Intimate violence in a specialist college setting: can students with learning difficulties manage themselves?
Accessible summary Traditional practice, with regard to intimate violence at a specialist college, involves professionals normalising, disciplining and managing students compliance to established norms; however, findings from a 5-year study indicate students with learning difficulties could manage t...
| Publicado en: | British Journal of Learning Disabilities Vol. 42; no. 1; pp. 6 - 17 |
|---|---|
| Autores principales: | , |
| Formato: | case study pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Mar2014
|
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=104013856&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 104013856 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 13544187 F04 jtl: British Journal of Learning Disabilities issn: 13544187 maglogo: Y pubinfo: dt: Mar2014 vid: 42 iid: 1 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 104013856 94086370 10.1111/bld.12004 104013856 ppf: 6 ppct: 11 formats: fmt: @attributes: type: P tig: atl: Intimate violence in a specialist college setting: can students with learning difficulties manage themselves? aug: au: Lee, Larry L. Carson, Alexander affil: Derwen College sug: subj: Intellectual Disability Social Behavior Intimate Partner Violence Self-Efficacy Focus Groups Human Thematic Analysis Male Young Adult Students, College Male ab: Accessible summary Traditional practice, with regard to intimate violence at a specialist college, involves professionals normalising, disciplining and managing students compliance to established norms; however, findings from a 5-year study indicate students with learning difficulties could manage themselves responsibly if professionals help them increase levels of differentiation from Binary Branding Normality Normalcy, Putative Social Identity and Multi-dimensional Social Network influences., Abstract Concerned about practice that attempts to manage acts of intimate violence perpetrated by students with learning difficulties in a specialist college setting; I questioned the extent to which they could manage themselves. Following a methodological review of literature, I used critical conversations with focus groups participants and case study interviewees to consider the sense they make of intimate violence and students managing themselves responsibly in learning environments. Thematic analysis yielded five themes relating to different versions of students acting responsibly and/or irresponsibly: I've got a problem, I told staff, I can't, I'm disabled and I'm not normal. Discursive analysis highlighted five variable acts of resistance: Conditioned-Response, Role Specific, Inner-Conflicted, Retreating and Higher Order. These correlate with student's levels of differentiation from Binary Branding Normality Normalcy, Putative Social Identity and Multi-dimensional Social Network influences. In response to their subordinate position in learning environments, some students, via Variable Processes of Learning Disability Culture, use Defensive Disability Language, Defensive Positional Stances and Power Plays to assert their power over professionals; nevertheless, when invited to engage nondefensively, some students could, as evidenced by focus groups discussions and a case study example, manage themselves responsibly. pubtype: Academic Journal doctype: case study pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
|---|