“Because I’ve Got a Learning Disability, They Don’t Take Me Seriously:” Violence, Wellbeing, and Devaluing People With Learning Disabilities

Wiseman, Phillippa; Watson, Nick

doi:10.1177/0886260521990828

Cited by 13 publications

(7 citation statements)

References 68 publications

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“…Most research on violence in general and against people with disabilities, in particular, has focused on its scope. The findings indicated that people with disabilities are exposed to violence, humiliation, and abuse four times as much as people without disabilities, and women are exposed more than men (Araten-Bergman & Bigby, 2020;Lund, 2020;Wiseman & Watson, 2022). Moreover, such violence is often perpetrated by familiar people, caregivers, relatives, friends, and professionals (McGowan & Elliott, 2019;Scolese et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

How People With Intellectual or Development Disabilities Cope With Verbal Violence

Karni-Vizer

Neuman

2023

J Interpers Violence

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Violence against people is a widespread phenomenon and violence against people with disabilities even more common. Studies have examined different types of violence toward people with disabilities, but there has been almost no research to date on verbal violence involving people with intellectual or development disabilities (IDD). The present research focused on this subject. A qualitative study was conducted using an intervention program. The research questions were (a) what can help people with IDD expand their understanding of verbal violence and differentiate different situations of verbal violence and (b) what can help people with IDD expand their means for handling verbal violence of their own and that directed toward them? The sample included 64 people (45 males, 19 females; ages 22–75) with mild IDD, who were divided into four groups of 16 participants each in the intervention program. The findings indicate that the participants’ conceptualization of verbal violence improved after the intervention program. Three main themes were identified: (a) differentiation between good and bad; (b) choosing how to handle verbal violence; and (c) helping others cope with verbal violence. Consistent with the humanistic perspective, the findings show that people with IDD can learn to handle verbal violence toward them in a way that promotes their understanding, enables them to choose their reactions, and affects those around them, as well as strengthening their self-efficacy. The research contributes to the sparse knowledge regarding verbal violence, especially against people with IDD, and offers ways of intervening to help them handle verbal violence.

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Section: Discussionmentioning

confidence: 99%

How People With Intellectual or Development Disabilities Cope With Verbal Violence

Karni-Vizer

Neuman

2023

J Interpers Violence

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“…Whilst an online version of the group was imaginable, the real world posed many obstacles. The prospect of collective conversations held via a small flat screen and pinhole camera thrust before their eyes held scant appeal for participants who struggled to read facial expressions in “three‐dimensional” daily life, or who were burdened with enduring worries about surveillance, founded, in the latter instance, upon experiences of harassment in public and online settings (see Cromby & Harper, 2013; Wiseman & Watson, 2021). Others simply could not afford the hardware and the practical support to help them use it, or agonised about the hazards of un‐mentored online access.…”

Section: Implications For the Meld: Our Attempts To Recreate The Grou...mentioning

confidence: 99%

“…Prolonged social exclusion, impoverishment, financial precarity, routinised violence and trauma are familiar occurrences for many learning‐disabled people in the UK (Emerson & Hatton, 2014; Emerson & Roulstone, 2014; Power & Bartlett, 2018; Wiseman & Watson, 2021). Rightly or wrongly, therefore, and as a result of their experiences, many of the men in the group have received one or more psychiatric labels—ranging from ADHD, to Schizophrenia to social anxiety problems, and Autism Spectrum Disorder.…”

Section: Introduction: Origins and History Of The Men's Group Known A...mentioning

confidence: 99%

Sound and Vision: Reflections on running a community‐based group for men with learning disabilities online, during the pandemic

Moloney

Dobel-Ober

Millichap

2021

Brit J Learn Disabil

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Accessible summary To feel safe and to keep well, all of us need to stay in touch with our friends—most of all in the pandemic, and even more if we have a disability. In these times of COVID‐19, we have kept a community group for men with learning disabilities going online. In the gaps between lockdowns, we have met in a mixed online and face‐to‐face group—with the face‐to‐face part happening in a library. The men say that they have been helped by both kinds of meeting, but that they liked the mixed or “hybrid” one the best. This article shows what we have learned from running the group in these ways, and it gives advice for anyone who might want to have a go themselves. AbstractBackgroundSocial contact and belonging are among the most important keys to health and wellbeing, especially for the most vulnerable during the current global pandemic.MethodThis reflective paper describes the authors' efforts to sustain an online version of a well‐established community psychology‐oriented group for men with learning disabilities, in challenging times. Drawing upon the learning disability literature and upon theories from community and embodied‐dialogical psychology, it explores the most salient shared issues, our joint efforts to address them and possible implications for future clinical practice.FindingsTo take advantage of the discovered benefits of online working, we envisage that, post‐lockdown, the group will continue to meet in a “hybrid” (combined face‐to‐face and online form) as described herein: and with some pointers for anyone who might wish to create a similar group.

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“…Existing qualitative studies have disentangled and elucidated how targeted violence affects the health and well-being of people with ID (Wiseman & Watson, 2022), and have helped to understand their experience of discrimination and spatial exclusion (Hall & Bates, 2019). That is to say, they have shown how control and spatial domination dynamics have been established, promoting marginalization and preventing persons with disabilities from occupying spaces in particular environments (e.g., physical and cultural barriers, or the lack of institutional knowledge and support).…”

Section: Introductionmentioning

confidence: 99%

Experiences of Bias Victimization Among People With Intellectual Disabilities

Díaz-Faes

Codina

Pereda

2023

J Interpers Violence

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Research has drawn attention to the stigma and high rates of victimization among people with intellectual disabilities (ID) and an overlap between bias and non-bias victimization. However, studies of bias events or hate crime involving persons with ID are scarce. Using a self-report measure, we analyze lifetime bias victimization in a sample of 260 adults diagnosed with ID (age M = 41.7, SD = 12.0; 59.2% men), of whom 92 experienced bias victimization (age M = 41.2, SD = 11.9; 54.3% men), and compare the number of different types of victimization and the poly-victimization status between bias and non-bias victims. We also examine the following features: the victim, offender(s), victim–offender relationship, and location. Results show that bias victims experience a higher number of different types of victimization than non-bias victims ( M = 7.74 and 4.96, respectively; p <.001, rrb=.37, ξ=.42) and are four times more likely to be poly-victims than non-bias victims (odds ratio [ OR] = 4.37; 95% CI, p <.001). Most of the victims experienced a number of bias victimization episodes (89.1%; n = 82), and more than a quarter were injured (27.2%, n = 25) as a result of the victimization. All the bias victimizations by strangers were carried out in public places, as were most of the bias victimizations by acquaintances. Schoolmates and work colleagues perpetrated attacks at school and in the workplace, respectively. More than half of the victims, 63% ( n = 58), spoke of the experience with someone, but only one reported it to the authorities. The paper provides a valuable descriptive and bivariate analysis of bias victimization of people with ID. The findings will help to understand bias violence against this population, highlighting the need for targeted and effective interventions.

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“Because I’ve Got a Learning Disability, They Don’t Take Me Seriously:” Violence, Wellbeing, and Devaluing People With Learning Disabilities

Cited by 13 publications

References 68 publications

How People With Intellectual or Development Disabilities Cope With Verbal Violence

How People With Intellectual or Development Disabilities Cope With Verbal Violence

Sound and Vision: Reflections on running a community‐based group for men with learning disabilities online, during the pandemic

Experiences of Bias Victimization Among People With Intellectual Disabilities

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