Search results for ‘Subject term:"learning disabilities"’ Sort:
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Abuse and adults with learning difficulties: reducing the risk
- Author:
- RIDOUT Sue
- Publisher:
- Social Care Association/University of Warwick. Department of Applied Social Stud
- Publication year:
- 1993
- Pagination:
- 100p.,bibliog.
- Place of publication:
- Coventry
In 4 sections. Section 1 provides an overview of sexual and other abuse and looks at the case of Beverley Lewis. Section 2 deals with the vulnerability of some adults with learning difficulties to abuse. Section 3 looks at managing cases of abuse and section 4 examines the way forward.
Consenting adults? sexual abuse and adults with learning disabilities
- Authors:
- WHORISKEY Margaret, GREEN Ann M., McKAY Colin
- Publisher:
- ENABLE
- Publication year:
- 1993
- Pagination:
- 35p.,bibliog.
- Place of publication:
- Glasgow
Barriers faced by adults with intellectual disabilities who experience sexual assault: a systematic review and meta‐synthesis
- Authors:
- McGILLOWAY Connie, SMITH David, GALVIN Rose
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 33(1), 2020, pp.51-66.
- Publisher:
- Wiley
Background: Sexual violence is associated with significant morbidity and mortality. The incidence of sexual violence against adults with intellectual disability is significantly higher than in the general population. The aim of this systematic review and qualitative meta‐synthesis was to explore the barriers faced by adults with intellectual disability in reporting sexual assault from the perspective of different stakeholders. Method: A systematic literature search was conducted to identify relevant studies. A hermeneutic interpretive approach was employed to review and assess the methodological quality of the studies. Findings were meta‐synthesized and juxtaposed to identify themes, concepts and interpretations. Results: Thirteen studies were included. Three overarching themes emerged from an interpersonal, professional and social context, and within these domains, eight subthemes emerged as barriers to reporting sexual assault, including fear, communication, sexual knowledge and understanding, intellectual disability identification, lack of collaboration between service providers, presumption of capacity/credibility, lack of resources, myths and misconceptions. Conclusion: The research demonstrates that deficiencies in communication and collaboration among agencies, a lack of appropriate legislation and specific training needs and education programmes are significant barriers in the reporting of sexual assault by people with intellectual disability. These findings are not unique to adults with intellectual disability and have also been identified among people from the general population who experience sexual assault. However, adults with intellectual disability have additional barriers to overcome in order to access equal rights to healthcare, education and the legal system. (Publisher abstract)
The vulnerability and sexual abuse of people with learning disabilities
- Author:
- PECKHAM Nicholas Guy
- Journal article citation:
- British Journal of Learning Disabilities, 35(2), June 2007, pp.131-137.
- Publisher:
- Wiley
This article summarises the research literature in the area of sexual abuse of people with learning disabilities and its possible consequences.
A proactive approach to preventing abuse
- Authors:
- GOLDING Laura, CLEAR David
- Journal article citation:
- Nursing Times, 25.10.01, 2001, pp.32-33.
- Publisher:
- Nursing Times
Adults with learning disabilities are vulnerable to abuse from care staff to prevent abuse. Explains why nurses must be aware when the boundaries between themselves and their clients become blurred.
The sexual abuse of adults with learning disabilities: report of a second two-year incidence survey
- Authors:
- BROWN Hilary, STEIN June, TURK Vicky
- Journal article citation:
- Mental Handicap Research, 8(1), 1995, pp.3-24.
- Publisher:
- BIMH Publications
Reports of the results of the second part of the largest UK incidence survey to date of the sexual abuse of adults with learning disabilities. The results confirm the pattern of abuse which emerged from the earlier study, i.e. that both women and men are at risk, that perpetrators are predominantly men and usually known rather than strangers. One important difference was a significant increase in the proportion of cases, abuse of men with learning disabilities reported.
Lost in the system: acknowledging the sexual abuse of adults with learning disabilities
- Author:
- BROWN Hilary
- Journal article citation:
- Care in Place the International Journal of Networks and Community, 1(2), June 1994, pp.145-157.
The sexual abuse of adults with learning disabilities has in recent years, emerged as an issue in services and clear patterns are emerging as to the type and circumstances of people who abuse. However, while the characteristics of the abuse which is emerging is a matter of agreement, studies vary widely in the amount of abuse acknowledged at different levels within the system. Partial and selective acknowledgement of sexual abuse in the lives of people with learning disabilities adds up to as serious lack of competence on the part of service agencies and a significant breach in the protection which should be afforded to vulnerable citizens. Calls on staff to 'take notice of ' this knowledge as services become increasingly devolved and deregulated within the so-called 'mixed economy of care'.
Development of Pict-O-Stat: violence – focus on experiences of violence and a survey that can be completed by the individuals themselves
- Authors:
- KRISTENSEN Kerstin, MOLLER Anders
- Journal article citation:
- Journal of Adult Protection, 19(3), 2017, pp.146-157.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to find a method that makes it possible for people with intellectual disabilities to independently contribute to population-based research in areas that is sensitive. It is important to be able to answer questionnaires independently in research areas that are sensitive because the informant maybe does not want to ask for help to answer a questionnaire about sexual violence, domestic violence, etc. Maybe they not even have talked to anyone about their experiences and then have to tell a staff/relative that helps them to complete the survey is probably unthinkable. Design/methodology/approach: To participate in a survey about sensitive issues independently the questions and the methods have to be adapted to the informant’s skills and needs. The questions written in “difficult Swedish” were transcribed into simple language and then tested whether the target group understood the words that describe violent acts. After adjustments another small group tested the method, an Audio Computer-Assisted Self-Interview (ACASI). After they had completed the survey informants were interviewed about what it was like to participate in the survey. Findings: Preliminary results show that it is possible to independently answer population-based questionnaires, even about sensitive issues, if the researcher offers the possibility to use a web-based ACASI. An ACASI can be used on accessible computers and tablets and can have the same questions that only have to be translated into both easy language and alternative format, such as questions with both text and images and listen to the questions read. Originality/value: Researchers can include people with intellectual disabilities, they just need to give them a chance. It is possible if they translate their questions into an easy language and include alternative format, i.e. using both text and images and be able to listen to the questions and answers, by, for example, using a web-based ACASI. (Publisher abstract)
Challenging behaviour: a family perspective
- Author:
- JACK David
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 4(2), June 2010, pp.30-32.
- Publisher:
- Emerald
This article describes the personal perspective of a family with a child, James, who needed significant help and support. It describes how services can get it wrong, and how devastating the consequences can be for individuals and their families. James was placed in a residential school at some distance from his family where it was difficult to maintain regular contact. Due to lack of in-depth assessment of his needs, James’ move into adult care was a disaster. Three adult care placements, in which he suffered neglect and abuse, were traumatic and extremely damaging for James, and he learnt to use physical violence as a way of responding. James has now been placed in a rehabilitation unit where his life has changed for the better. The article concludes that the problems that James faced were not the fault of the overwhelmed and inadequately trained frontline staff, but of those who commission, license and regulate services that are inadequate and doomed to fail.
The frequency and potential consequences of the failure to visit learning-disabled adults in out-of-area placements
- Author:
- PRING John
- Journal article citation:
- Tizard Learning Disability Review, 9(2), April 2004, pp.35-42.
- Publisher:
- Emerald
Describes one of the issues that arose from research into the Longcare abuse scandal: how local authorities place learning-disabled adults in out-of-area settings far from their original homes, and then fail to visit them regularly to check on their welfare. It describes the failings of three local and health authorities in the Longcare case, and then reveals that the problem was not confined to those authorities that placed adults at the Longcare homes. It also suggests that placing vulnerable adults in out-of-area homes puts them at greater risk of abuse. Concludes that, ten years on from the exposure of the Longcare regime, many local authorities are still placing vulnerable adults in out-of-area homes and failing to visit them. It calls for a national audit of out-of-area placements and for measures to be introduced to allow learning-disabled adults to live in placements closer to their families and friends and care managers.