Young people with learning disabilities who sexually abuse: understanding, identifying and responding from within generic education and welfare services

This chapter will start by providing an overview of current knowledge about young people with learning disabilities who sexually abuse. Research cited will, unless otherwise indicated, be limited to UK studies since international variations in the definitions of both learning disability and sexual abuse make the use of a wider literature base problematic – particularly that relating to prevalence and incidence. It will then go on to report key findings from a recent study (Fyson et al, 2003; Fyson, 2005) which examined how special schools and statutory child protection and youth offending services in four English local authorities responded to sexually inappropriate or abusive behaviours exhibited by young people with learning disabilities. It will conclude by highlighting areas of current practice which give cause for concern, and suggest some pointers for future best practice.

Chapter 1 - Play Therapy: A Non-directive approach for children and adolescents

The book provides a detailed practical guide to non-directive play therapy as a therapeutic model. Substantially updated since the first edition published ten years ago, it sets play therapy within a Piagetian framework and using numerous case examples, demonstrates that it is a robust and relatively short-term intervention which may be used to address the difficulties of a range of troubled children and young adolescents. New chapters include using drawings, role play and structured exercises in working with children and young people, and using non-directive play therapy within statory and court settings.