Responses to abuse, neglect, and trauma of children with intellectual disability: Experiences of social workers and health practitioners in Aotearoa New Zealand

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dc.citation.issue1
dc.citation.volume34
dc.contributor.authorSimpson K
dc.contributor.authorYeung P
dc.contributor.authorMunford R
dc.date.accessioned2023-08-28T03:00:54Z
dc.date.accessioned2023-09-04T01:41:21Z
dc.date.available2023-08-28T03:00:54Z
dc.date.available2023-09-04T01:41:21Z
dc.date.issued2022-05-17
dc.date.updated2023-08-16T22:32:07Z
dc.description.abstractPURPOSE: 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 wh nau 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.
dc.description.confidentialfalse
dc.format.extent72-87
dc.identifier.citationSimpson K, Yeung P, Munford R. (2022). Responses to abuse, neglect, and trauma of children with intellectual disability: Experiences of social workers and health practitioners in Aotearoa New Zealand.. Aotearoa New Zealand Social Work Review. 34. 1. (pp. 72-87).
dc.identifier.doi10.11157/anzswj-vol34iss1id884
dc.identifier.elements-typejournal-article
dc.identifier.harvestedMassey_Dark
dc.identifier.issn0113-7662
dc.identifier.urihttp://hdl.handle.net/10179/19956
dc.publisherAotearoa New Zealand Association of Social Workers
dc.relation.isPartOfAotearoa New Zealand Social Work Review
dc.rightsCC BY 4.0en_US
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/en_US
dc.titleResponses to abuse, neglect, and trauma of children with intellectual disability: Experiences of social workers and health practitioners in Aotearoa New Zealand
dc.typeJournal article
pubs.elements-id453348
pubs.organisational-groupOther
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