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Empowering Healthcare Professionals: Exploring Experiences Leading a Violence Prevention Course for Adults With
Tone Hee Åker1, Karianne Moen1, Kristina Areskoug Josefsson1
1Tone Hee Åker, Western Norway University of Applied Sciences, Sogndal, Norway; Karianne Moen, Norwegian Police University College, Bodø, Norway; Kristina Areskoug Josefsson, Department of Health Sciences, University West, Trollhättan, Sweden, and Department of Behavioural Science, Oslo Metropolitan University, Norway; and Patsie Frawley, Te Kura Toi Tangata, University of Waikato, Hamilton, New Zealand.
None:
Violence prevention approaches using social-ecological models inform interventions for people with intellectual disability, who often face barriers to accessing generalist courses. This study explores the experiences of healthcare professionals leading a prevention course specifically designed for adults with intellectual disability. Through semistructured interviews, 12 Norwegian course leaders highlighted the importance of raising awareness and comprehension about rights, and the social and individual factors influencing experiences of violence and its prevention. Challenges were encountered in tailoring the course to the diverse lived experiences of participants with disabilities and addressing ongoing support needs for their safety. The study suggests that adopting a pedagogical or didactic model could serve as a foundation to enhance the planning and delivery of the course.
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