Strategies for Reducing Sexual Abuse in Learning Disabled

Strategies for Reducing Sexual Abuse in Learning Disabled Review of databases on social care, psychiatry, and psychology revealed various strategies for preventing sexual abuse in people with intellectual disabilities. These procedures generally seem to fall into one of three broad categories: therapeutic measures, designed to minimise the effects of abuse; education and training for staff, victims and/or family members (e.g. parents); and multi-agency information sharing. Kroese and Thomas (2006) tested the value of Imagery Rehearsal Therapy (IRT) for treating sexual abuse trauma in learning disabled people experiencing recurring nightmares. The intervention produced a statistically significant reduction in distress. Furthermore, these positive effects seemed to endure even when participants were awake. Several studies have evaluated the merits of support groups for victims of abuse (e.g. Singer, 1996; Barber et al, 2000). For example Singer (1996) organised group work for adults living in a residential home. The aim was to teach these individuals how to respond assertively in situations of abuse. Assertiveness is an essential skill for victims who often fail to challenge authority, due to low self-esteem, fear, dependency and lack of awareness of their rights (MENCAP, 2001). Participants learned to respond more assertively when role-playing situations that involved sexual abuse. However, role-play scenarios often lack the stressful conditions of real -life that may prevent an individual from speaking out. Nevertheless, support groups may provide a valuable therapeutic resource for victims of abuse (Barber et al, 2000). The National Association for the Protection from Sexual Abuse of Adults and Children with Learning Disabilities (NAPSAC[1]) identifies the sharing of information between protection agencies as a valuable prevention strategy (Ellis Hendry, 1998). Based on data from a survey of individuals and organisations involved in social care, Ellis and Hendry (1998, p.362) emphasised the need for a foundation level of awareness between specialists in learning disability and those involved with child protection. Lesseliers and Madden (2005) report the establishment of a knowledge centre’ to encourage systematic exchange of sexual abuse information, which is accessible to both victims and specialists (also see Stein, 1995). The problem with information sharing schemes is that they primarily benefit service providers (e.g. expanding their knowledge of available therapies), rather than the victims themselves. Finally, several studies have tested the efficacy of education and training programm es, targeted at staff, victims, and/or family members (e.g. Martorella Portugues, 1998; Tichon, 1998; Bruder Kroese, 2005). Bruder and Kroese (2005) reviewed clinical studies that evaluated the value of teaching protection skills to learning disabled adults and children. Findings revealed that adults could be successfully taught such skills, although the generality and longevity of these abilities was questionable. Martorella and Portugues (1998) conducted workshops with parents, based on the premise that prevention is best achieved by making family members aware of sexual issues concerning their children. Parents were provided with printed materials and videos on puberty, childhood sexual fantasies, and other related topics. Following these sessions many parents re-evaluated their children, and demonstrated a renewed urge to support and protect their children. Overall, training and education schemes seem to have immediate albeit short-lived psychological benefits, for both the vi ctim and their families. Discuss the Similarities in Vulnerable Adult Sexual Abuse and Child Sexual Abuse There are similarities in terms of the reasons why disabled people are susceptible to abuse (MENCAP, 2001), psychopathological and social effects of abuse (Sequeira Hollins, 2003), consent issues, and protection requirements (DOH, 2002a, 2002b). The MENCAP (2001) report identifies seven reasons for increased vulnerability in adults, most of which may equally apply to children; they include low self-esteem, long-term dependency on carers, lack of awareness, fear to challenge authority, powerlessness to consent to sexual relationships, inability to recognise abuse when it occurs, and fear of reporting incidents of abuse. These concerns are compatible with factors the National Society for the Prevention of Cruelty to Children (NSPCC, 2002) implicates in child vulnerability. They include: childrens lack of awareness and education; a learned reluctance to complain; dependency on carers, which can make it difficult for a child to avoid abuse; and general disempowerment. Whereas factors su ch as fear of authority and low self-esteem may be ambiguous, and hence difficult to detect, long-term dependency on a care giver is a much more tangible characteristic that increases susceptibility to abuse, in both adults and children. The risk may be higher in children because their level of dependence is usually more extreme. However, severely impaired adults may also be highly dependent on another person for their day-to-day care (MENCAP, 2001). In their review of the literature on the clinical effects of sexual abuse in intellectually disabled people, Sequeira and Hollins (2003) found that both children and adults exhibited behavioural problems, sexually inappropriate behaviours, and various forms of psychopathology. However, some evidence suggests that children may be more overwhelmed by the experience of sexual abuse, often with long-term and harmful consequences for mental health (Green, 1995). Moreover the damaging effects of sexual abuse may be compounded in both adults and children when the abuser is known to the victim (e.g. family member). However, Sequeira and Hollins (2003) warn against drawing conclusive inferences regarding the clinical impact of abuse on disabled populations. Firstly many studies rely on informants (e.g. family members) for their data, many of whom may be ignorant of the internal psychiatric and cognitive trauma that a disabled person might be experiencing. Thus, any apparent similarities betwe en children and adults in how they respond to sexual abuse may not reflect less obvious discrepancies in psychopathology. Sequeira and Hollins (2003) emphasise the need for more reliable diagnostic criteria. The MENCAP (2001) report stresses the issue of consent. Both children and adults often lack the ability to give consent albeit for different reasons. Children may simply not have any understanding of sexual activity, its consequences, and how to distinguish sexual behaviour from other forms of physical contact (e.g. hugging) and personal care (e.g. bathing). Although most adults will have a better grasp of sexuality, some may be unable to give consent if their learning disability is extremely severe. Regardless, adult and child sexual abuse denotes a lack of consent. Furthermore, both forms of abuse may require similar safeguards. There is a mutual need to create more awareness amongst the general public about the vulnerability of people with learning disabilities (NSPCC, 2002). Community building, staff training, and other protective measures will benefit both children and adults (Ellis Hendry, 1998; Barter, 2001; Davies, 2004). Can the Keeping Safe Child Protection Strategy Work with Adults with Learning Disabilities? The Department of Health has made various recommendations for keeping children safe (DOH, 2002a). These include: having a sound statutory framework; encouraging professionals from different specialities/agencies to work together; assessing children’s needs and the range of support services provided by organisations and community groups; considering the impact of strategies designed for vulnerable adults on children; involving both children and family members in making decisions about what services the child needs; monitoring how well councils are delivering the system; and recruiting, training, and supervising adequate care staff. These proposals are a direct response to the Victoria Climbie Inquiry report. Overall they emphasise risk assessment, recognition of abuse, and information sharing, consistent with other published literature (e.g. Ellis Hendry, 1998; Lesseliers Madden, 2005). By contrast, the Department of Health prescribes a different set of guidelines for adults, referred to as the Protection of Vulnerable Adults Scheme, or POVA (DOH, 2004). Central to the scheme is the POVA list: Through referrals to, and checks against the list, care workers who have harmed a vulnerable adult, or placed a vulnerable adult at risk of harm, (whether or not in the course of their employment) will be banned from working in a care position with vulnerable adults. As a result, the POVA scheme will significantly enhance the level of protection for vulnerable adults (DOH, 2004, p.5). The POVA system is supposed to complement other schemes, such as MENCAPS behind closed doors plan (MENCAPS, 2001). The child protection scheme can be adapted to work with adults. Many child safety measures focus on staff performance (e.g. working together, recruitment, training). For example, it is a requirement that staff are trained sufficiently to recognise whether a child’s injury or illness might be the result of abuse or neglect (DOH, 2004, p.7). By implication, it should be possible to modify training protocol so that staff can also identify sexual abuse in vulnerable adults. For example, Lunsky and Benson (2000) identify some issues to be considered when interviewing developmentally disabled adults about sexual abuse, notably the appropriateness of using detailed drawings and dolls used in assessing children (Martorella Portugues, 1998). Proposals designed to help identify the need for protection and facilitate information sharing, such as community â€Å"neighbourhood watch† arrangements, can be extended to adults. What modifications would be required? MENCAPS (2001) highl ights the need for a suitable mechanism for establishing consent between adults. Vulnerable adults have the same sexual rights and privileges as the general population, and these rights have to be accommodated within any protection strategy. Staff training on child protection can include guidelines for identifying adults who are able to give consent to sexual relations (e.g. suggesting appropriate tests to use), and protecting those who cant. Additionally, MENCAPS (2001) emphasises the need to tighten standards for people who work with adults (p.16). The POVA scheme is set up precisely to address this issue, albeit retrospectively, after abuse has occurred (DOH, 2003). Improvements in staff recruitment, training, and monitoring can be implemented that benefit both children and adults. Bibliography Barber, M., Jenkins, R. Jones, C. (2000) A survivor’s group for women who have a  learning disability. British Journal of Developmental Studies, 46, pp.31-41. Barter, K. (2001) Building community: a conceptual framework for child protection.  Child Abuse Review. 10, pp.262-278. Bruder, C. Kroese, B.S. (2005) The efficacy of interventions designed to prevent and  protect people with intellectual disabilities from sexual abuse: a review of the  literature. Journal of Adult Protection, 7, pp.13-27. Davies, L. (2004) The difference between child abuse and child protection could be you:  creating a community network of protective adults. Child Abuse Review. 13,  pp.426-432. DOH (2002a) Safeguarding Children: A Joint Chief Inspectors’ Report on Arrangements  to Safeguard Children. London. DOH. DOH (2002b) No secrets: The Protection of Vulnerable Adults from Abuse: Local Codes  of Practice. London. DOH. DOH (2004) Protection of Vulnerable Adults (POVA) scheme in England and Wales for  care homes and domiciliary care agencies: A Practical Guide. London. DOH. Ellis, R. Hendry, E.B. (1998) Do we all know the score? Child Abuse Review. 7,  pp.360-363. Green, A.H. (1995) Comparing child victims and adult survivors: Clues to the  pathogenesis of child sexual abuse. Journal of the American Academy of  Psychoanalysis and Dynamic Psychiatry. 23, pp.655-670. Kroese, B.S. Thomas, G. (2006) Treating chronic nightmares of sexual assault  survivors with an intellectual disability two descriptive case studies. Journal of  Applied Research in Intellectual Disabilities, 19, pp.75-80. Lesseliers, J. Madden, P. (2005) European Knowledge Centre for the Prevention of  and Response to Sexual Abuse of People with a Learning Disability. Learning  Disability Review, 10, pp.18-21. Lunsky, Y. Benson, B.A. (2000) Are anatomically detailed dolls and drawings  appropriate tools for use with adults with developmental disabilities? A  preliminary investigation. Journal-on-Developmental-Disabilities. 7, pp.66-76. Martorella, A.M. Portugues, A.M. (1998) Prevention of sexual abuse in children with  learning disabilities. Child Abuse Review, 7, pp.355-359. MENCAP (2001) Behined Closed Doors: Preventing Sexual Abuse Against Adults with  a Learning Disability. London. MENCAP NSPCC (2002) Disabled children and abuse [online]. London, NSPCC. Available from:  http://www.nspcc.org.uk/Inform/OnlineResources/InformationBriefings/Disabledasp_ifega26019.html> [Accessed 10 March 2006]. Sequeira, H. Hollins, S. (2003) Clinical effects of sexual abuse on people with learning  disability: Critical literature review. The British Journal of Psychiatry, 82, pp.13-19. Singer, N. (1996) Evaluation of a self-protection group for clients living in a residential  group home. British-Journal-of-Developmental-Disabilities. 42, pp.54-62. Tichon, J. (1998) Abuse of adults with an intellectual disability by family caregivers: the  need for a family-centred intervention. Australian Social Work, 51, pp.55-59. 1 Footnotes [1] Now known as the Ann Craft Trust.

Notes for Mpp Subject of Mba 1st Sem Essay

Management is a vital aspect of the economic life of man, which is an organised group activity. A central directing and controlling agency is indispensable for a business concern. The productive resources – material, labour, capital etc. are entrusted to the organising skill, administrative ability and enterprising initiative of the management. Thus, management provides leadership to a business enterprise. Without able managers and effective managerial leadership the resources of production remain merely resources and never become production. Under competitive economy and ever-changing environment the quality and performance of managers determine both the survival as In the words of George R Terry – â€Å"Management is a distinct process consisting of planning, organising, actuating and controlling performed to determine and accomplish the objectives by the use of people and resources†. According to James L Lundy – â€Å"Management is principally the task of planning, co- ordinating, motivating and controlling the efforts of others towards a specific objective†. In the words of Henry Fayol – â€Å"To manage is to fore cast and to plan, to organise, to command, to co-ordinate and to control†. According to Peter F Drucker – â€Å"Management is a multi-purpose organ that manages a business and manages managers and manages worker and work†. In the words of J. N. Schulze – â€Å"Management is the force which leads, guides and directs an organisation in the accomplishment of a pre-determined object†. In the words of Koontz and O’Donnel – â€Å"Management is defined as the creation and maintenance of an internal environment in an enterprise where individuals working together in groups can perform efficiently and effectively towards the attainment of group goals†. According to Ordway Tead – â€Å"Management is the process and agency which directs and guides the operations of an organisation in realising of established aims†. According to Stanley Vance – â€Å"Management is simply the process of decision-making and control over the actions of human beings for the express purpose of attaining pre- determined goals†. 8 According to Wheeler – â€Å"Business management is a human activity which directs and Management Science: Theory and Practice controls the organisation and operation of a business enterprise.

What Everyone Is Saying About About Me Essay Is Dead Wrong and Why

What Everyone Is Saying About About Me Essay Is Dead Wrong and Why State a clear research question and provide an overall summary of the issue in the introductory part. You are able to also do some investigating to learn more about the points to discuss so as to present a logical and compelling review. Explain how you would like to begin conducting your research. One of the chief characteristics of manufacturing correct theses is to settle on the acceptable topic. Our professional will likely remain in touch with you all through the complete procedure and react to some inquiries instantly. It's possible to easily depend on us to find essay help as we have a tendency to assist and guide the students with the aid of our professional experts. You have to be seriously committed at the respectable topic of nursing and Medical to boost your practical experience. The elements of your topic will establish the subparagraphs of the chief body. The very first consideration when evaluating different companies is to make sure they provide custom papers. Thus, make certain there is sufficient research available. Superficial or too extensive research never produces a suitable impression. Definitions of about Me Essay When you sit down to compose your paper, be certain to follow no less than a few of the rules that the rulebook directs you to follow. Having written the very first draft, it's important to revise your paper to give it an ideal appearance. These guidelines will help you in planning how to compose a reaction paper to a documentary. It's important to get a topic that's specific enough that finding sources is relatively effortless, but broad enough you can write many pages about it. The use of the outline is to supply you with a blueprint' of the paper and effortless reference when writing. From the lengthy essay, you will see examples that you'll divide your document in several sections or parts. Humor helps to cut back the level of seriousness and responsibility. Topics shouldn't be academic. Benefits of Online essay Writing Services Essay writing is a trying job for the majority of the students today. The PTE Academic exam is also the least expensive PTE test of English in the marketplace. It is also the cheapest test of English in the market. Academic papers need you to determine a specific angle to pursue in writing, which is going to be the basis of the paper. They can not contain any signals of plagiarism. about Me Essay Explained Any company which you are evaluating should supply you with adequate samples of their writing history. The best way to outline an essay is to become started with reading it by means of a specific first time quickly. The quantity of work which you put in to every program is outstanding. The rest of The time you should put money into research work and editing. Therefore, if you learn how to think, through writing, then you'll develop a well-organized, efficient mind and one which is well-founded and certain. On the finished part, you may also compare the documentary with others in the very same genre or subject in order to earn readers have better comprehension of the review. Similarly, as soon as you are writing the body, you have to take note of the angles you want to cover. When you're writing, you shouldn't hunt for any info. So whenever you are writing an essay, you're harnessing the complete might of culture to your life. Some individuals have the capacity of superior writing but find it problematic to work on confusing topics so it's much better to request assistance from a specialist. Irrespective of your plans after, being a great writer and crystal clear thinker will offer you a leg up your competition. Furthermore, your attitude is essential.

The Border States of the Civil War

Border states was the term applied to a set of states which fell along the border between North and South during the Civil War. They were distinctive not merely for their geographical placement, but also because they had remained loyal to the Union even though slavery was legal within their borders. Another characteristic of a border state would be that a considerable anti-slavery element was present within the state which meant that, while the economy of the state would not have been heavily tied to the institution of slavery, the population of the state could present thorny political problems for the Lincoln administration. The border states are generally considered to have been Maryland, Delaware, Kentucky, and Missouri. By some reckonings, Virginia was considered to have been a border state although it did eventually secede from the Union to become part of the Confederacy. However, part of Virginia split away during the war to become the new state of West Virginia, which could then be considered a fifth border state. Political Difficulties and the Border States The border states posed particular political problems for President Abraham Lincoln as he tried to guide the nation during the Civil War. He often felt the need to move with caution on the issue of slavery, so as not to offend the citizens of the border states and that tended to annoy Lincolns own supporters in the North. The situation greatly feared by Lincoln, of course, was that being too aggressive in dealing with the issue of slavery might lead the pro-slavery elements in the border states to rebel and join the Confederacy which could be disastrous. If the border states joined the other slave  states in rebelling against the Union, it would have given the rebel army more manpower as well as more industrial capacity. Furthermore, if the state of Maryland joined the Confederacy, the national capital, Washington, D.C., would be put in the untenable position of being surrounded by states in armed rebellion to the government. Lincoln’s political skills managed to keep the border states within the Union, but he was often criticized for actions he took that some in the North interpreted as appeasement of border state slave owners. In the summer of 1862, for instance, he was condemned by many in the North for telling a group of African American visitors to the White House about a plan to send free blacks to colonies in Africa. When prodded by Horace Greeley, the legendary editor of the New York Tribune, to move faster to free slaves in 1862, Lincoln responded with a famous and deeply controversial letter. The most prominent example of Lincoln paying heed to the particular circumstances of the border states would be in the Emancipation Proclamation, which stated that slaves in states in rebellion would be freed. Its notable that the slaves in the border states, and thereby part of the Union, were not set free by the proclamation. The ostensible reason for Lincoln excluding the slaves in the border states from the Emancipation Proclamation was that the proclamation was a wartime executive action and thus only applied to the slave states in rebellion—but it also avoided the issue of freeing slaves in border states which could, perhaps, have led some of the states to rebel and join the Confederacy.