| 000 | 03023nab a22003497a 4500 | ||
|---|---|---|---|
| 999 |
_c8503 _d8503 |
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| 005 | 20250625151652.0 | ||
| 008 | 240124s2024 ||||| |||| 00| 0 eng d | ||
| 040 | _aAFVC | ||
| 100 |
_aMcMinn, Laura E. _912542 |
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| 245 |
_aEmpowering young people with special educational needs to recognize and report child sexual exploitation and abuse : _ba mixed methods review _cLaura E. McMinn, Juliane A. Kloess and Zoe Stephenson |
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| 260 |
_bSage, _c2024 |
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| 500 | _aTrauma, Violence & Abuse, 2024, First published online, 2 January 2024 | ||
| 520 | _aYoung people with special educational needs (SEN), such as intellectual disability and/or autism, are particularly vulnerable to child sexual exploitation and abuse (CSEA). This mixed-methods systematic literature review consolidates findings in respect to how young people with SEN are currently being taught about CSEA in the UK, incorporating empirical and practice-based findings to counteract publication bias. Key databases were searched, and relevant organizations were contacted regarding studies published between 2015 and 2022 (inclusive). Thirteen articles met the inclusion criteria. Of these, 10 adopted a qualitative methodology, and three a mixed-methods approach. The thematic synthesis of the qualitative studies identified the following themes: (a) beliefs and stereotypes about CSEA, vulnerability. and risk have led to young people with SEN being misinformed and misunderstood, and (b) anxiety about the topic of sex and abuse creates polarized views regarding CSEA education in adult guardians of young people with SEN. Themes are discussed in the context of societal biases in respect to vulnerability and risk, and these biases are considered to have a negative effect on how young people with SEN are supported. The findings of this review encourage providers of CSEA awareness education to be mindful of not endorsing harmful stereotypes, and to involve parent–carers as much as possible. This review additionally encourages services and organizations to increase focus on practitioner reflexivity and regular training to counteract potential biases in respect to gender, vulnerability, and risk. (Authors' abstract). Record #8503 | ||
| 650 |
_aADOLESCENTS _943 |
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| 650 |
_aCHILD SEXUAL ABUSE _9121 |
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| 650 |
_aCHILDREN _9127 |
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| 650 |
_aDISABLED PEOPLE _9196 |
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| 650 |
_aEDUCATION _9218 |
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| 650 | 4 |
_9317 _aPEOPLE WITH LEARNING DISABILITIES |
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| 650 | 4 |
_aPREVENTION _9458 |
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| 650 |
_aLITERATURE REVIEWS _9350 |
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| 650 |
_aSCHOOLS _9515 |
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| 650 |
_aYOUNG PEOPLE _9660 |
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| 651 |
_aINTERNATIONAL _93624 |
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| 651 | 4 |
_aUNITED KINGDOM _92604 |
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| 700 |
_aKloess, Juliane A. _912543 |
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| 700 |
_aStephenson, Zoe _912544 |
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| 773 | 0 | _tTrauma, Violence & Abuse, 2024, First published online, 2 January 2024 | |
| 830 |
_aTrauma, Violence & Abuse _94623 |
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| 856 |
_uhttps://doi.org/10.1177/15248380231217047 _zDOI: 10.1177/15248380231217047 (Open access) |
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| 942 |
_2ddc _cARTICLE _hnews125 |
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