Hostname: page-component-78c5997874-94fs2 Total loading time: 0 Render date: 2024-11-19T05:04:01.927Z Has data issue: false hasContentIssue false
  • English
  • Français

School-Based Abuse Prevention Programs for Children With Disabilities: A Qualitative Study of Components and Methods

Published online by Cambridge University Press:  13 September 2021

Amanda Nyberg ,
Ulrika Ferm Open the ORCID record for Ulrika Ferm [Opens in a new window]  and
Juan Bornman Open the ORCID record for Juan Bornman [Opens in a new window]
Amanda Nyberg
Affiliation:
University of Pretoria, South Africa
Ulrika Ferm
Affiliation:
Sahlgrenska University Hospital, Sweden
Juan Bornman*
Affiliation:
University of Pretoria, South Africa
*
*Corresponding author. Email: [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

Children with communicative and/or intellectual disabilities are disproportionally affected by abuse when compared to their typically developing peers. In this study, we investigate the key components and teaching methods for abuse prevention programs for use in special schools. The views of parents of children with disabilities were obtained via semistructured individual interviews (n = 6), and the views of special education teachers (n = 7) and practitioners who work with child victims with disabilities (n = 5) via focus groups. Results were coded using thematic analysis and are reported using the behavioural ecological model. Results indicate that children’s rights and empowerment were seen as key components. Videos and role-play were reported as effective interactive teaching methods. Using augmentative and alternative communication strategies, such as pictorial support and manual signs, were thought to increase children’s understanding and participation. We conclude that teacher involvement in school-based abuse prevention is essential to meet the needs of children with disabilities.

Keywords

abuseaugmentative and alternative communication (AAC)complex communication needsintellectual disabilitypreventionschool-based program
Type
Original Articles
Information
Australasian Journal of Special and Inclusive Education , Volume 45 , Issue 2 , December 2021 , pp. 252 - 267
Copyright
© The Author(s), 2021. Published by Cambridge University Press

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Footnotes

†

This manuscript was accepted under the Editorship of Umesh Sharma.

References

ATLAS.ti Scientific Software Development GmbH. (2020). ATLAS.ti 8 Windows [Computer software]. Retrieved from https://atlasti.com/ Google Scholar
Beukelman, D. R., & Light, J. C. (2020). Augmentative and alternative communication: Supporting children and adults with complex communication needs (5th ed.). Baltimore, MD: Brookes.Google Scholar
Brassard, M. R., & Fiorvanti, C. M. (2015). School-based child abuse prevention programs. Psychology in the Schools, 52, 40–60. https://doi.org/10.1002/pits.21811 CrossRefGoogle Scholar
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77–101. https://doi.org/10.1191/1478088706qp063oa CrossRefGoogle Scholar
Brennan, L., Binney, W., Hall, J., & Hall, M. (2015). Whose job is that? Saving the biosphere starts at work. Journal of Nonprofit & Public Sector Marketing, 27, 307–330. https://doi.org/10.1080/10495142.2015.1053348 CrossRefGoogle Scholar
Dale, R., Shanley, D. C., Zimmer-Gembeck, M. J., Lines, K., Pickering, K., & White, C. (2016). Empowering and protecting children by enhancing knowledge, skills and well-being: A randomized trial of Learn to BE SAFE with Emmy™ . Child Abuse & Neglect, 51, 368–378. https://doi.org/10.1016/j.chiabu.2015.07.016 CrossRefGoogle Scholar
Devries, K., Kuper, H., Knight, L., Allen, E., Kyegombe, N., Banks, L. M., … Naker, D. (2018). Reducing physical violence toward primary school students with disabilities. Journal of Adolescent Health, 62, 303–310. https://doi.org/10.1016/j.jadohealth.2017.09.004 CrossRefGoogle ScholarPubMed
Dion, J., Paquette, G., Tremblay, K.-N., Collin-Vézina, D., & Chabot, M. (2018). Child maltreatment among children with intellectual disability in the Canadian Incidence Study. American Journal on Intellectual and Developmental Disabilities, 123, 176–192. https://doi.org/10.1352/1944-7558-123.2.176 CrossRefGoogle ScholarPubMed
Dresler-Hawke, E., & Whitehead, D. (2009). The behavioral ecological model as a framework for school-based anti-bullying health promotion interventions. The Journal of School Nursing, 25, 195–204. https://doi.org/10.1177/1059840509334364 CrossRefGoogle ScholarPubMed
Gilbert, R., Kemp, A., Thoburn, J., Sidebotham, P., Radford, L., Glaser, D., & MacMillan, H. L. (2009). Recognising and responding to child maltreatment. The Lancet, 373, 167–180. https://doi.org/10.1016/S0140-6736(08)61707-9 CrossRefGoogle Scholar
Gül, S. O. (2016). The combined use of video modeling and social stories in teaching social skills for individuals with intellectual disability. Educational Sciences: Theory & Practice, 16, 83–107. https://doi.org/10.12738/estp.2016.1.0046 Google Scholar
Hovell, M., Wahlgren, D., & Adams, M. (2009). The logical and empirical basis for the behavioral ecological model. In DiClemente, R. J., Crosby, R. A., & Kegler, M. C. (Eds.), Emerging theories in health promotion practice and research (2nd ed., pp. 415–449). San Francisco, CA: Jossey-Bass.Google Scholar
Hovell, M. F., Wahlgren, D. R., & Gehrman, C. A. (2002). The behavioral ecological model: Integrating public health and behavioural science. In DiClemente, R. J., Crosby, R. A., & Kegler, M. C. (Eds.), Emerging theories in health promotion practice and research: Strategies for improving public health (pp. 347–385). San Francisco, CA: Jossey-Bass.Google Scholar
Hurren, E., Thompson, C., Jenkins, B., Chrzanowski, A., Allard, T., & Stewart, A. (2018). Who are the perpetrators of child maltreatment? Report to the Criminology Research Advisory Council (Grant: CRG 18/13-14). Retrieved from https://www.aic.gov.au/sites/default/files/2020-05/18-1314-FinalReport.pdf Google Scholar
Inkinen, M. (2015). Hur mänskliga rättigheter, mäns våld mot kvinnor och våld mot barn beaktas i högre utbildning: Rapportering av ett regeringsuppdrag (Report no. 2015:25). Stockholm, Sweden: Universitetskanslerämbetet. Retrieved from https://www.uka.se/download/18.12f25798156a345894e4cb3/1487841874281/rapport-2015-12-01-manskliga-rattigheter.pdf Google Scholar
Johnson, E. & Muzata, K. K. (2019). Inclusive education – implementing universal design for learning. In Banja, M. (Ed.), Selected readings in education (Vol. 2, pp. 1–22). Lusaka, Zambia: Marvel Publishers.Google Scholar
Jones, L., Bellis, M. A., Wood, S., Hughes, K., McCoy, E., Eckley, L., … Officer, A. (2012). Prevalence and risk of violence against children with disabilities: A systematic review and meta-analysis of observational studies. The Lancet, 380, 899–907. https://doi.org/10.1016/S0140-6736(12)60692-8 CrossRefGoogle ScholarPubMed
Kim, Y.-R. (2010). Personal safety programs for children with intellectual disabilities. Education and Training in Autism and Developmental Disabilities, 45, 312–319.Google Scholar
Lightfoot, E. B., & LaLiberte, T. L. (2006). Approaches to child protection case management for cases involving people with disabilities. Child Abuse & Neglect, 30, 381–391. https://doi.org/10.1016/j.chiabu.2005.10.013 CrossRefGoogle ScholarPubMed
Mikton, C. R., Butchart, A., Dahlberg, L. L., & Krug, E. G. (2016). Global status report on violence prevention 2014. American Journal of Preventive Medicine, 50, 652–659. https://doi.org/10.1016/j.amepre.2015.10.007 CrossRefGoogle ScholarPubMed
Murphy, J., & Cameron, L. (2008). The effectiveness of Talking Mats® with people with intellectual disability. British Journal of Learning Disabilities, 36, 232–241. https://doi.org/10.1111/j.1468-3156.2008.00490.x CrossRefGoogle Scholar
Nyberg, A., Ferm, U., & Bornman, J. (2021). School-based abuse prevention programs for children: A scoping review. International Journal of Disability, Development and Education. Advance online publication. https://doi.org/10.1080/1034912X.2020.1865522 CrossRefGoogle Scholar
Rovniak, L. S., Johnson-Kozlow, M. F., & Hovell, M. F. (2006). Reducing the gap between the economic costs of tobacco and funds for tobacco training in schools of public health. Public Health Reports, 121, 538–546. https://doi.org/10.1177/003335490612100509 CrossRefGoogle ScholarPubMed
Soylu, N., Alpaslan, A. H., Ayaz, M., Esenyel, S., & Oruç, M. (2013). Psychiatric disorders and characteristics of abuse in sexually abused children and adolescents with and without intellectual disabilities. Research in Developmental Disabilities, 34, 4334–4342. https://doi.org/10.1016/j.ridd.2013.09.010 CrossRefGoogle ScholarPubMed
Stöckl, H., Dekel, B., Morris-Gehring, A., Watts, C., & Abrahams, N. (2017). Child homicide perpetrators worldwide: A systematic review. BMJ Paediatrics Open, 1(1), 1–7. https://doi.org/10.1136/bmjpo-2017-000112 CrossRefGoogle ScholarPubMed
Talsma, M., Bengtsson Boström, K., & Östberg, A.-L. (2015). Facing suspected child abuse – What keeps Swedish general practitioners from reporting to child protective services? Scandinavian Journal of Primary Health Care, 33, 21–26. https://doi.org/10.3109/02813432.2015.1001941 CrossRefGoogle ScholarPubMed
UN Committee on the Rights of the Child. (2011). General comment No. 13 (2011): The right of the child to freedom from all forms of violence (18 April 2011, CRC/C/GC/13). Retrieved from https://www.refworld.org/docid/4e6da4922.html Google Scholar
United Nations. (1989). Convention on the Rights of the Child. Retrieved from http://www.ohchr.org/Documents/ProfessionalInterest/crc.pdf Google Scholar
Vlahovicova, K., Melendez-Torres, G. J., Leijten, P., Knerr, W., & Gardner, F. (2017). Parenting programs for the prevention of child physical abuse recurrence: A systematic review and meta-analysis. Clinical Child and Family Psychology Review, 20, 351–365. https://doi.org/10.1007/s10567-017-0232-7 CrossRefGoogle ScholarPubMed
White, C., Shanley, D. C., Zimmer-Gembeck, M. J., Walsh, K., Hawkins, R., Lines, K., & Webb, H. (2018). Promoting young children’s interpersonal safety knowledge, intentions, confidence, and protective behavior skills: Outcomes of a randomized controlled trial. Child Abuse & Neglect, 82, 144–155. https://doi.org/10.1016/j.chiabu.2018.05.024 CrossRefGoogle ScholarPubMed
World Health Organization. (1999). Report of the Consultation on Child Abuse Prevention, WHO, Geneva, 29-31 March 1999. Geneva, Switzerland: Author.Google Scholar
World Health Organization. (2016). INSPIRE: Seven strategies for ending violence against children. Retrieved from https://www.who.int/publications/i/item/inspire-seven-strategies-for-ending-violence-against-children Google Scholar