Research Bulletin, Vol. 1, No. 2, 1996 - Dr. Stirling McDowell ...

The handbook:“If we want to teachchildren and adolescentsself-protection skillsand personal rights,we can do this bybecoming knowledgeable,by beingsensitive, by probinggently forinformation, by havinga sincere desireto remedy the situationand by helpingprevent abuse fromhappening, or byhelping a recoveringchild after abusehas occurred.Teachers can helpchildren and adolescentswithintellectual disabilitiesmake positivechanges in theirlives. Teachers canand should make adifference!”“Rachelle from myclass came to meone day and said,‘You know what youtold us about sayingno when someonetouched us wherewe don’t like to betouched. Well, hetouched my breastsand I told him tostop.’• describes signs that may indicate sexual abuse is taking place,• outlines steps teachers can take to help their students prevent sexual assault,• gives nurturing strategies that help to support students after abuse,• talks about handling disclosures from students, and• considers the characteristics of a sex education teacher.The handbook also provides a commentary on resources that are available to teachersthrough the Saskatchewan Association for Community Living or the University ofSaskatchewan. These resources include videos, slides, films, sex education programs,dolls, manuals, in-service materials, books, pamphlets, reports, and journals.Risk Factors Associated with Sexual Abuse• long-term dependency• limited verbal skills• lack of strength to escape or fight back• high probability of over-compliance• limited social activities• limited refusal skills• low self-esteem• non-assertiveness• need to be valued and accepted• unrealistic view that everyone is a friend• susceptibility to coercion• ignorance of what is happening• feelings of helplessness• alcoholism and depressionI asked, ‘Did hestop?’She replied ‘Yes!’most emphatically.”22Learning from Practice