Stop Sexual Abuse in Special Education: An Ecological Model of Prevention and Intervention Strategies for Sexual Abuse in Special Education

Skarbek, Denise; Hahn, Karen; Parrish, Patricia

doi:10.1007/s11195-009-9127-y

Cited by 31 publications

(18 citation statements)

References 17 publications

(24 reference statements)

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“…This might include direct encounters with physical, mental, or sexual abuse or maltreatment, neglect, domestic violence, or community violence exposure (Griffin, 2011). While such adverse childhood experiences (ACEs) are harmful to all young people, they are specifically more relevant to developmentally-disabled juvenile justice youth, as literature suggests that disabled youth have a higher likelihood of experiencing child maltreatment (Brown & Schormans, 2003;Gore & Janssen, 2007;Mandell, Walrath, Mateuffel, & Pinto-Martin, 2005) and sexual abuse (Skarbek, Hahn, & Parrish, 2009). Such trauma has been associated with violent childhood behavior (Bruce & Waelde, 2008) and a higher likelihood of recidivism and adult criminal behavior (Day et al, 2013), potentially contributing the disproportionality of children with developmental disabilities in the justice system.…”

Section: Microsystem Childhood Traumamentioning

confidence: 99%

“…Juvenile justice policies and practices can have a strong bearing on the trajectory of youth as they move through the juvenile justice system. Therefore, policies should include methods of early-assessment for trauma symptomology, as trauma exposure is more likely among this population (Brown & Schormans, 2003;Gore & Janssen, 2007;Mandell, Walrath, Mateuffel, & Pinto-Martin, 2005;Skarbek, Hahn, & Parrish, 2009) and contributes to delinquent behavior and recidivism (Bruce & Waelde, 2008;Day et al, 2013). School, juvenile justice, and community practitioners should be trained to recognize and address trauma and disability-related behaviors as well as implicit biases that impact their perception of these behaviors in relation to a youth's race and gender.…”

Section: Exo Implicationsmentioning

confidence: 99%

See 1 more Smart Citation

An Ecological Examination of Factors That Impact Well‐Being Among Developmentally‐Disabled Youth in the Juvenile Justice System

Crosby¹,

Algood²,

Sayles³

et al. 2017

Juvenile Family Court J

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Youth with developmental disabilities make up a large proportion of those in the juvenile justice system, and experience various unique and intricate threats to their well‐being. This review examines the complexity of these challenges, exploring the multiple levels of contextual factors that influence youth's well‐being as they experience adjudication. Using an ecological framework, this paper reviews findings on the individual socio‐demographic characteristics, as well as the micro, meso, exo, and macro factors that impact their development and functioning. Specific policy and practice implications are provided to address improving outcomes of youth in this population at each ecological level.

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Section: Microsystem Childhood Traumamentioning

confidence: 99%

Section: Exo Implicationsmentioning

confidence: 99%

An Ecological Examination of Factors That Impact Well‐Being Among Developmentally‐Disabled Youth in the Juvenile Justice System

Crosby¹,

Algood²,

Sayles³

et al. 2017

Juvenile Family Court J

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“…Skarbek, Hahn, and Parrish () proposed that individuals with intellectual disability be supported relating to SA on both a preventative and responsive intervention basis. Prevention programmes typically incorporate self‐protection skills and aim, for example, to improve recognition of potentially dangerous situations using vignettes (Hickson, Khemka, Golden, & Chatzistyli, ).…”

Section: Introductionmentioning

confidence: 99%

“…Prevention programmes typically incorporate self‐protection skills and aim, for example, to improve recognition of potentially dangerous situations using vignettes (Hickson, Khemka, Golden, & Chatzistyli, ). In the aftermath of abuse, minimising barriers to support becomes important and is considered an intervention (Skarbek et al, ). Enabling timely intervention often requires considerations at an organisational level and may require the development of protocols and the provision of training.…”

Section: Introductionmentioning

confidence: 99%

The clinical approach used in supporting individuals with intellectual disability who have been sexually abused

O’Malley

Irwin

Syed³

et al. 2019

Brit J Learn Disabil

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Accessible Summary• Sexual abuse is when someone does something sexual to someone else when they do not want them to. We wanted to find out how people get help after sexual abuse.• We learned that talking with a psychologist or with staff helps. It is best if these are people you trust.• It is also important that you know that the help will work.• How everyone involved in a person's support thinks about the abuse also plays a role in the kind of help a person gets. AbstractBackground: Although sexual abuse (SA) constitutes a significant problem in intellectual disability settings, little is known regarding how services support individuals with intellectual disability who have been abused.Method: Using a qualitative design, we explored how one voluntary community service, and in particular their psychology department, responded when people with intellectual disability presented with a clinical need regarding an abuse history. A collective case study was completed based on triangulated data from the clinical files of six individuals with intellectual disability, and based on nine interviews with individuals and/or informants (i.e., psychologists, staff) regarding the six cases.Results: Thematic analysis indicated psychology's and staff's role in delivering behavioural support and psychotherapy. Themes of trust, confidence and suggestibility are relevant to the therapeutic process in cases of abuse, while factors such as the attitudes of support providers may impact therapeutic engagement. Conclusions:In the absence of a sufficient evidence base in intellectual disability, there is little to guide clinicians working psychotherapeutically with the issue of SA and further research is crucial. While practitioners may perceive particular approaches to be helpful, caution is warranted and feedback from multiple stakeholders is an essential component of safe practice in instances of the delivery of an experimental approach.

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“…Therefore, they are exposed to abuse and rape risks [ 1 , 5 , 6 ]. Since these adolescents cannot differentiate between violent and non-violent relationships [ 7 ] and have the typical characteristics of passivity, obedience, and kindness, they are highly prone to sexual abuses and harassments [ 8 , 9 ]. Sexual abuses can be followed by long term consequences, such as incompatibility, poor sexual performance, unwanted pregnancies, STIs, and HIV/AIDS [ 10 – 13 ].…”

Section: Introductionmentioning

confidence: 99%

A comprehensive sexual health care program for educable intellectually disabled adolescent girls: protocol for a mixed methods study

2018

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BackgroundProtection and promotion of sexual health is of great importance for educable intellectually disabled adolescent girls; since they are prone to high risk sexual vulnerabilities and consequences, such as unwanted pregnancy, sexually transmitted infections, and acquired immune deficiency syndrome. Although the rights of intellectually disabled adolescents have been emphasized through the recent years, their sexual health care is still a challenge for parents, teachers, caregivers, and service providers. This study aims to present a comprehensive sexual health care program for educable intellectually disabled adolescent girls.MethodsThis study is carried out by an exploratory sequential mixed qualitative-quantitative methods approach including three sequential phases. The researcher represents sexual health state of educable intellectually disabled adolescent girls using a qualitative approach. In the onset of the second phase, a comprehensive sexual health care program is designed for educable intellectually disabled adolescent girls. In this regard, in addition to qualitative studies, some related papers and texts are used. The suggested program of expert panel is approved based on prioritization guidelines. Then, in the third phase and after different stages of finalization of the program, its affectability is evaluated regarding improvement of sexual health state of educable intellectually disabled adolescent girls.DiscussionIt is expected that from the results of the present mixed methods study, by presenting a comprehensive sexual health program for educable intellectually disabled adolescent girls, lead to improvements in the sexual health of these girls. Moreover, it wants to reduce risky sexual behaviors, sexual abuse and harassment, and their consequences in adolescent girls in order to improve sexual health state of the society. If this program works, it can become one of the leading education and care guidelines for sexual health care of intellectually disabled adolescent girls.Trial registrationIRCT20160224026756N5. Registered 22 June 2018.

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Stop Sexual Abuse in Special Education: An Ecological Model of Prevention and Intervention Strategies for Sexual Abuse in Special Education

Cited by 31 publications

References 17 publications

An Ecological Examination of Factors That Impact Well‐Being Among Developmentally‐Disabled Youth in the Juvenile Justice System

An Ecological Examination of Factors That Impact Well‐Being Among Developmentally‐Disabled Youth in the Juvenile Justice System

The clinical approach used in supporting individuals with intellectual disability who have been sexually abused

A comprehensive sexual health care program for educable intellectually disabled adolescent girls: protocol for a mixed methods study

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