This study was carried out by Michlol- the Evaluation and Measurement Unit of the Shalem Fund
Shalem Foundation, the foundation for the development of services for people with intellectual and developmental disabilities (IDD) in local authorities, operates in various ways to integrate people with IDD into all areas of life in Israeli society, with the aim of enhancing their inclusion and improving their quality of life and that of their families. The current initiative aims to raise awareness of the phenomenon of verbal abuse experienced by people with intellectual and developmental disabilities and to provide this population with coping strategies. Verbal abuse against people with IDD is a phenomenon that is rarely discussed. However, unfortunately, people with IDD encounter verbal abuse in many everyday situations, making it crucial to address this issue, teach them and their supporters (parents, families, and professionals) how to recognize verbal abuse and how to respond to it. To achieve this, the “Verbal Abuse” training package was developed as a practical tool for professionals providing services to people with IDD. The package includes an explanatory video on the phenomenon, a series of simulation videos featuring scenarios of verbal abuse and three alternative coping responses (with actors with IDD), a presentation in simplified Hebrew and Arabic, and a professional guide in both languages. The guide aims to provide tools for using the simulation videos and facilitate discussions about verbal abuse and possible coping strategies. As part of the initiative, four workshops on the topic were conducted for service recipients (with IDD) by framework staff. The workshops aimed to expose service recipients and staff to the phenomenon of verbal abuse, provide a platform for self-expression and discussion, raise awareness, and present various coping strategies. To evaluate the success, impact, and challenges of the workshops and training package, an assessment of the initiative was conducted, which is presented in this document. The evaluation’s objectives are to examine the workshops’ contribution to service recipients and staff in terms of knowledge acquisition, awareness-raising, creating dialogue, and exposure to coping strategies. It also aims to assess the satisfaction of the facilitators regarding the workshops, the written guide, the presentation, and the videos. This evaluation study combines quantitative and qualitative methodologies to achieve its objectives. Five frameworks (vocational training centers) participated in the study, including nine workshop facilitators and 32 service recipients with mild to moderate intellectual disabilities, who answered the questionnaires (with support from a reference person). One of the frameworks included Arabic speakers. The workshops were conducted from January to April 2024. 86% of service recipients participated in all four workshops conducted by the facilitators. Data collection was carried out using three tools developed by the “Mikhlol” unit: a pre-workshop questionnaire for facilitators, a post-workshop questionnaire for service recipients, and an interview guide for facilitators. Data analysis was performed according to the nature of the information—quantitative data were analyzed using descriptive statistics, and qualitative data were analyzed using categorical content analysis to identify key themes. The evaluation findings are presented in this report from the perspectives of both service recipients and facilitators. Most respondents (91%) indicated that they chose to participate in the workshops for various reasons, such as the desire to acquire coping tools (f=8), curiosity and interest in learning new topics (f=7), a specific interest in learning about verbal abuse (f=6), and enjoyment and interest in shared activities (f=4). Participants’ knowledge and awareness of verbal abuse were assessed through several means. When asked to define verbal abuse, participants identified several categories: using inappropriate language (f=16), using swear words (f=13), verbal harm, insult, and humiliation (f=11), yelling or raising one’s voice (f=8), and distinguishing between verbal and physical abuse (f=3). Regarding whether they learned new things about verbal abuse during the workshops, three main themes emerged: how to engage in respectful and non-harmful communication (f=9), managing responses and coping with situations (f=9), and gaining a deeper understanding of verbal abuse (f=3). However, six participants reported that the workshops did not provide them with new information. Participants were also asked how they would respond to verbal abuse. Their responses were categorized into five main strategies: reporting to an authority figure such as an instructor or manager (f=14), ignoring or distancing themselves from the situation (f=10), responding calmly and non-violently (f=8), reflecting on the situation and expressing feelings to the abuser (f=3), and responding in kind (f=2). Consistency checks confirmed the reliability of participants’ responses.