Learning disability staff responses towards allegations of sexual abuse

Turnbull, K

Abstract

Peckham (2007) has argued that people with learning disabilities are at a greater risk
of abuse than members of the general population however, no research has investigated paid
carers' responses to allegations of sexual abuse. The current research aimed to investigate:
factors affecting care staff responses in this situation, the relationship between attributions,
emotions and helping responses, and test predictions derived from Weiner's (1985; 1986)
cognitive-emotional model of attributions.
A vignette methodology was used. Sixty four residential services support staff (32
females, 32 males) answered a questionnaire describing a scenario in which a service user
alleged they had been sexually abused. The characteristics of the person making the allegation
were varied across eight versions of the scenario according to gender, whether they were
known to be sexually active and if they had reported being abused before. Participants were
asked to describe what they thought the most likely cause (or causes) of the claimant's
behaviour was, and then made judgements on 7- point rating scales as to the cause of the
allegation, their own emotional response and their willingness to offer help.
The data was analysed using 4-way ANOVAs and correlational techniques. Important
results included: 1) the most common causal explanation given overall was that the claimant
had been sexually abused and absolute levels of willingness to provide help for the service
user were high across all situations; 2) all independent variables affected at least some part of
attributions, emotions or helping behaviour; 3) there was evidence for gender differences in
the treatment of sexual abuse allegations, with participant gender becoming a unexpected
fourth variable; 4) the analysis indicated support for Weiner's (1985; 1986) model with the
effects of willingness to help being mediated by emotions and optimism. Implications for
learning disability practice, attribution theory and vignette methodology are discussed.

Citation

Turnbull, K. Learning disability staff responses towards allegations of sexual abuse. (Thesis). Salford : University of Salford

• Thesis Type: Thesis
• Deposit Date: Oct 3, 2012
• Award Date: Jan 1, 2011