project with males and female both participating in the same groups may put their clients at risk of further victimisation through existing power imbalances. Standard 2: Demonstrating the use of a theory of change The theoretical approaches utilised in the project demonstrated a strong understanding of the social factors involved in the occurrence of sexual assault. The project focuses on empowering people with an intellectual disability by education about respectful relationships. Previous preventative projects were cited by the researchers to take a protective behaviours approach. The researchers believed an empowerment approach would be more effective in prevention, and in also dispelling the many myths surrounding people with an intellectual disability’s sexuality. Standard 3: Undertaking inclusive, relevant and culturally sensitive practice The assumptions inherent in the project were evident in the project documentation at both the surface and deep structure level. The project proposal included detailed discussion on the terminology used to refer to people with intellectual disabilities, and the reasons for such use. The evaluation report also includes a detailed discussion on the language used to describe the sexuality of people with intellectual disabilities, and some of the activities undertaken in the project to correct inappropriate or dis-respectful language. The initial development of the project materials was based on qualitative research interviews with people with an intellectual disability. This process was undertaken critically, to explore the stereotypical assumptions about people with an intellectual disability’s sexuality, and, to generate material for the project handbook. Deeper structural assumptions were made evident in the conceptual approaches taken by the project. Theories relating to the causes of violence, and the position of people with an intellectual disability in society were utilised throughout the project’s lifespan. The target group was identified as people with an intellectual disability. Women constituted the main target population, though the project did not exclude men. Recent research that discussed the high level of violence against people, particularly women, with an intellectual disability, and the need for educational projects, was cited to support the need for a specific sexual assault prevention project that targets people with an intellectual disability (Murray and Powell 2008). Extensive consultation with the target population, their support people, and professionals in the disability sector was undertaken throughout the project. The content of the project was developed directly from consultation with these key stakeholders, and from relevant research literature.
project with males and female both participating in the same groups may put their clients at risk of further victimisation through existing power imbalances. Standard 2: Demonstrating the use of a theory of change The theoretical approaches utilised in the project demonstrated a strong understanding of the social factors involved in the occurrence of sexual assault. The project focuses on empowering people with an intellectual disability by education about respectful relationships. Previous preventative projects were cited by the researchers to take a protective behaviours approach. The researchers believed an empowerment approach would be more effective in prevention, and in also dispelling the many myths surrounding people with an intellectual disability’s sexuality. Standard 3: Undertaking inclusive, relevant and culturally sensitive practice The assumptions inherent in the project were evident in the project documentation at both the surface and deep structure level. The project proposal included detailed discussion on the terminology used to refer to people with intellectual disabilities, and the reasons for such use. The evaluation report also includes a detailed discussion on the language used to describe the sexuality of people with intellectual disabilities, and some of the activities undertaken in the project to correct inappropriate or dis-respectful language. The initial development of the project materials was based on qualitative research interviews with people with an intellectual disability. This process was undertaken critically, to explore the stereotypical assumptions about people with an intellectual disability’s sexuality, and, to generate material for the project handbook. Deeper structural assumptions were made evident in the conceptual approaches taken by the project. Theories relating to the causes of violence, and the position of people with an intellectual disability in society were utilised throughout the project’s lifespan. The target group was identified as people with an intellectual disability. Women constituted the main target population, though the project did not exclude men. Recent research that discussed the high level of violence against people, particularly women, with an intellectual disability, and the need for educational projects, was cited to support the need for a specific sexual assault prevention project that targets people with an intellectual disability (Murray and Powell 2008). Extensive consultation with the target population, their support people, and professionals in the disability sector was undertaken throughout the project. The content of the project was developed directly from consultation with these key stakeholders, and from relevant research literature.
1-2-respectful-relationships-evaluation-rounds-1-and-2-recommendations.docx