000			03021nab a22003017a 4500
999			_c7717 _d7717
005			20250625151616.0
008			220714s2022 -nz||||| |||| 00| 0 eng d
040			_aAFVC
100			_aSimpson, Kim _911068
245			_aResponses to abuse, neglect, and trauma of children with intellectual disability : _cKim Simpson, Polly Yeung and Robyn Munford _bexperiences of social workers and health practitioners in Aotearoa New Zealand
260			_bAotearoa New Zealand Association of Social Workers, _c2022
500			_aAotearoa New Zealand Social Work, 2022, 34(1): 72-87
520			_aPurpose: Children with intellectual disabilities are three to four times more likely to be abused and neglected than their peers without intellectual disabilities. While the Children’s Action Plan and Children’s Act (2014) aim to keep children safe and ensure their needs are met, much of the focus still treats children as a homogenous group with limited reference to children with disability. The current research focused on exploring the experiences and perspectives of social workers and health practitioners to abuse, neglect, and trauma among children with intellectual disabilities. Methods: In 2020, eight participants were first involved in a focus group to provide a wider perspective of practice and policy issues of abuse, neglect, and trauma among children with intellectual disability. This was followed by a more in-depth exploration and investigation with four experienced social workers to understand the issues and challenges in supporting this cohort of children and to identify what best practices are needed to strengthen service provision. Findings: Results of the study indicated that, to ensure safety and implement support interventions, practitioners need to be equipped with knowledge about disability and its related needs. Furthermore, to influence positive and transformative change, a strong relational practice with children with intellectual disabilities, their whānau and family is paramount. Conclusion: Practitioners are urged to draw on knowledge and skills, such as relational practice, socio-ecological frameworks, human rights and social justice, and advocacy to develop appropriate assessments and interventions to support children with intellectual disabilities and their wellbeing. (Authors' abstract). Record #7717
650			_aATTITUDES _970
650			_aCHILD ABUSE _9103
650			_aCHILD PROTECTION _9118
650			_aCHILDREN _9127
650			_aDISABLED PEOPLE _9196
650			_aPEOPLE WITH LEARNING DISABILITIES _9317
650			_aSOCIAL WORK PRACTICE _9562
651		4	_aNEW ZEALAND _92588
700			_aYeung, Polly _96167
700			_aMunford, Robyn _91776
773	0		_tAotearoa New Zealand Social Work, 2022, 34(1): 72-87
830			_aAotearoa New Zealand Social Work _96152
856			_uhttps://doi.org/10.11157/anzswj-vol34iss1id884 _zDOI: 10.11157/anzswj-vol34iss1id884 (Open access)
942			_cARTICLE _2ddc _hnews112