, 46, 2, 120-132.
• Bradshaw, J. & Carnaby, S., (2002). Talking normalisation: the role of communication in integration, Journal of Community and Applied Social Psychology, 12, 298-302.
• Carnaby, S. Lewis, Naylor, J., Martin, D., & Stewart, D., (2003). Having your say and getting involved: Student participation in transition review meetings. British Journal of Special Education.
• Cambridge, P. & Carnaby, S., (2005) (eds.). Person-centred planning and people with learning disabilities. London: Jessica Kingsley.
• Carnaby, S. & Cambridge, P. (eds.), (2006). Intimate and personal care for people with learning disabilities. London: Jessica Kingsley.
• Carnaby, S, (ed.) (2007). Learning Disability Today (revised). Brighton: Pavilion Publishing.
• Carnaby, S., (2007). Developing good practice in the clinical assessment of people with profound intellectual disabilities and multiple impairment. Journal of Policy and Practice in Intellectual Disability, 4, 2, 88-96