Sozialisierung zur Wehrlosigkeit - Ursachen für Sexualgewalt gegen Menschen mit Lernschwierigkeiten

Die Wahrscheinlichkeit, sexuelle Gewalt zu erfahren, ist wesentlich gröβer für Menschen mit Lernschwierigkeiten als für nicht behinderte Menschen. Genaue Angaben zur Verbreitung von Sexualgewalt variieren je nach Studie, den dort geltenden Definitionen und nach der verwendeten Referenzgruppe, von 10 bis zu 80 Prozent (Cambridge 2007). Die Erklärungen für diese hohe Anzahl an Vorfällen werden oft bei den Menschen, denen Gewalt widerfährt, gesucht sowie in ihrem engeren Umfeld: Oftmals wird davon ausgegangen, dass eine kausale Beziehung zwischen dem persönlichen Attribut ‚Lernschwierigkeit’ und der Wahrscheinlichkeit, sexuelle Gewalt zu erfahren, besteht (vergl. Department of Health, 2000; Fairbairn, Rowley, & Bowen, 1995; Mencap, Respond, & Voice UK, 2001). Dies wird durch das Konzept ‚vulnerability’ (Widerstandsunfähigkeit) zum Ausdruck gebracht, dem im englischen Sprachraum gängigen Begriff, der ein erhöhtes Risiko, z.B. sexuelle Gewalt zu erfahren, beschreibt. Ich werde heute belegen, dass sexuelle Verwundbarkeit einem Individuum nicht eigen ist. Mein Vortrag stützt sich sehr stark auf einen Artikel, den ich für das British Journal of Social Work verfasst hab

Beyond 'vulnerability' : a social model approach to conceptualising risk of sexual violence against people with learning difficulties

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'May we please have sex tonight?'– people with learning difficulties pursuing privacy in residential group settings

Many residential group settings for people with learning difficulties do not provide individuals with the private space in which they can explore their sexual relationships in a safe and dignified manner. Lack of agreed private spaces seriously infringes the individual's human rights. Many people with learning difficulties who lack privacy have no other option but to escape to isolated public or semi-private spaces to be sexually active. This places individuals at risk. It is suggested that self-advocacy driven policy guidance must be developed which must require residential services to review their practice to ensure that they accommodate residents' need for privacy, whilst supporting them to lead safe sexual relationships

Beyond ‘vulnerability’: an ecological model approach to conceptualizing risk of sexual violence against people with learning difficulties

This paper presents an ecological model approach to conceptualizing risk of sexual violence against people with learning difficulties, which takes account of the complex social processes involved in the creation of risk. The concept ‘vulnerability’, often assumed to be a risk-creating characteristic of people with learning difficulties, is too simplistic to take account of all the processes involved in the formation of risk of sexual violence. Risk is influenced by personal attributes, self-defence skills, environments and socio-cultural factors. These risk factors are closely interlinked and constantly interact with one another. The ecological model provides a tool for examining the impact that interactions between individuals and social environments have on an individual’s learning and the development opportunities that have the potential to increase self-defence skills

Learning difficulties and sexual vulnerability: a social approach

People with learning difficulties are considerably more likely to experience sexual violence than non-disabled people, and for this reason they are often described as 'vulnerable'. However, the use of this label can in fact increase risk. This book argues that by seeing adults with learning difficulties as vulnerable and in need of protection, they are stripped of their autonomy and left with fewer skills that are needed to protect themselves from harm. Their different treatment, such as segregation and over-protection, can in fact increase their 'vulnerability'. The author discusses a range of social processes, such as sex education, self-determination, friendships, sexual relationships and social inclusion, and examines the risk and benefits associated with each. Drawing on the everyday experiences of 29 adults with learning difficulties, the author illustrates how people with learning difficulties can be capable of safeguarding themselves from harm, and makes a range of suggestions for enabling them to become better equipped at managing risk themselves