School of Sociology and Social Policy

Beyond 'vulnerability': a social model approach to conceptualising risk of sexual violence against people with learning difficulties

People with learning difficulties are considerably more likely to experience sexual violence than non-disabled people. Explanations tend to be sought within the individual: It is often suggested that there is a causal link between being labelled as having learning difficulties and the likelihood of experiencing sexual violence. This is implied in the label ‘vulnerability’. Yet, the conceptualization of risk of sexual violence through individual ‘vulnerability’ focuses analysis on the individual. It is too simplistic to take account of all the processes involved in the formation of risk, which is not merely influenced by personal attributes and individual self-defence skills, but also by environments and socio-cultural factors.

By adopting a social model approach I aim to examine the impact that interactions between individuals and social environments have on an individual’s learning and the development opportunities that have the potential to increase self-defence skills.

I have conducted semi-structured interviews and focus group discussions with adults with learning difficulties, as well as some observations at day services. A reference group of self-advocates is involved in the planning and analysis of the research.