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
Traumatic brain injury and sexually offensive behaviors
- Author:
- BLASINGAME Gerry D.
- Journal article citation:
- Journal of Child Sexual Abuse, 27(8), 2018, pp.972-977.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Sexually offensive behaviour is known to be one of many consequences of traumatic brain injury (TBI). This article provides a brief review of research to ascertain the effects of TBI in childhood and adulthood as related to cognitive, behavioural, social, and sexual behaviours. Brain impairment is also identified as a result of adverse childhood experiences (ACEs). Individuals with sexual offending histories are found to have experienced high numbers of ACEs. Sexually offensive and sexual offending behaviours post-TBI appears to occur in between 3.5 and 9% of affected adults (Simpson, Blaszczynski & Hodgkinson, 1999; Simpson, Sabaz & Daher, 2013). It is recommended that treatment providers make themselves aware of the relationship between TBI, ACEs, and sexually offensive behaviour and how this may affect the treatment process. (Edited publisher abstract)
Defining 'sexualized challenging behavior' in adults with intellectual disabilities
- Authors:
- LOCKHART Karen, et al
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 6(4), December 2009, pp.293-301.
- Publisher:
- Wiley
Given their connotations of criminal intent or insight, the terms "sexual offending" and "abuse" are problematic in their applicability to people with learning disabilities. The authors propose adopting the term "sexualised challenging behaviour" and define it by using empirical methods. Using a qualitative methodology, they examined a six-month sample of service-based documentation reporting problem sexual behaviours. They also conducted semi-structured interviews with a staff-based sample and explored their views in relation to sexual behaviour. Common themes emerged across both documentation and staff interviews regarding the nature and characteristics of such behaviours. Their proposed definition encompasses a continuum of self- and other-directed behaviours related to touch, exposure, and communication, which they view as distinct from sexual offending. The findings further suggest that sexualised challenging behaviours have distinct characteristics that differentiate them from nonsexualised challenging behaviours. The authors conclude that sexualised challenging behaviours can be defined as a distinct class of behaviours that require further study among a broader cohort of adults with learning disabilities.
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'.
Caring for young people and the vulnerable: guidance for preventing abuse of trust
- Author:
- GREAT BRITAIN. Home Office
- Publisher:
- Great Britain. Home Office
- Publication year:
- 1999
- Pagination:
- 16p.
- Place of publication:
- London
The guidance in this short booklet is intended to apply to those caring for young people or vulnerable adults in both paid and unpaid work, including volunteers, regardless of whether they are in the public, private, voluntary or volunteering sectors. The guidance itself has no statutory force but contains principles of good practice. It is intended to help organisations draw up their own codes of conduct on how to provide safeguards and prevent abuse of trust involving some form of sexual activity.
'All in this together': an evaluation of joint training on the abuse of adults with learning disabilities
- Author:
- STEIN June
- Journal article citation:
- Health and Social Care in the Community, 3(4), July 1995, pp.205-214.
- Publisher:
- Wiley
Reports on planning and delivering a multi-agency training programme on the abuse of adults with learning disabilities as part of an ongoing programme of research and development into the sexual abuse of adults with learning disabilities.
Practice issues in sexuality and learning disabilities
- Editor:
- CRAFT Ann
- Publisher:
- Routledge
- Publication year:
- 1994
- Pagination:
- 277p.,bibliog.
- Place of publication:
- London
Designed as a practical guide for all those who work in services for people with learning difficulties. Includes chapters on: understanding and responding to difficult sexual behaviour; sex education in a multiracial society; sexual abuse of people with learning difficulties; HIV/AIDS and safe sex; enhancing parenting skills; and a case study of work with a pregnant woman with severe learning difficulties.
There are no easy answers: the provision of continuing care and treatment to adults with learning disabilities who sexually abuse others
- Editors:
- CHURCHILL James, et al
- Publisher:
- Association for Residential Care
- Publication year:
- 1997
- Pagination:
- 191p.,bibliog.
- Place of publication:
- Chesterfield
Explores issues around sexual abuse and learning difficulty and addresses issues of definition, assessment, treatment and management of people with learning difficulties who sexually abuse others. Section one looks at terminology, sets the context and examines the consequences of inaction. Section two examines issues from the literature, including: definitions of abusive behaviour; definitions of learning difficulty; the extent of sexual offending; men with learning difficulties who sexually offend; women abusers; clinical interventions; pharmacological interventions; work with staff and other carers; and ethical issues; section three defines sexual consent and the duty to report. Section four deals with the responsibilities of commissioners, purchasers and providers and includes chapters on: learning from things going wrong; designing better service responses; keeping people safe; and confidentiality. Section five looks at boundaries with criminal justice and other legal systems. Section 6 examines decision making. Section seven looks at assessment and establishing an understanding of an offender. Sections eight and nine are on assessing risk, treatment and risk management. Section ten deals with managing the service on a day to day basis.