Empowering Healthcare Professionals: Exploring Experiences Leading a Violence Prevention Course for Adults With Intellectual Disability.

Åker et al. (2024) talked with 12 Norwegian course leaders who teach violence-prevention classes to adults with intellectual disability.

The team asked open questions about what worked, what scared them, and what they still needed.

Leaders said learners soaked up rights language but forgot safety steps without weekly practice.

They wanted a clear didactic model: slides, role-play scripts, and a crisis phone tree.

Fox et al. (2001) surveyed 150 staff and found half felt clueless about sexual incidents; Hee’s leaders echo the same cry for scripted training.

Lawer et al. (2009) showed women with ID can learn to report abuse after a short BST package. Hee’s course could borrow that rehearsal format so learners practice saying "stop" and walking away.

Vladescu et al. (2022) taught BCBAs firearm safety with computer modules and hit high fidelity. Hee hints that a plug-and-play slide deck might do the same for violence-prevention leaders.

If you run social-skills groups, weave in short rights-and-safety drills each week. Use plain scripts and let learners role-play refusal and reporting. Give staff the same script so prompts stay consistent across settings.