“Bring my scooter so I can leave you”: A study of disabled women handling abuse by personal assistance providers

This research summary can be incorporated into a lecture or shared with students as a reading to demonstrate how psychological science explores the diversity of human experience. This resource can also be used to encourage students to identify the major components of a research study (i.e., the hypothesis or study question, sample, method, and findings). Students can be asked to identify potential limitations of the study and encouraged to discuss the implications for our understanding of human behavior. Keywords highlight how concepts within and across pillars are incorporated into a single research study.

In this study, researchers interviewed women with physical disabilities to learn more about their experiences with abuse from personal assistance service (PAS) providers who provide assistance with everyday activities like eating, bathing, and getting dressed. The researchers asked participants to share their thoughts on several topics including: What does abuse by PAS providers look like? What makes it difficult to stop or report PAS abuse? How could the system be improved to decrease PAS abuse? Seventy-two women with physical disabilities participated in the study. They ranged in age from 19–70, used PAS at least three times a week, and had a variety of physical disabilities and physical chronic health conditions; 10% had co-occurring cognitive disabilities. Two-fifths (42%) were women of color. Participants who used PAS from formal providers (e.g., paid providers), informal providers (e.g., family members or intimate partners), or a combination were included in the sample. Women did not have to identify as having been exposed to PAS abuse to be in the study. The authors conducted focus groups and one-on-one interviews with participants regarding their experiences with PAS-related abuse. After the interviews and focus groups were conducted, the researchers analyzed the transcripts for common themes discussed frequently by participants and coded quotes that were representative of those themes. Participants reported that power dynamics with PAS providers made it difficult to recognize and stop abuse, such as the power dynamics created when a PAS provider was also a spouse or family member or the difficulties of relying on a PAS provider for very personal care such as bathing or going to the bathroom. Participants also noted that the reliance on PAS providers for critical assistance (e.g., eating, getting out of bed) made it difficult to speak up when abuse might be occurring, out of fear of not having any assistance at all. Participants also spoke about the difficulties of not being believed when discussing abuse and emphasized the importance of having back-up PAS providers and strategies and of having clear and healthy boundaries with PAS providers.

Saxton, M., Curry, M. A., Powers, L. E., Maley, S., Eckels, K., & Gross, J. (2001). “Bring my scooter so I can leave you”: A study of disabled women handling abuse by personal assistance providers. Violence Against Women, 7, 393–417. https://doi.org/10.1177/10778010122182523opens in new window

Abuse, Violence, Disability, Personal Assistance Services, Women

The development of resources to broaden diversity and representation in the teaching of high school psychology resources is an APA Committee of Teachers of Psychology in Secondary Schools initiative supported by funding from the American Psychological Foundation David and Carol Myers Fund. This resource was developed by Kara Ayers, PhD; Emily Lund, PhD; Erika Sanborne; and Allison Shaver.