Melbourne, Australia Living Safer Sexual Lives: Respectful Relationships Putting people with an intellectual disability at the centre of prevention education Presenters: Patsie Frawley, Rachel Boadle, Amie O’Shea, Janice Slattery & Linda Stokoe,,

Background to the Living Safer Sexual Lives programs 3 year research project – interviewed 25 people with an intellectual disability about relationships & sexuality in their lives (1998 – 2001) Piloting of workshops for families, people with an intellectual disability and service providers & evaluation Policy advocacy – including model development for sexual assault advocacy and a new Disability relationships policy Published workshop manual (Frawley, Johnson, Hillier and Harrison, 2003) 2009 funding of Living Safer Sexual Lives: Respectful Relationships – peer education program

Melbourne, Australia IssueFindingsStudy/studies Incidence and prevalence of violence and abuse People with a disability are at a greater risk to violence and abuse than the general population Brownbridge, (2006); Chenoweth, (1996); French, (2007); Martin, (2006) ; Nosek,(2001); Sobsey & Mansell, (1990), Sobsey, (1994 & 2000) Risk of particular experiences of violence and abuse 40% greater likelihood of IPV 4 x more likely to experience sexual assault Likely to experience specific types of violence and abuse relating to disability People with an intellectual disability at higher risk of all forms of abuse than people with other disabilities Brownbridge (2006) Martin et al (2006) Cockram (2003) (Horner-Johnston & Drum, 2006) Sexual assault prevention – people with an intellectual disability Dearth of research and evidence based programs ‘Delivery and hope’ approach Need for comprehensive approach – beyond protective behaviours Barger. Wacker, Macy & Parish (2009)

Some key views about sexual assault and intellectual disability – impacting on prevention and responses People with an intellectual disability experience sexual assault because: They are vulnerable? – protect and isolate They cannot protect themselves? – teach protective behaviours Their behaviour is indiscriminate? – modify their behaviour They put themselves at risk? – manage risk for them They cannot determine what they want so cannot determine parameters of relationships? - don’t allow relationships; ‘teach’ about sexuality and relationships They are not capable of engaging in equal and negotiated relationships? – all sexual encounters are abusive

What is needed? Access to information, education and support for people with an intellectual disability Addressing attitudes and values that act as barriers to providing support/information/opportunities Advocating for a rights based approach Generic services having skills to support people with an intellectual disability Disability services providing environments that foster respectful relationships + day to day support + referral + being a part of prevention

Living Safer Sexual Lives: Respectful Relationships Primary prevention education for people with an intellectual disability by people with an intellectual disability– LSSL: RR Educating providers/supporters Learning Partner model Sector development Fostering coalitions/networks Co-Facilitators from disability and other sectors Research & Evaluation Building knowledge/evidence

Working together to develop and run a Respectful Relationships program / strategy Stories Peer educatorsCo-Facilitators Respectful Relationships program

The LSSL: RR team at work

Peer education – shifting the power to people with an intellectual disability Strong view that people with an intellectual disability could not participate in prevention program – as educators, as participants Our view – ‘Nothing about us without us’ Shifting attitudes/views – from vulnerable victim to spokesperson/educator/change agent Influencing change – people’s lives, services and support Engaging across the ‘system’ and building capacity

The program Trained peer educators and co-facilitators run group programs with people with an intellectual disability Talk about why violence and abuse happens – talk about Respectful Relationships Use the LSSL stories + facilitated discussion + activities about rights Give people books to take away and information/links to local services

Using stories and facilitated discussion by peer educators W Watch Hannah’s story: What would you say to Hannah if she was here? What would you say about her experiences? What can Hannah’s story tell us about relationships?

Key Messages from Hannah’s story Hannah and Kevin could not get privacy so they had sex in a public place. This is not safe, it is not fair and it is illegal to have sex in a public place. It is never OK for people like taxi drivers to take you places to have sex with you even if they say it is a relationship. Being drunk or under the influence of drugs does not mean you are ‘asking’ to be raped or assaulted Hannah and Kevin have a respectful relationship – it is equal and fair – they love each other and care for each other - they treat each other really well – they work out when it is good for both of them to have sex, it is a decision they make together

Responses to the stories and linking with violence and abuse prevention Stories are complex, emotional, passionate, painful, joyful – tell us about adults struggling with issues about sexuality, relationships, power and control People leading secret sexual lives – increased risk to abuse – lack of privacy and lack of choice and respect by ‘others’ People wanting/having intimate relationships – able to negotiate within relationships and know about Respect in Relationships Limited access to information about relationships and sexuality – making information accessible through group work – LSSL:RR linking to community supports and services Abuse happening because of cultures of disrespect – not the person’s fault – need to change the way people see people with an intellectual disability

What people have said about the program; peer education, the stories, working together Co-facilitators “I am very passionate about this program…I have got this role in my workplan now” Peer Educator “I want to help other people..show people we can do it” The LSSL: RR team……Janice, Rachel, Linda, Amie & Patsie we want to leave you with out thoughts too…….