Strategies for Reducing Sexual Abuse in Learning Disabled

Strategies for Reducing Sexual maltreatment in learn DisabledReview of databases on social cargon, psychiatry, and psychology revealed dissimilar strategies for pr thus farting cozy detestation in population with intellectual disabilities. These procedures generally seem to smoothen into one of three broad categories remedy measures, designed to minimise the cause of call education and training for rung, victims and/or family members (e.g. p bents) and multi-agency information sharing.Kroese and Thomas (2006) tried the cherish of Imagery Rehearsal Therapy (IRT) for treating knowledgeable subvert hurt in nurture change people experiencing recurring nightmares. The intervention produced a statistically signifi tail endt reduction in distress. Further much, these positive effects seemed to endure even when participants were awake. Several studies deplete evaluated the merits of support groups for victims of vitiate (e.g. vocalizer, 1996 Barber et al, 2000). For exam ple Singer (1996) organised group work for magnanimouss living in a residential home. The aim was to teach these individuals how to respond assertively in situations of call. Assertiveness is an crucial skill for victims who often fail to challenge authority, due to low self-esteem, cultism, busheltlement and neglect of awareness of their rights (MENCAP, 2001). Participants learned to respond more assertively when role-playing situations that convoluted informal abuse. However, role-play scenarios often lack the stressful conditions of real-life that may prevent an individual from speaking out. Nevertheless, support groups may provide a valuable therapeutic resource for victims of abuse (Barber et al, 2000).The National Association for the trade security from Sexual contumely of Adults and small fryren with erudition Disabilities (NAPSAC1) identifies the sharing of information between encourageion agencies as a valuable prevention strategy (Ellis Hendry, 1998). Base d on data from a survey of individuals and organisations involved in social business concern, Ellis and Hendry (1998, p.362) emphasised the engage for a foundation level of awareness between specialists in learning deterrent and those involved with nipper egis. Lesseliers and Madden (2005) report the establishment of a friendship centre to encourage systematic exchange of sexual abuse information, which is cordial to two victims and specialists (also see Stein, 1995). The problem with information sharing intents is that they primarily clear service providers (e.g. expanding their knowledge of available therapies), rather than the victims themselves. Finally, several studies have tested the efficacy of education and training programmes, targeted at staff, victims, and/or family members (e.g. Martorella Portugues, 1998 Tichon, 1998 Bruder Kroese, 2005). Bruder and Kroese (2005) reviewed clinical studies that evaluated the value of teaching protection skills to learning dis abled adults and baberen. Findings revealed that adults could be successfully taught such skills, although the generality and longevity of these abilities was questionable. Martorella and Portugues (1998) conducted workshops with parents, based on the premise that prevention is outmatch achieved by making family members aware of sexual issues concerning their children. Parents were provided with printed materials and videos on puberty, childhood sexual fantasies, and other(a) related topics. Following these sessions many a nonher(prenominal) parents re-evaluated their children, and demonstrated a re-create urge to support and protect their children. Overall, training and education schemes seem to have immediate albeit short-lived psychological benefits, for both the victim and their families.Discuss the Similarities in Vulnerable Adult Sexual deprave and Child Sexual execrationThere are similarities in terms of the reasons why disabled people are susceptible to abuse (MENCAP , 2001), psychopathological and social effects of abuse (Sequeira Hollins, 2003), admit issues, and protection requirements ( do, 2002a, 2002b). The MENCAP (2001) report identifies seven reasons for increased photograph in adults, most of which may equally apply to children they take low self-esteem, long-run dependency on portion outrs, lack of awareness, fear to challenge authority, powerlessness to consent to sexual relationships, inability to recognise abuse when it occurs, and fear of reporting incidents of abuse. These concerns are compatible with factors the National Society for the cake of Cruelty to Children (NSPCC, 2002) implicates in child vulnerability. They include childrens lack of awareness and education a learned falter to complain dependency on carers, which can make it unmanageable for a child to avoid abuse and general disempowerment. Whereas factors such as fear of authority and low self-esteem may be ambiguous, and hence difficult to detect, long-term de pendency on a care giver is a much more tangible characteristic that increases susceptibility to abuse, in both adults and children. The risk may be higher in children because their level of dependance is usually more extreme. However, severely impaired adults may also be highly dependent on another person for their day-to-day care (MENCAP, 2001).In their review of the literature on the clinical effects of sexual abuse in intellectually disabled people, Sequeira and Hollins (2003) found that both children and adults exhibited demeanoral problems, sexually in beguile behaviours, and various forms of psychopathology. However, some evidence suggests that children may be more overwhelmed by the experience of sexual abuse, often with long-term and malign consequences for mental health (Green, 1995). Moreover the damaging effects of sexual abuse may be compounded in both adults and children when the abuser is cognize to the victim (e.g. family member). However, Sequeira and Hollins (2 003) warn against drawing conclusive inferences regarding the clinical impact of abuse on disabled populations. Firstly many studies rely on informants (e.g. family members) for their data, many of whom may be ignorant of the internal psychiatric and cognitive trauma that a disabled person might be experiencing. Thus, any patent similarities between children and adults in how they respond to sexual abuse may not reflect less obvious discrepancies in psychopathology. Sequeira and Hollins (2003) emphasise the need for more reliable diagnostic criteria.The MENCAP (2001) report stresses the issue of consent. Both children and adults often lack the ability to give consent albeit for variant reasons. Children may simply not have any understanding of sexual activity, its consequences, and how to distinguish sexual behaviour from other forms of physical contact (e.g. hugging) and personal care (e.g. bathing). Although most adults lead have a better grasp of sexuality, some may be unable to give consent if their learning balk is extremely severe. Regardless, adult and child sexual abuse denotes a lack of consent. Furthermore, both forms of abuse may require similar safeguards. There is a mutual need to create more awareness amongst the general public about the vulnerability of people with learning disabilities (NSPCC, 2002). Community building, staff training, and other protective measures will benefit both children and adults (Ellis Hendry, 1998 Barter, 2001 Davies, 2004).Can the Keeping Safe Child Protection Strategy Work with Adults with scholarship Disabilities?The Department of Health has made various recommendations for keeping children safe (DOH, 2002a). These include having a sound statutory modelling encouraging professionals from different specialities/agencies to work together assessing childrens needs and the ramble of support services provided by organisations and community groups considering the impact of strategies designed for defenceless adult s on children involving both children and family members in making decisions about what services the child needs monitoring how well councils are delivering the system and recruiting, training, and supervising commensurate care staff. These proposals are a direct response to the Victoria Climbie research report. Overall they emphasise risk assessment, recognition of abuse, and information sharing, consistent with other published literature (e.g. Ellis Hendry, 1998 Lesseliers Madden, 2005). By contrast, the Department of Health prescribes a different set of guidelines for adults, referred to as the Protection of Vulnerable Adults Scheme, or POVA (DOH, 2004). Central to the scheme is the POVA list Through referrals to, and checks against the list, care workers who have harmed a vulnerable adult, or placed a vulnerable adult at risk of harm, (whether or not in the course of their employment) will be banned from operative in a care position with vulnerable adults. As a result, the POVA scheme will significantly enhance the level of protection for vulnerable adults (DOH, 2004, p.5). The POVA system is supposed to complement other schemes, such as MENCAPS nates closed doors plan (MENCAPS, 2001).The child protection scheme can be adapted to work with adults. Many child safety measures focus on staff performance (e.g. working together, recruitment, training). For example, it is a requirement that staff are trained sufficiently to recognise whether a childs wounding or illness might be the result of abuse or neglect (DOH, 2004, p.7). By implication, it should be possible to modify training protocol so that staff can also identify sexual abuse in vulnerable adults. For example, Lunsky and Benson (2000) identify some issues to be considered when interviewing developmentally disabled adults about sexual abuse, notably the appropriateness of using detailed drawings and dolls apply in assessing children (Martorella Portugues, 1998). Proposals designed to help iden tify the need for protection and allay information sharing, such as community neighbourhood watch arrangements, can be extended to adults. What modifications would be required? MENCAPS (2001) highlights the need for a commensurate mechanism for establishing consent between adults. Vulnerable adults have the same sexual rights and privileges as the general population, and these rights have to be accommodated within any protection strategy. Staff training on child protection can include guidelines for identifying adults who are able to give consent to sexual relations (e.g. suggesting appropriate tests to use), and protecting those who cant. Additionally, MENCAPS (2001) emphasises the need to tighten standards for people who work with adults (p.16). The POVA scheme is set up precisely to address this issue, albeit retrospectively, after abuse has occurred (DOH, 2003). Improvements in staff recruitment, training, and monitoring can be implemented that benefit both children and adults .BibliographyBarber, M., Jenkins, R. Jones, C. (2000) A survivors group for women who have alearning disability. British journal of Developmental Studies, 46, pp.31-41.Barter, K. (2001) Building community a conceptual fashion model for child protection.Child Abuse Review. 10, pp.262-278.Bruder, C. Kroese, B.S. 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