Accessible Summary Two young men who have learning disabilities were students at a college. While they were there, they were sexually abused by people who were meant to care for them. When they tried to tell people, some people would not listen. Some people listened but could not understand them. They became mentally ill because of the abuse. Then, some people started to listen and help them tell their stories. Then, the police and the courts said that the two young men could not give evidence in court because of their learning disabilities. This paper matters because it writes about ways to protect people with learning disabilities from people who abuse them. We need to try and help people who have been abused to tell their stories. We need to make sure those stories are listened to. Abstract Two young men disclosed emotional, sexual and physical abuse while attending college and living with Shared Lives carers in the UK. This paper provides a narrative account of the period when the two men were exposed to the abuse, the disclosures, the investigation and the legal and safeguarding investigation outcomes. A second paper describes the therapeutic response and outcomes for the men. A review of the literature on abuse and learning disabilities highlights the difficulties in conducting research in this area. Authors find significant barriers exist to disclosing abuse and to being believed. Prosecutions are rare despite evidence that abuse may be widespread towards people with learning disabilities. This paper considers the narrative experience of the two young men, the barriers they faced to being heard and believed and how their personal accounts were discounted and eventually lost to the investigation. Lessons for practice are considered for learning disability mental health and social care professionals, education, police and legal services. Further research suggestions are made.
Accessible summary Two young men who have learning disabilities became mentally ill. They said that they had been hurt by their carers. They said that the carers hit them and made them have sex with them. They had post‐traumatic stress disorder, which made them scream, cry, hurt themselves and have frightening nightmares. They were helped by a Mental Health of Learning Disabilities Team. They talked to a psychologist which helped them to understand what happened to them. Talking to the psychologist helped them to get better. They could do the things that they enjoyed again. The therapy took 2 years. This paper writes about new and better ways to help people who have learning disabilities recover when someone has hurt them or frightened them. Abstract BackgroundThis is the second of two papers describing a case study of two young men with complex learning disabilities. They presented with severe trauma‐related mental distress following alleged sexual, emotional and physical abuse. This paper concerns the psychological intervention and support provided for them and their families over a period of 2 years. There is a lack of research, guidance and evaluated therapeutic models for the assessment and treatment of people with complex learning and communication needs following abuse. MethodsIn this case, therapeutic interventions were modified from systemic and narrative therapies and interpersonal psychotherapy. Creative techniques included acting, drawing and walks to develop a therapeutic relationship, to experience affect in a contained and safe way and to support the development of coherent narratives. ResultsRecovery moved through stages of remembering and recounting, understanding and assimilating and improved mental well‐being and coping strategies. ConclusionsModified models of therapy proved effective and further research recommended. The personal strengths and family support of the men were critical in progressing recovery.
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