By Andrea Hollomotz
Individuals with studying problems are significantly likely to event sexual violence than non-disabled humans, and hence they can be defined as 'vulnerable'. although, using this label can in truth elevate possibility. This ebook argues that by way of seeing adults with studying problems as weak and short of safety, they're stripped in their autonomy and left with fewer talents which are had to defend themselves from damage. Their various therapy, resembling segregation and over-protection, can in reality elevate their 'vulnerability'. the writer discusses a number of social techniques, similar to intercourse schooling, self-determination, friendships, sexual relationships and social inclusion, and examines the chance and merits linked to each one. Drawing at the daily studies of 29 adults with studying problems, the writer illustrates how individuals with studying problems may be in a position to safeguarding themselves from damage, and makes quite a number feedback for allowing them to turn into greater built at dealing with chance themselves. This publication could be crucial studying for practitioners operating with individuals with studying problems, in addition to scholars and lecturers within the fields of incapacity and social paintings.
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Extra info for Learning Difficulties and Sexual Vulnerability: A Social Approach
D EvElOPING AN A lTERNATIvE A PPROACH TO R ISK | 31 SRV furthermore limited the sexual options of individuals, as they were encouraged to aspire towards sexual behaviour that was widely accepted as the ‘norm’. Homosexual activity was consequently discouraged by support workers and professionals alike (Brown 1994). Within the last decade government thinking shifted from the broad aim of assimilation to a new vision. The White Paper Valuing People (Department of Health 2001) and the delivery plan Valuing People Now (Department of Health 2009b) are underpinned by the principle that the rights, choices and independence of people with learning difficulties must be promoted.
This comes close to ‘victim-blaming’. Individuals should never be conceptualised as the cause of risk. Instead, causes should be sought with the perpetrator and the social conditions that allowed a sexual attack to succeed. An ecological model approach can highlight environmental factors that impact upon an individual’s particular level of risk. In this book it is used as a tool for retroductive research (as defined by Blaikie 2009), which enables us to start out from an observed regularity (the increased risk of sexual violence against people with learning difficulties) and to identify the underlying social processes that are responsible for producing this regularity.
The 42 | L EARNING D IFFICUlTIES ANd S EXUAl V UlNERABIlITY analysis of ecological systems helps to explain how self-esteem is shaped by forces in the environment (see Chapter 5). The ability to make decisions, to say ‘no’ and to communicate that decision has been linked to lower levels of risk of sexual violence (Murphy and O’Callaghan 2004). Individuals should consequently make as many decisions as possible in their everyday lives to practise these skills. However, past research suggests that the way in which choice within service settings is facilitated may vary (Stancliffe, Abery and Smith 2000).