Right to Know. Setting the Scene. Cyber Safety. Sexual Abuse

Transcription

1 What are your issues or concerns in the area of friendships, sexuality and protective behaviours? Right to Know Text and images are copyright of Down Syndrome SA 2014, and mustnot be re-produced without permission. How comfortable are you in teaching the topic? Knowing what to teach? Where does it fit in the busy curriculum? Have you had any training? Do you have appropriate resources? workshop Setting the Scene Masturbation in public Acting out TV / You tube I ll rape you! Public and private - it s stopped, looking down others tops, look, it s growing big, pulling down pants, parading erections Peer set ups moonies, ask that girl to Older students playing doctors and nurses with younger students at play time Obsessions with peers/teachers Love letters Year 6 Year 9 Cyber Safety Disclosing phone numbers verbal, phone, face book, s Cyber safety photos, personal info Sharing feelings hope, loneliness, rejection, anger, desires Warped views of opposite sex and sex Sexual Abuse

2 Research for General Population 1 in four girls are sexually abused in Australia. 1 in seven boys are sexually abused in Australia. 88% of cases of sexual abuse are never reported. You may have warned your child about stranger danger, but most child abusers are not strangers at all. 93% of abusers are known to the child. 68% are abused before they are 11 years old. Up to 50% of those sexually abusing children are under 18 years of age. Child Wise % of respondents to an Australian study stated they would not believe children s stories about being abused, meaning most children have to tell 3 different adults before they are believed. Only about 3% of abused children will ever tell. Child Wise 2006 Will a child with Intellectual Disability ever get heard? Why don t children with Intellectual Disability report abuse? Workshop Issues for students with disability Difficulty with communication Lack of awareness of what constitutes abuse - it feels good Fear; keep secrets Not believed by parents or professionals they are considered less credible than the nonhandicapped child, when and if they report abuse. Do not use the correct language Research for People with Disability One study has found that 90% of women with intellectual disabilities have been sexually abused. 68% of women with an intellectual disability will be subjected to sexual abuse before they reach 18 years of age. This prevalence is consistent with overseas studies. Final Report Family Violence - A National Legal Response 2010 Factors Increasing Risk Children with disabilities are at risk of abuse because of: Ignorance Lack of knowledge Difficulties for the family. Parents may not feel able to carry through a sexuality program Lack of access to usual modes of learning; television, movies, magazines, books, peers G Allen; Roecher Institute, 1989 Over Compliance Good children make good victims.. many children with disabilities are taught to comply. They are used to other people controlling most aspects of their lives. They have a lifetime of being told what to do and being expected to just do it. Sexual abuse prevention requires an assertive child. adapted from Melberg Schwier

3 Factors Increasing Risk Vulnerability to bribes Lack of friends -anyone showing interest is a friend Low self esteem Over protection by carers -protected from social risk Limited social opportunities Unsupervised access to TV, magazines, apps You tube with explicit sexual overtones Factors Increasing Risk Less able to defend themselves physically Less able to articulate the fact of abuse. Due to poor access to sexuality education, some people with intellectual disabilities may not know that what is occurring is sexual assault. (Peckham, 2007). Unable to differentiate between appropriate and inappropriate physical contact, whether violent or sexual Involved with more adults -more dependent on others for assistance, and therefore are more trusting, since dependency often translates into compliance and passivity Education When children or young people display sexual behaviour which increases their vulnerability or causes harm to another, adults have a responsibility to take action so that support and protection is provided. Responding to Problem Sexual Behaviour in Children and Young People; for staff in Education and Care (2009) People with developmental disabilities are frequently unable to make effective use of the regular sexual abuse prevention services available in the community. Educational services usually offered are fastpaced, short term and time limited. Staff have limited understanding of the learning characteristics of persons who are intellectually disabled. Sexual Abuse Protection Strategies and Programs for People with Developmental Disabilities; Lynn Muccigrosso, Right to Know Research Other programs were often: Cognitively too advanced -presenting too much extraneous information vulva, vagina Fast paced -moved from one concept to another rapidly Used complex language Not explicit Lacked visuals Not sequential Ignoring the social aspect Leaving gaps in understanding moody/in pain

4 Self awareness It is OK to be me Considerations For the student with another disability ask parents to design or help you design a similar page, specific to their disability. Visuals -explicit, simple line drawings, like me Complete each lesson by covering private parts. Personalise with photos. Task analysis of sequences I ll tell Good touch Bad touch Language reduced in length, using correct terminology Essential information only included - core material /information

5 Introducing one concept at a time Expanding knowledge of words to describe feelings and emotions. Providing and supporting socially acceptable ways of handling these feelings and emotions. upset frightened workshop core curriculum generalising and personalising skills, knowledge as needed Partnership with families. Assessing current knowledge Students desire for knowledge

6 Right to Know Program Each Module provides : The kit consists of three modules : Friendships Sexuality Personal safety A brief summary of the research and practice about each topic Understanding the student with Down Syndrome Individual and family considerations The aims and objectives for each module A Curriculum Continuum Guidelines for teaching Units of work Bibliography Revised Edition Thank you