Psychological disturbance associated with sexual abuse in people with learning disabilities: Case-control study (original) (raw)

Psychological disturbance associated with sexual abuse in people with learning disabilities

British Journal of Psychiatry, 2003

BackgroundThe association between sexual abuse, mental health and behavioural problems in people with learning disabilities has not previously been examined in a controlled study.AimsTo identify symptoms of psychological disturbance in adults with and without a confirmed history of sexual abuse.MethodThe study used a matched (1:1) case–control design comparing 54 adults who had experienced sexual abuse with 54 adults with no reported history of abuse. The two groups were selected from a community population of adults with learning disabilities living in residential care, and compared for selected psychiatric diagnoses and for scores on measures of disturbed behaviour.ResultsSexual abuse was associated with increased rates of mental illness and behavioural problems, and with symptoms of post-traumatic stress. Psychological reactions to abuse were similar to those observed in the general population, but with the addition of stereotypical behaviour. The more serious the abuse, the more...

Clinical effects of sexual abuse on people with learning disability

British Journal of Psychiatry, 2003

BackgroundThere are few publications concerning the psychological reactions of people with learning disabilities to sexual abuse. Most significantly, there are no controlled studies and few which demonstrate a systematic approach to documenting the sequelae of trauma.AimsTo critically review the published research in this field.MethodA literature search in peer-reviewed psychiatry, psychology nursing and social care journals for the years 1974 to 2001 was conducted and 25 studies were reviewed.ResultsSeveral studies suggest that, following sexual abuse, people with learning disabilities may experience a range of psychopathology similar to that experienced by adults and children in the general population. However, because of methodological limitations, these results are not conclusive.ConclusionsWhether people with learning disabilities experience reactions to sexual abuse similar to the general population has yet to be explored by systematic research.

Background There are few publications concerning the psychological reactions of peoplewith learning disabilities to sexual abuse.Most

2002

Declaration of interest None. Within the general population, experience of sexual trauma or abuse is associated with psychological disturbance (Briere, 1992; Kendall-Tackett et al, 1993; Friedrich, 1998). However, there are few publications concerning the psychological reactions of people with learning disabilities to sexual abuse. Most significantly, there are no controlled studies. Furthermore, the majority of studies are single case reports, and few demonstrate a systematic approach to documenting the sequelae of trauma in this group. This dearth in the literature is surprising, given that research in the general population suggests that individual responses to abuse may be less related to the actual characteristics of the event than to developmental variables that predispose the individual to being overwhelmed by the experience (Friedrich, 1998). In addition, we know that people with learning disabilities suffer from a similar or higher rate of mental health problems compared wi...

Adolescents with learning disabilities who show sexually inappropriate or abusive behaviours: development of a research study

Child Abuse Review, 2003

This paper sets out some key issues regarding sexual abuse perpetrated by adolescents with a learning disability. The limited evidence currently available is largely anecdotal or from small-scale/ case studies, but emphasizes that much behaviour of this kind never comes to the attention of either statutory social services or the criminal justice system. It is argued here that statutory services should be involved in such cases in order both to protect potential victims and to improve the ongoing life chances of alleged perpetrators. Specifically, it is posited that only by naming this problem can professionals hope to make effective interventions. The various organizational structures and systems adopted by four social services departments are outlined and their possible impacts on case outcomes are discussed. Little empirical research has so far been undertaken in this highly sensitive area, but an initiative from The Ann Craft Trust (formerly NAPSAC) aims to provide new evidence to help shape future best practice in this field.

Young people with learning disabilities who sexually abuse: understanding, identifying and responding from within generic education and welfare services

2007

This chapter will start by providing an overview of current knowledge about young people with learning disabilities who sexually abuse. Research cited will, unless otherwise indicated, be limited to UK studies since international variations in the definitions of both learning disability and sexual abuse make the use of a wider literature base problematicparticularly that relating to prevalence and incidence. It will then go on to report key findings from a recent study (Fyson et al, 2003; Fyson, 2005) which examined how special schools and statutory child protection and youth offending services in four English local authorities responded to sexually inappropriate or abusive behaviours exhibited by young people with learning disabilities. It will conclude by highlighting areas of current practice which give cause for concern, and suggest some pointers for future best practice.

Sexual abuse: special considerations when teaching children who have severe learning difficulties

Journal of the British Institute of Mental Handicap (APEX), 2009

This article considers why children with severe learning difficulties may be vulnerable to sexual abuse, and what teachers may be able to do to minimise the risk of them becoming victims in abusive sexual relationships. Sexual abuse is defined and some information is given on its prevalence. Characteristics which may leave children with severe learning difficulties particularly at risk are related, and the negative effects on those who are abused are outlined. The responsibility of teachers to report suspected cases of abuse and to teach children safety rules is considered. Special ethical and practical considerations when teaching children with severe learning difficulties about sexual abuse are discussed.

Effectiveness of services for sexually abused children and young people Report 3: Perspectives of service users with learning difficulties or experience of care

2019

This report sets out the findings from a study commissioned by the Centre of expertise on child sexual abuse (CSA Centre),as part of a suite of work to expand the evidence base on how best to assess the effectiveness of services responding to child sexual abuse (CSA). Research has shown that children and young people who are in care or leaving care, and those who have learning difficulties, are particularly vulnerable to sexual abuse. Establishing what works in terms of interventions for these groups is a research priority for the CSA Centre; accordingly, Coventry University was commissioned to undertake interviews with a sample of 10 young people with learning difficulties, and a further 10 young people with experience of being in care, who had accessed CSA support services. The sample of young people was identified and recruited by CSA services across England and Wales. Those who were in or had left care included those in foster care, kinship care, supported accommodation and residential care. The young people identified by CSA services as having learning difficulties included some with autism, Asperger’s or attention deficit hyperactivity disorder (ADHD); others who needed significant support at school; and some who had learning needs associated with their trauma.