Feeling Safe, Avoiding Harm: Safety Priorities of Children and Young People with Disability and High Support Needs

Autor/inn/en	Robinson, Sally; Graham, Anne
Titel	Feeling Safe, Avoiding Harm: Safety Priorities of Children and Young People with Disability and High Support Needs
Quelle	In: Journal of Intellectual Disabilities, 25 (2021) 4, S.583-602 (20 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Robinson, Sally)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1744-6295
DOI	10.1177/1744629520917496
Schlagwörter	Children; Adolescents; Young Adults; Intellectual Disability; Safety; Child Abuse; Barriers; Risk Management; Interpersonal Relationship; Prevention; Trust (Psychology); Standards; Self Determination; Place of Residence; Self Disclosure (Individuals); Education; Experience; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Young adult; Junger Erwachsener; Intellect; Disability; Disabilities; Verstand; Behinderung; Sicherheit; Abuse of children; Abuse; Children; Kindesmissbrauch; Missbrauch; Risikomanagement; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Prävention; Vorbeugung; Standard; Selbstbestimmung; Wohnort; Bildung; Erziehung; Erfahrung; Ausland; Australien
Abstract	This study explored what helped and constrained children and young people with disability and high support needs, in feeling and being safe in institutional settings. Through adapted qualitative methods, 22 children and young people aged 7-25 years shared their conceptualizations of safety, along with facilitators and barriers to interpersonal safety in their everyday lives. Key themes were feeling safe and known in relationships, minimizing risk, having strategies and the opportunity to practice these, opportunities to learn about safety and supported transitions. The living patterns and environments of children and young people were different to their non-disabled peers, and they faced systemic barriers to activating safety strategies. Building meaningful prevention strategies for children and young people with disability requires specific skill in design and implementation. Without focused attention to their specific circumstances, measures promoting child safety may overlook the experiences of children and young people with intellectual disability. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01