Assessment, Prevention, and Intervention for Abuse Among Individuals With Disabilities

Abstract

Individuals with disabilities are at increased risk for abuse by their parents, caretakers, and the staff who are entrusted with their care as well as from the general population. Many individuals with disabilities have cognitive or communication impairments that place them at even higher risk for abuse. These limitations also make it more difficult for school psychologists and other clinicians to assess abuse history. Further, full participation in traditional prevention or treatment programs may not be feasible without modification. These challenges are the most likely explanation for why such limited research has been conducted in this critical area. The purpose of this article is to familiarize school psychologists with the research that has been conducted regarding the assessment, prevention, and intervention of abuse in the disability population when possible and to extrapolate from the general abuse literature when data regarding individuals with disabilities are not available. We suggest ways for school psychologists who are committed to promoting and maintaining the safety of people with disabilities to take action toward this end. In addition, we provide particular emphasis on individuals with intellectual and comorbid communication impairments because assessing, preventing, and treating abuse with this population is extremely challenging.

Bağımsız Yaşama Güvenli Bir Adım: Gelişimsel Yetersizliği Olan Bireyler İçin Güvenlik Becerileri / A Safe Step to an Independent Life: Safety Skills For Individuals with Developmental Disabilities

“…In the literature, it was reported that individuals with DD have difficulties in safety related skills such as realizing and describing a dangerous condition, presenting appropriate behavior in an appropriate time when they face a dangerous condition, protecting one self and maintaining his/her own safety, reporting a negative condition or crime to parents or other adults around him/her and asking for help (Kenny, Bennett, Dougrey and Steele, 2013;Mechling, 2008). Due to these reasons, teaching safety skills systematically to individuals with any kinds of disabilities has vital importance (Agran, Krump, Spooner and Traice-Lynn, 2012;Kıyak, Tuna and Tekin-İftar, 2019;Mechling, 2008;Sirin and Tekin-Iftar, 2016;Wilczynski, Connolly, Dubard, Henderson and Mcintosh, 2015).…”

“…). Bu nedenle, güvenlik becerilerinin hangi yetersizlik kategorisinde olursa olsun tüm özel gereksinimli bireylere sistematik biçimde öğretilmesi yaşamsal önem taşımaktadır (Agran, Krump, Spooner ve Traice-Lynn, 2012;Ergenekon, 2012;Kıyak, Tuna ve Tekin-İftar, 2019;Mechling, 2008; Şirin ve Tekin-İftar, 2016;Wilczynski, Connolly, Dubard, Henderson ve Mcintosh, 2015).…”

Development and Psychometric Properties of the Detection of Sexual Abuse Risk Screening Scale (DSARss)

“…Indeed, different studies suggest that between 39% and 60% of women with ID are at risk of being sexually abused compared with 16% to 30% of men with ID (Swango-Wilson, 2009). Thus, women with ID are considered more vulnerable to SA than men, even when other risk factors are present to a similar degree (Gil-Llario et al, 2018; Liou, 2014; Wilczynski, Connolly, Dubard, Henderson, & Mcintosh, 2011). As to the degree of disability, several studies showed higher vulnerability to SA in people with moderate or mild ID, compared with individuals with severe ID (Balogh et al, 2001; Liou, 2014; Morell-Mengual, Gil-Llario, Díaz-Rodríguez, Castro-Calvo, & Ceccato, 2016; Pan, 2007; Zirpoli et al, 1987).…”

A Training Course for Psychologists: Learning to Assess (Alleged) Sexual Abuse Among Victims and Perpetrators Who Have Intellectual Disabilities

“…Professionals play a significant role with regard to the care surrounding (alleged) sexual abuse. They have an important task in recognizing physical, behavioral and emotional signs of abuse in people with ID [ 9 , 10 ] and to determine a subsequent course of action. However, the support provided by professionals is expected to be optimal only when they are sufficiently informed about the characteristics and care demands of people with ID and aware of available assessment and treatment possibilities regarding sexual abuse.…”

“…However, to the best of our knowledge no studies have evaluated such training courses for psychologists, specifically aimed at the assessment of sexual abuse. Assessment of sexual abuse is important in order to: clarify the event(s) of sexual abuse and its consequences, clarify the developmental history to explain the behavior and estimate the risk of reoccurrence [ 15 , 16 ], and support individuals with ID to disclose the abuse in a nonthreatening way [ 9 ]. Despite the importance of assessment of sexual abuse, research shows that most psychologists received only limited training in the area of sexuality and that these gaps in knowledge and skills are not being filled through continuing education [ 17 ].…”